EHCP Explained: What It Is, Who It’s For, and How the Process Works in England
EHCP Explained: What It Is, Who It's For, and How It Works
A parent-friendly guide to Education, Health and Care Plans in England
If You're Feeling Overwhelmed, You're Not Alone
If you've been told your child "might need an EHCP" — or you're wondering whether to request one — you're probably trying to make sense of a process that can feel confusing, slow, and sometimes intimidating.
This guide explains what an EHCP is, who it's for, and how the process works in England. It's not legal advice, but it should help you understand what's happening and what you can do next.
You Don't Need Perfect Words
You don't have to be an expert in SEND law to advocate for your child. Your observations — what you see at home, what patterns you notice, what works and what doesn't — are real evidence. The system can feel overwhelming, but understanding the basics helps.
What Families Often Notice First
Before the paperwork starts, there are usually signs: persistent anxiety, school refusal building over time, shutdown or meltdowns after school, difficulties that don't seem to improve despite everyone trying. These experiences are what often lead families to start asking questions about EHCPs.
For an introduction to SEN terminology, see our guide on what SEN and SEND mean in the UK.
What Is an EHCP?
An EHCP (Education, Health and Care Plan) is a legal document in England that describes:
- A child or young person's special educational needs
- The outcomes being worked towards
- The provision (support) that must be put in place
- The placement (school or setting) where that support will happen
It can also include health and social care needs where these relate to the child's education.
Key point: An EHCP is legally binding. The local authority has a duty to secure the special educational provision written in Section F. This makes it more enforceable than SEN Support alone.
EHCP vs SEN Support: What's the Difference?
For more on SEN Support and the graduated approach, see our guide on the SEND Code of Practice explained.
Who Is an EHCP For?
EHCPs are for children and young people aged 0–25 who:
- Have significant, long-term needs that affect learning or access to education
- Need more support than is usually available through SEN Support
- May require coordinated provision across education, health, and/or social care
An EHCP can continue until age 25 if the young person remains in education or training and still needs the provision it specifies. It does not apply to higher education (university).
What an EHCP Includes: Sections A–K
EHCPs follow a structured format with sections labelled A to K. Here's what each covers:
EHCP Sections Explained
A Views, Interests & Aspirations
The child/young person's views and the family's perspectives — what matters to them, their hopes, interests.
B Special Educational Needs
A detailed description of the child's SEN, based on assessment evidence.
C Health Needs
Health needs related to SEN or disability (e.g., therapy, medical support).
D Social Care Needs
Social care needs related to SEN or disability (e.g., short breaks, personal care).
E Outcomes
The goals being worked towards — what the support aims to achieve.
F Special Educational Provision
The support that must be provided to meet needs and achieve outcomes. This is the most important section.
G Health Provision
Health care provision related to SEN (e.g., speech therapy, OT).
H Social Care Provision
Social care provision, split into H1 (under Children Act) and H2 (other).
I Placement
The name and type of school or setting where the plan will be delivered.
J Personal Budget
Details of any personal budget (if requested and agreed).
K Appendices
Supporting evidence — reports, assessments, professional advice.
Why Section F Matters Most
Section F: The Heart of an EHCP
Section F is the special educational provision. It's the part the local authority has a legal duty to secure. If this section is vague, it becomes difficult to hold anyone accountable.
Good Section F wording is "specific and quantified" — it should clearly state what, how much, how often, and by whom.
❌ Vague Wording
"Access to speech and language therapy as needed"
"Regular support from a teaching assistant"
"Opportunities for small group work"
✓ Specific & Quantified
"2 hours per week of direct SALT input, delivered by a qualified therapist"
"Full-time 1:1 TA support across all lessons"
"Daily 30-minute reading intervention in a group of 3"
Section I: Placement
Section I names the school or setting. Once a school is named, it is generally required to admit the child (subject to certain legal exceptions).
Common misconception: An EHCP doesn't automatically mean a specialist school. Many children with EHCPs attend mainstream schools. The placement depends on needs, suitability, and parental preference — it's part of the process, not a guarantee.
For more on settings, see our guides on what is an SEN school and applying for an SEN school.
The EHCP Process Step-by-Step
EHCP Timeline (20 Weeks Total)
Request an EHC Needs Assessment
Parents, the young person (16+), or professionals can make a request to the local authority, usually in writing with supporting evidence.
LA Decides Whether to Assess
The LA has 6 weeks to decide whether to carry out an assessment and must notify you of the decision.
Week 6Assessment Phase
Advice gathered from school, educational psychologist, health, social care, parents, and the child/young person.
Draft EHCP Issued
If the LA decides to issue a plan, you receive a draft to comment on and express school preferences.
Week 16Final EHCP Issued
The final plan is issued, naming the school and setting out all provision.
Week 20Who Can Request an Assessment?
- Parents or carers — you don't need the school's permission
- Young person (if aged 16–25)
- Professionals — schools, early years settings, health or social care practitioners
To learn more about how we work with referrals, see our admissions and referrals process.
What to Include in Your Request
When requesting an EHC needs assessment, it helps to include evidence that shows:
Evidence That Can Help
Daily Impact
What you see at home — anxiety, meltdowns, exhaustion, avoidance. Your observations matter.
School Evidence
Support plans, IEPs, progress data, behaviour logs, attendance records, what's been tried.
Professional Reports
EP, SALT, OT, CAMHS, paediatrician — any specialist assessments that describe needs.
What's Not Working
Why current SEN Support isn't enough — gaps between needs and provision.
You Don't Need a Diagnosis
An EHCP is about educational needs and required provision, not diagnoses. A diagnosis can be helpful evidence, but it's not required. What matters is what your child needs to access education.
