Section F: The Most Important Part of Your EHCP (and How to Fix It)

If an Education, Health and Care Plan (EHCP) were a contract for a new house, Section F would be the blueprints. It doesn’t matter how nice the “Description of Needs” (Section B) is; if Section F is vague, the “house” will never be built properly.

In 2026, with school budgets under pressure and Local Authorities (LAs) often looking to save costs, many draft plans are being issued with “woolly” language. This guide will help you audit your child’s plan to ensure it is legally enforceable.

What is Section F?

Section F is the Special Educational Provision section. It is the only part of the plan that creates an absolute legal duty. Under Section 42 of the Children and Families Act 2014, the Local Authority must ensure that whatever is written in Section F is delivered.

The Golden Rule: If it isn’t in Section F, it doesn’t have to happen.

The “Section F Audit Tool”

When you receive your draft plan, you have 15 days to respond. Don’t just read it—audit it using these five questions:

1. The “Monday Morning” Test

If a new teacher or therapist who has never met your child started on Monday morning, would they know exactly what to do just by reading this plan? If they have to ask, “How long for?” or “Who does this?”, the plan has failed the test.

2. Is it Specific and Quantified?

The law (and decades of case law) states that provision must be specific.

• Wrong: “Access to LSA support.”
• Right: “25 hours of 1:1 support from an LSA per week.”

3. Who is delivering the support?

Does it specify the expertise required? Ensure it mentions “a qualified Speech and Language Therapist” rather than just “staff.”

4. Is there a “Golden Thread”?

Every need listed in Section B must have a matching provision in Section F.

5. Are there “Red Flag” words?

Check for these words and ask for them to be removed:

• Regularly / As required / Periodically / Opportunities for / Benefits from.

The “What” vs. The “Where” (Section F vs. Section I)

One common mistake is the LA choosing a school (Section I) and then writing Section F to match what that school can offer. This is illegal.

1. Section F (The What): First, you list every single thing the child needs.
2. Section I (The Where): Then, you find the school that can deliver everything in Section F.

Template: Letter to Request Changes to Section F

If your draft plan is too vague, copy and paste this into an email to your Case Officer.

Subject: Formal Response to Draft EHCP for [Child’s Name] – Request for Specificity

Dear [Case Officer Name],

Thank you for the draft EHCP for [Child’s Name]. Having reviewed the document, I am concerned that Section F is currently not “specific, detailed and quantified,” as required by the SEND Code of Practice and established case law (e.g., L v Clarke and Somerset).

Specifically, I would like the following amendments made:

1. Provision [X]: Currently states “[Vague Quote]”. Based on the report from [Professional Name] dated [Date], this should be amended to: “[Specific Provision, e.g., 1×30 min session per week]”.
2. Staffing: Please specify that the 1:1 support mentioned is to be delivered by an LSA with [Specific Training, e.g., PECS Level 1].

Please provide an updated draft within the statutory timelines.

Kind regards,

[Your Name]

Summary Table for Quick Reference

The Section I Suitability Checklist: Is This School Right?

When you visit a school or review their prospectus, use these five criteria to decide if they should be named in Section I.

1. The “Section F” Audit

• The Question: Can this school actually deliver every single point we just fought for in Section F?
• The Test: If Section F says your child needs a “hydrotherapy pool” or “daily 1:1 with a qualified ABA therapist,” and the school doesn’t have those facilities or staff, the school is legally unsuitable.

2. Peer Group Compatibility

• The Question: Are there other children like mine here?
• The Test: Ask to see the “cohort.” If your child is academically bright but has severe social anxiety, placing them in a group where most children have severe learning difficulties may be “incompatible with the efficient education of others”—a legal reason to reject a placement.

3. Physical & Sensory Environment

• The Question: Will the building itself “disable” my child?
• The Test: Check the acoustics, the lighting, and the “breakout” spaces. If a child has sensory processing disorder and the school is an open-plan “hub” style building with 300 children in one hall, it is likely unsuitable.

4. Staff Training & Attitude

• The Question: Do they “get” it, or are they just willing to try?
• The Test: Don’t just ask if they have a SENCO. Ask: “How many of your TAs are trained in [Specific Need, e.g., Makaton/PDA/Braille]?” A willing school is great, but a trained school is legally safer.

5. Travel and Distance

• The Question: Is it “efficient use of resources”?
• The Test: In 2026, LAs are tightening travel budgets. If you choose a school 20 miles away when there is a “suitable” one 2 miles away, the LA may name your school but make you pay for the transport. Always check the LA’s transport policy alongside Section I.

How to Challenge an LA’s Choice of School

If the LA names a school you disagree with, you must prove one of the following:

The “Parental Preference” Power

Under Section 38 of the Children and Families Act, you have a right to “request” a specific school. The LA must name it unless they can prove it meets one of the negative criteria mentioned above. The burden of proof is on the LA, not you.

Pro Tip: Always get the school you want to send you a letter of “Consultation Response” stating they have a space and can meet your child’s needs. Having the school on your side makes the LA’s refusal much harder to defend at a Tribunal.