EHCP Sections Explained (Sections A–K)
Understanding the Structure of an Education, Health and Care Plan
An Education, Health and Care Plan (EHCP) is a legally structured document issued under Part 3 of the Children and Families Act 2014.
Every EHCP follows the same national format, divided into Sections A to K. Each section serves a specific purpose and contributes to the overall legal framework of the plan.
Understanding what each section means is important because the accuracy and clarity of these sections determine whether the plan is enforceable and whether the provision specified is sufficient to meet a child’s needs.
Some sections describe the child and their circumstances. Others set out the special educational needs, the provision required to meet those needs, and the educational placement responsible for delivering that provision.
Certain sections also carry legal rights of appeal, meaning parents or young people can challenge their contents through the SEND Tribunal.
This guide explains the purpose of each section and why they matter.
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Section A – Views, Interests and Aspirations
Section A records the views, wishes and aspirations of the child or young person and their parents or carers.
This section may include:
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the child’s interests and strengths
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the family’s priorities for education and development
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aspirations for the future, including adulthood.
Section A is descriptive rather than legally enforceable, but it helps professionals
understand the context and goals that should inform the plan.
Section B – Special Educational Needs
Section B describes the child or young person’s special educational needs.
This section should provide a clear and comprehensive description of the difficulties affecting learning or participation in education.
Needs may relate to areas such as:
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cognition and learning
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communication and interaction
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social, emotional and mental health
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sensory or physical needs.
Accuracy in Section B is critical because the provision specified later in the plan must correspond directly to the needs identified here.
If needs are described vaguely or incompletely, the provision designed to address them may also be inadequate.
Section C – Health Needs
Section C describes health needs related to the child’s special educational needs.
Examples may include:
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medical conditions affecting education
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therapy needs identified by health professionals
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mental health considerations linked to educational functioning.
Health needs recorded in this section help inform the support required across health and education services.
Section D – Social Care Needs
Section D sets out social care needs linked to the child’s special educational needs or disability.
This may include:
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support required in the home or community
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safeguarding considerations
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family support services.
Not all children with EHCPs require social care provision, but where such needs exist they should be clearly described.
Section E – Outcomes
Section E describes the outcomes the child or young person is expected to achieve as a result of the support provided.
Outcomes are typically framed as medium-term goals that support progress towards longer-term aspirations.
Examples may include improvements in:
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communication skills
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independent learning
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emotional regulation
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social participation.
Outcomes should be specific and measurable, helping professionals evaluate whether the provision in the plan is effective.
Section F – Special Educational Provision
Section F sets out the special educational provision required to meet the needs identified in Section B.
This is one of the most important parts of an EHCP.
Under Section 42 of the Children and Families Act 2014, the local authority has a legal duty to secure the provision specified in Section F.
For that reason, the provision should be clear, specific and quantified.
Strong EHCP wording might specify:
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the type of support required
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the number of hours of support
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the professional responsible for delivering it
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how frequently interventions take place.
Vague wording such as “access to support” or “regular opportunities” can make provision difficult to enforce.
Section G – Health Provision
Section G describes health provision reasonably required by the child’s learning difficulties or disability.
This may include services such as:
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speech and language therapy
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occupational therapy
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physiotherapy
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specialist medical input.
Where health provision is included in an EHCP, the responsible health body may have a duty to arrange it.
Section H – Social Care Provision
Section H describes social care provision required as a result of the child’s special educational needs or disability.
This section is sometimes divided into two parts:
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H1 – social care provision under the Children Act 1989
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H2 – social care provision under other legislation relating to disabled children.
This may include services such as respite care, family support or short breaks.
Section I – Educational Placement
Section I names the school, college or educational setting responsible for delivering the plan.
Parents usually have the right to request a particular school to be named in this section.
Local authorities must normally agree to that request unless:
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the placement would be unsuitable for the child’s age, ability or needs
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it would be incompatible with the efficient education of others
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it would involve unreasonable public expenditure.
Section I is one of the sections parents can challenge through the SEND Tribunal.
Section J – Personal Budget
Section J sets out any personal budget arrangements linked to the EHCP.
A personal budget allows parents or young people to have greater control over how certain elements of provision are delivered.
Not all plans include personal budgets, and they must be agreed by the local authority.
Section K – Advice and Information
Section K contains the professional reports and evidence gathered during the assessment process.
This may include advice from:
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educational psychologists
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therapists
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health professionals
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social care services
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schools or early years settings.
These reports form the evidence base that supports the plan.
Why the Structure of an EHCP Matters
The structure of an EHCP is not simply administrative.
The relationship between Sections B and F in particular is central to the enforceability of the plan.
Each need identified in Section B should be matched by specific provision in Section F designed to address that need.
If this relationship is unclear or incomplete, the plan may not deliver the support required.
This is one of the most common issues families encounter when reviewing draft plans.
Reviewing a Draft EHCP
When a draft EHCP is issued, families normally have 15 calendar days to review the document and request amendments.
During this stage parents may ask for:
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clearer descriptions of needs
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more specific provision
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changes to the named educational placement.
Understanding how the sections of the plan work together can make this stage significantly easier.
If you would like to understand the wider process that leads to an EHCP, see:
or read:
The Complete Guide to EHCP Applications and Appeals
These guides explain how plans are created and how disagreements can be challenged if necessary.
Begin With a Strategic Case Review
If you are within a draft EHCP window or appeal deadline, the most effective place to begin is with a Strategic Case Review.
This allows us to assess your position and advise the most appropriate structured pathway for your case.
Talk to us today
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