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Curious about why your EHCP support isn’t always straightforward?Â
We discuss how to understand the “hidden gaps” in your child’s EHCP, and how greater clarity and communication can help families and schools work together for the best outcomes.
Having an Education, Health and Care Plan (EHCP) is an important step in supporting your child’s needs. Many parents hope that, once in place, this plan will bring a new level of understanding and coordinated care. Sometimes, though, you may notice ongoing challenges, even with an EHCP. This can feel discouraging, but it’s a common experience for many families.
Often, these challenges don’t arise from a lack of effort, but from misunderstandings or unclear expectations within the plan itself. What looks like a “gap” in support is frequently the result of communication issues or vague language. By working together and making the plan as clear as possible, parents, schools, and local authorities can ensure everyone is on the same page, and your child receives the support they need.
Section F of the EHCP is where your child’s specific support is set out and made legally binding. It details everything from therapy sessions to special teaching and equipment. When this section is communicated clearly and precisely, it helps everyone involved know what to expect.
A common reason for “hidden gaps” in EHCPs is the use of general or open-ended wording. Phrases like “regular access to,” “opportunities for,” or “as appropriate” are meant to be helpful but may be open to interpretation. This can make it hard for families and schools to be sure what support will look like in practice.
The SEND Code of Practice (2015) states that support should be “detailed, specific and should be quantified.” In other words, there should be enough information for everyone to know what support is required and to check whether it is being provided. Focusing on clarity and detail in Section F reduces the chance of miscommunication and helps build accountability.
To ensure clear understanding, families can use a quick test by reading Section F and checking if the language leaves anything open to interpretation. Comparing general statements with specific ones helps everyone understand exactly what is being offered and how it will be delivered.
| The Ambiguous "Gap" | The Clear Solution |
|---|---|
| Access to speech and language therapy. | 45-minute weekly session with a qualified Speech and Language Therapist (SALT) during term time. |
| Support available as needed. | 1:1 support provided daily during unstructured times (break and lunch) by a Teaching Assistant. |
| Small group setting for literacy. | Literacy instruction in a group of no more than 3 pupils, led by a specialist teacher. |
| Opportunities to develop social skills. | Weekly social skills circle time using the LEGO therapy approach, lasting 30 mins. |
When an EHCP uses clear, detailed language, families know what their child is entitled to receive and when. This makes it easier to track progress, ask questions, and work toward shared goals.
Specific and well-communicated plans help schools coordinate support more effectively. Detailed wording assists teachers and staff in planning their time, resources, and interventions with confidence.
One way to check for communication gaps is the “Highlighter Method.” As you read through your child’s EHCP, use a highlighter to match each need listed in Section B (needs) with a specific support detailed in Section F. This makes it easier to spot areas where more clarity or detail might help.
Read your draft or current EHCP with your school and caseworker. Take note of any words or phrases that might be unclear, such as “regular,” “frequent,” “as needed,” or “opportunities for.” Open discussion helps everyone reach a better understanding.
Bring along recent reports from professionals, like Speech and Language Therapists, Educational Psychologists, or Occupational Therapists, that may recommend specific, quantified support. These can guide conversations about what is needed and how it can be described in the plan.
If something seems unclear, approach your local authority or school to discuss how to make the EHCP more specific. Offer suggestions based on professional advice and work together to adjust the wording so everyone understands what support looks like in practice. Phrasing requests positively, such as “Could we say exactly how many minutes this session lasts, as in the EP report?” helps create a collaborative atmosphere.
If further clarity is needed, remember that there are processes to review and revise EHCPs, especially at the draft stage. Mediation and support from organisations like IPSEA can be valuable if you need guidance in navigating the process.
If you’re navigating the EHCP process and need support in translating your child’s needs into clear, actionable goals, our specialist SEN tutors can help. Get in touch to discuss how Bright Heart can support your family.
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