EHCP provision examples: vague vs specific Section F

Good Section F wording makes it possible to understand what must be delivered. The SEND Code of Practice says provision should be detailed and specific and should normally be quantified, including type, hours, frequency and level of expertise where appropriate.

The examples below are fictional illustrations, not wording to copy into a real plan. Provision must come from individual assessment evidence.

Example 1: speech and language support

Vague:

Access to speech and language therapy as required.

Clearer illustration:

A speech and language therapist will provide one direct 45-minute individual session each week during term time. The therapist will provide a written programme and 30 minutes of staff coaching each half term. A trained teaching assistant will deliver the programme for 15 minutes on four school days each week. Progress will be reviewed termly using the measures identified in the therapist's advice dated [date].

The clearer version identifies who, what, how often, how long and how delivery is reviewed.

Example 2: literacy intervention

Vague:

Regular small-group literacy support.

Clearer illustration:

A teacher or teaching assistant trained in the named structured literacy programme will deliver four 30-minute sessions each week in a group of no more than three pupils for 12 teaching weeks. The school will record attendance and assess the agreed reading measures at baseline, week six and week 12.

"Regular" and "small group" can mean different things. Numbers reduce ambiguity.

Example 3: sensory regulation

Vague:

Sensory breaks when needed.

Clearer illustration:

Staff will offer a five-minute movement break before the two identified high-demand transitions each day and when the agreed signs of overload appear. The pupil will have access to the quiet space identified in the sensory plan. All class staff will receive the occupational therapist's strategy briefing within two weeks of the plan being issued.

The individual evidence should define signs, strategies and any safety requirements.

Example 4: adult support

Vague:

Adult support throughout the day.

Clearer illustration:

A trained adult will provide individual support during arrival, unstructured times and the first 15 minutes of each maths and English lesson. During the remaining lessons, an adult will check understanding after whole-class instruction and provide the visual prompt sequence described in Appendix [reference]. Support will be reviewed each term against the independence outcome in Section E.

Avoid specifying continuous one-to-one support unless the evidence says it is necessary. Equally, do not replace required support with phrases such as "access to" an adult.

Example 5: staff expertise

Vague:

Support from appropriately trained staff.

Clearer illustration:

The programme will be planned by a qualified specialist teacher with the expertise identified in the assessment advice. Staff delivering daily activities will complete the specialist's two-hour training and receive 30 minutes of supervision each half term.

Name the qualification or expertise when the professional evidence supports it.

A Section F wording check

For each item, ask:

• What provision is required?
• Who plans and delivers it?
• What expertise is needed?
• How often and for how long?
• Individual or group, and what maximum group size?
• Where or in which situations?
• What training or supervision is required?
• How will delivery and progress be reviewed?

Not every item needs every field. The detail should be sufficient to remove avoidable uncertainty.

Keep outcomes and provision distinct

An outcome describes the benefit or difference sought. Provision describes what adults or services must do. "Will receive weekly therapy" is provision, not an outcome.

Use the EHCP golden thread guide to connect Section B needs, Section E outcomes and Section F support.

Unisen helps families and schools review provision beside the supporting evidence so vague wording is easier to identify.

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