Here is what actually carries weight: 1. Clear professional evidence of need. Speech therapy, occupational therapy, psychology reports that describe functional impact. Not just diagnosis. Not just strengths. But specific barriers to learning and safety. . 2. Evidence that quantifies provision. Tribunals enforce provision that is specific. Reports should state frequency, duration, and delivery. For example: “X requires 1:1 support for 20 minutes daily for emotional regulation.” Specificity wins c
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Support often disappears when staff change. Not because your child’s needs changed, but because the wording allowed it to. EHCPs only survive staffing changes when Section F is written as non negotiable delivery, not preference or practice. . Here is the wording approach that holds up when teachers, TAs, or SENCOs move on: 1. Name the provision, not the role. Avoid wording tied to a specific person. Write: “Delivered by a trained member of staff” instead of naming a TA. This keeps provision in p
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If your child’s 1:1 hours or therapy sessions have been cut without a proper review, that is not allowed. . Here’s what to do: 1. Ask for written confirmation immediately. Email the SENCo and your LA case officer. Write: “I’ve noticed my child’s support hours have been reduced. Please confirm who authorised this and when a review was held.” If there was no formal review, they have acted outside the law. . 2. Reference the legal duty. Section 42 of the Children and Families Act 2014 says the loca
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If your child’s EHCP doesn’t name who delivers the support, how often it happens, and what exactly will be done, it isn’t legally enforceable. . Here’s what to check in Section F: 1. It must say WHO delivers the support. Every provision should name a qualified person or role, not just “staff.” Example: “A Speech and Language Therapist will deliver weekly 1:1 sessions.” If it says “access to therapist input” or “staff support,” that’s not specific enough. . 2. It must say HOW OFTEN. “Regular” or
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