Understanding EHCPs from a school perspective
What each section of an EHCP means for schools, your responsibilities, and how to use the plan effectively.
Understanding EHCPs from a school perspective
When a child with an EHCP joins your school, or one of your pupils gets a plan for the first time, you need to understand what the document says and what it requires of you. The EHCP is a legal document. The provision in Section F is not aspirational. It is a binding obligation.
This guide explains each section from a school's perspective and what your responsibilities are.
The sections of an EHCP
Section A: Views, interests and aspirations
The child's own views and the family's aspirations. Read this carefully. It tells you who the child is as a person, not just a set of needs. Use it to connect with the child and understand what matters to them.
Section B: Special educational needs
A detailed description of the child's special educational needs. Every teacher who works with this child should read Section B. It tells you exactly what the child struggles with and why.
Section C: Health needs related to SEN
Health needs that are connected to the child's SEN, such as epilepsy that affects their ability to concentrate, or a physical condition that requires specific support. Your school nurse or medical team should be aware of this section.
Section D: Social care needs related to SEN
Social care needs. Less commonly relevant in school, but if there are social care provisions, know what they are.
Section E: Outcomes
What the EHCP aims to achieve. These are the targets you are working towards. They should be specific and measurable. If they are not, that is a problem with the plan, not something you should ignore.
Section F: Special educational provision
This is the section that matters most for your day-to-day work. It specifies exactly what provision the child must receive. For example:
- 15 hours per week of 1:1 support from a teaching assistant
- 2 sessions per week of speech and language therapy, each lasting 45 minutes, delivered by a qualified therapist
- Daily social skills group (20 minutes, group of no more than 4)
You must deliver this provision. Not 'where possible'. Not 'when resources allow'. The provision in Section F is a legal obligation.
Section G: Health provision
Health services the child needs. These are usually arranged by the NHS, not the school. But you should know what they are so you can coordinate.
Section H: Social care provision
Social care provision. Again, usually arranged by the local authority, not the school.
Section I: School placement
The school named. This is your school. The child has a legal right to attend.
If your school is named in Section I, you cannot refuse the child a place because you feel you 'cannot meet their needs'. The local authority has determined that your school can meet their needs, and the provision in Section F tells you how. If you genuinely believe you cannot deliver the provision, raise it with the local authority. Do not refuse the child admission.
Your responsibilities
As a class teacher
- Read the entire EHCP, not just Section F
- Understand the child's needs (Section B) and how they affect learning
- Deliver or oversee the provision in Section F that relates to classroom practice
- Monitor progress towards the outcomes in Section E
- Contribute to annual reviews with accurate information
- Communicate with parents regularly about their child's progress
As a SENCO
- Ensure all staff who work with the child have read and understood the EHCP
- Coordinate the delivery of all provision in Section F
- Monitor that provision is being delivered consistently
- Arrange and lead the annual review
- Maintain records that demonstrate the provision is in place
- Liaise with the local authority about any concerns or requested amendments
As a head teacher
- Ensure the school has the resources to deliver the provision
- If the school cannot deliver a specific element (e.g. a specialist therapy), notify the local authority immediately
- Support the SENCO in coordinating the plan
- Be aware that failure to deliver provision is a potential legal liability for the school and the local authority
Common issues
'We do not have the budget for this provision.' The local authority funds EHCP provision. If your school has not received adequate funding, raise it with the LA. The child's provision must not be reduced because of a funding dispute.
'The teaching assistant is absent. We cannot cover the 1:1 today.' You must still deliver the provision. If the TA is absent, arrange cover. If this happens frequently, it is a resourcing issue that needs solving, not an excuse for missed provision.
'The provision says "speech therapy" but we do not have a therapist.' Contact the local authority immediately. They have a duty to arrange the provision. If they are not doing so, the SENCO should escalate.
'The outcomes are vague and I do not know how to measure them.' Raise this at the annual review. Outcomes should be specific and measurable. If they are not, ask for them to be amended.
SpektraBot can help you understand specific sections of an EHCP. Ask: 'Section F says "access to occupational therapy as needed". Is this specific enough?' It will tell you whether the wording meets the required standard and what to raise at the annual review.
Annual reviews
You must hold an annual review at least once every 12 months. The review should:
- Include the parents, and their views must be recorded
- Review progress against outcomes
- Review whether the provision is being delivered and is effective
- Recommend whether the EHCP should be maintained, amended, or ceased
The school sends the review report to the local authority within two weeks. The local authority then decides what to do.
SpektraBot can help you prepare for annual reviews, draft review reports, and write to parents about the outcomes.
Try asking this question in a chat:
“I have a new pupil with an EHCP starting next term. What do I need to have in place before they arrive?”