How EHCP funding works for schools

EHCP funding usually combines money already available to the school with top-up funding from the local authority's high-needs budget. The exact banding and payment method varies locally. The provision specified in Section F remains the legal starting point.

This guide explains the broad position in England. Always check current national and local funding guidance.

The three broad funding elements

School funding is often described through:

1. core funding: the general resources supporting all pupils
2. notional SEN budget: an identified amount within the school's delegated budget for additional SEN support
3. top-up funding: high-needs funding paid for an individual where required provision exceeds the nationally used threshold

The notional SEN budget is not a separate ring-fenced bank account for each pupil. Schools decide how to deploy resources to meet needs across the cohort.

What does the first £6,000 mean?

Mainstream schools are generally expected to meet the additional cost of SEN support up to £6,000 per high-needs pupil from their delegated resources before top-up funding. This is a funding convention, not a parental charge and not a statutory threshold for assessment.

It does not mean:

• a school must prove exactly £6,000 of historic spending before requesting an assessment
• a child becomes eligible for an EHCP at £6,001
• every plan automatically brings a fixed top-up
• provision can stop when a budget line is exhausted

How top-up funding is calculated

Local authorities set local top-up arrangements, often using bands, matrices or individual costings. Ask for the published local scheme and the evidence used for the assigned amount.

A funding decision should be transparent enough for the school to understand:

• the assessed provision
• resources assumed within school funding
• the top-up calculation
• payment dates and review points
• exceptional-funding routes where available

Banding is an administrative funding method. It should not replace an individual assessment of needs and provision.

Section F and funding are different questions

Section F should specify the special educational provision required. Section 42 of the Children and Families Act 2014 places the duty to secure that provision on the local authority.

A dispute between a school and authority about who pays does not amend the plan or remove the duty. Schools should raise funding gaps quickly and evidence actual costs, but families should not be left to resolve an internal funding disagreement before provision begins.

Build a defensible costed provision map

Connect each cost to provision rather than presenting one total. Record:

• staff role, time and cost assumption
• group-size allocation
• specialist services
• equipment and training
• frequency and duration
• universal, delegated and top-up elements
• actual delivery and review

State assumptions and avoid double-counting support used for several pupils.

Questions families can ask

• Is the required provision fully specified in Section F?
• Which parts are being delivered now?
• Has the school raised a funding gap with the authority?
• What interim arrangements protect the child?
• Is the problem plan content, funding administration or non-delivery?

Those problems have different routes. An appeal can address defective plan content. Complaints and enforcement routes may address non-delivery.

Unisen helps schools and families keep provision, delivery and funding evidence connected without treating cost as a substitute for need.

Explore the product.