Common Sticking Points (and Calm Ways to Respond)
What to Do When You Hit a Wall
"They're fine in school" vs "They mask all day"
If your child presents differently at home than at school, document what you see. Explain "masking" — holding everything together during the day and releasing at home. Ask school to look for subtle signs (avoidance, withdrawal, fatigue). Your observations are valid evidence of need.
"Not enough evidence"
This often means the LA isn't seeing a clear picture of impact. Ask specifically what evidence they're looking for. Consider gathering more professional input, more detailed school records, or a parent statement describing daily patterns over time.
Refusal to Assess or Refusal to Issue
If the LA refuses, they should explain their reasons and provide information about next steps. You may be able to challenge this through mediation or appeal to the SEND Tribunal. SENDIASS can help you understand your options.
For more on the appeals process, see our guide on SEND Tribunal appeals explained.
Annual Reviews and Changes
What Happens at an Annual Review
EHCPs must be reviewed at least once a year. For children under 5, reviews may happen more frequently. The review checks whether the plan is still accurate and helpful.
Progress Check
Are outcomes being met?
Needs Update
Have needs changed?
Provision Review
Is support still right?
When Plans Get Amended
After a review, the LA may decide to:
- Maintain the plan as it is
- Amend the plan (update needs, outcomes, or provision)
- Cease the plan (if outcomes are met or the child leaves education)
If you disagree with changes or the decision to cease, you usually have a right to appeal.
For more on how we support transitions, see our transition support page.
Common Misconceptions
Myths vs Reality
"EHCP = diagnosis."
RealityAn EHCP is about educational needs and provision, not diagnosis. A child can have an EHCP without a formal diagnosis — and a diagnosis doesn't automatically mean they'll get one.
"You must wait for the school to apply."
RealityParents and carers can request an EHC needs assessment themselves, in writing to the local authority. You don't need permission from the school.
"An EHCP guarantees a specialist school place."
RealityPlacement (Section I) is part of the process. It depends on needs, suitability, and legal considerations. Many children with EHCPs remain in mainstream settings.
"An EHCP means everything is fixed."
RealityAn EHCP is a framework for support, review, and accountability — not a guarantee of progress. It's reviewed annually and can be amended as needs change.
How a Specialist Setting May Support EHCP Outcomes
🐴 A Relationship-Based Approach in Practice
For some children, especially those with SEMH needs, anxiety, or trauma backgrounds, the traditional classroom environment may not be the right fit — regardless of how much support is written into a plan. What often matters is regulation, safety, and predictability before academic demand. Learn more about our safeguarding approach or alternative provision information.
Through Horses
Equine-assisted education within robust planning
Through Dogs
Engagement and routine through canine-assisted learning
Calm Environments
Predictable routines and consistent, trusted adults
Note: We don't make medical or therapeutic claims. Our animal-assisted and outdoor learning approaches are educational programmes — part of a relationship-based model that aims to support engagement, regulation, and access to learning. Outcomes depend on individual needs, fit, and consistency.
Gentle Next Steps
Talk to School or LA
Ask the SENCO what support is in place. If you're considering an EHCP request, ask what evidence would help.
Contact SENDIASS
Search "[your area] SENDIASS" for free, impartial support navigating the EHCP process.
Visit Provision
If you're exploring specialist settings, book a visit to see the environment and ask questions.
This Week's Checklist
- Find out what SEN Support is currently in place
- Start a simple diary of patterns — what you notice at home
- Gather any existing reports (GP, CAMHS, school)
- Contact SENDIASS for guidance on next steps
- If considering a request, look at your LA's process online
If you'd like to explore whether we might be a good fit, see our open evenings and visits page or make an enquiry for a calm, no-pressure conversation.
Frequently Asked Questions
Common questions about EHCPs, the assessment process, and what to expect.
An EHCP (Education, Health and Care Plan) is a legal document in England that describes a child or young person's special educational needs, the outcomes being worked towards, and the support (provision) that should be arranged to help them access education.
EHCPs are for children and young people aged 0–25 who need more support than is usually available through SEN Support within a school, college, early years setting or training provision.
Not necessarily. An EHCP focuses on educational needs and the provision required. A diagnosis can be helpful evidence for some children, but it is not always required for an assessment or a plan.
You can request an EHC needs assessment by writing to your local authority. It helps to include what needs you are seeing, how these needs affect learning or attendance, what support has already been tried, and why the current support is not enough.
The statutory process is usually up to 20 weeks from the date the local authority receives the request for an EHC needs assessment to issuing a final EHCP, although there are limited exceptions that can apply.
EHCPs are commonly written in Sections A–K. These cover the child or young person's views and aspirations, identified education/health/social care needs, outcomes, the support to be provided, the named setting, and the evidence used to create the plan.
Section F sets out the special educational provision. It matters because it should be clear, specific and detailed so everyone understands what support is required. This is also the part of the plan that is typically most important for ensuring support is put in place as written.
Not automatically. An EHCP can name a school or setting, but placement decisions follow a process and depend on the child's needs, the suitability of the placement, and legal considerations.
If a local authority refuses to assess or refuses to issue a plan, they should explain their reasons and provide information about next steps. Many families seek support to understand their options, including disagreement resolution routes.
An annual review looks at whether the EHCP is still accurate and helpful. It checks progress, updates needs and outcomes, and considers whether the provision should stay the same or be amended.
Questions About EHCPs or Provision?
If you'd like to talk about your child's needs, explore whether we might be a good fit, or simply ask questions — our team is here. No pressure, no jargon, just honest conversations.
