Section F EHCP: Kent Examples of Strong Provision Wording

Section F states the special educational provision. Under section 42(2) of the Children and Families Act 2014, the local authority must secure the provision specified there, subject to the statutory exceptions. This is a body-specific duty: it does not mean Section F is the only part of an EHC plan with legal consequences or that the school replaces the local authority as the duty-holder.

During a contents appeal, the Tribunal's case-management directions may require the parties to maintain a Working Document showing agreed and disputed wording. Either side can propose changes and each proposal should be tied to evidence. There is no reliable settlement percentage or outcome promise for an individual Kent appeal.

What Section F is and why it matters

Different sections engage different duties and remedies:

• Section F — the special educational provision the local authority must secure under section 42(2).
• Section G — the health care provision the responsible commissioning body must arrange under section 42(3).
• Section I — the school or type of school; specified educational institutions can have a separate duty to admit under section 43, and eligible Section I decisions can be appealed.

Sections B, C and D describe needs; Sections H1 and H2 record social-care provision under different statutory frameworks. A SEND Tribunal appeal can directly determine specified education issues and may make non-binding recommendations on health and social-care matters when the legal conditions are met. Do not treat the whole plan as equally enforceable through one route.

Practical consequence: each special educational need in Section B should map to provision in Section F. If that link is missing or vague, it can be difficult to identify what the local authority must secure under section 42.

The legal test: specified and quantified

The SEND Code of Practice in the Section F table following paragraph 9.69 says provision must be detailed and specific and should normally be quantified, including the type, hours and frequency of support and the level of expertise required.

A useful practical check is: could a fresh person reading Section F identify what must be arranged without guessing? If not, ask for the ambiguity to be resolved against the assessment evidence.

Specified and quantified means saying:

• What the intervention is (e.g. "individual Speech and Language Therapy programme targeting expressive language and social communication")
• How much ("30 minutes per session, 1 session per week, term-time" = 30 minutes × 38 weeks = 19 hours/year)
• How often ("weekly during term time")
• By whom ("delivered by an HCPC-registered Speech and Language Therapist" — naming the qualification level matters: an HLTA delivering "speech work" is not the same as an SLT delivering therapy)
• How monitored ("with progress reviewed termly via SLT report shared with parent and SENCO")

Section F Phrases That May Need Clarification

These phrases may be too vague in a draft Section F unless the plan adds the missing detail.

Worked example 1: TA support

Drafting prompt only: replace every bracket using the individual evidence. This is not a completed provision or clinical recommendation.

[Child] will receive [amount and timing] of [individual or group support], delivered by staff with [required expertise]. The support will address [identified needs] through [specified tasks]. [Supervision, cover and review arrangements] will apply.

Specify the actual role, staffing, amount and arrangements supported by the evidence; there is no standard number of TA hours.

Worked example 2: Sensory breaks

Drafting prompt only: replace every bracket using the individual evidence. This is not a completed provision or clinical recommendation.

[Child] will have [individually assessed arrangements for breaks or environmental adjustments], at [times or clearly defined circumstances], for [duration where supported], with [staff role and review arrangements].

Do not insert a weighted product, sensory programme or dose from a generic example. Any equipment and safety instructions need individual professional assessment.

Worked example 3: SALT input

Drafting prompt only: replace every bracket using the individual evidence. This is not a completed provision or clinical recommendation.

Direct speech and language therapy: [type, session duration, frequency and delivery period], delivered by [required professional expertise]. Indirect support: [specified programme, staff role, training, supervision and review]. Source: [report, date, page and paragraph].

Distinguish direct therapy from indirect support. Use the professional’s recommendations accurately and check that any totals match the session duration, frequency and stated number of weeks.

Worked example 4: OT input

Drafting prompt only: replace every bracket using the individual evidence. This is not a completed provision or clinical recommendation.

[Specified occupational-therapy provision and purpose], delivered by [required expertise], for [supported amount and frequency], with [staff training, supervision and review]. Source: [report, date, page and paragraph].

Separate assessment, advice, direct work and staff-delivered support. Section F classification depends on whether the provision educates or trains, not the professional’s job title.

Worked example 5: Emotional regulation

Drafting prompt only: replace every bracket using the individual evidence. This is not a completed provision or clinical recommendation.

[Individually assessed support], delivered by [required expertise], at [specified times or circumstances], with [communication, adjustment, review and staff-support arrangements]. Source: [report, date, page and paragraph].

Do not choose ELSA, therapy, fixed weekly sessions or a behaviour strategy solely from this illustration. The plan must reflect individual evidence and applicable disability-related duties.

The Working Document phase

The Working Document is the formal mechanism for rewriting Section F (and Sections B and I) during a SEND Tribunal appeal. After the council files its response to the appeal, the case management directions usually require both sides to exchange a Working Document showing the EHCP with each side's proposed wording for every disputed section.

How to use it well:

1. Follow the case directions and agreed Working Document key. Show existing, proposed, agreed and disputed text as required; there is no universal colour rule.
2. Cite the supporting evidence for each piece of provision. After your proposed wording, add a parenthetical reference: "(see Educational Psychologist report, Dr Smith, dated 14 March 2026, page 12 paragraph 4.7)".
3. Use professional evidence accurately. Where a report recommends provision, quote it faithfully and identify the report, page and paragraph. Do not add a qualification, frequency or duration that the author did not support.
4. Ask for vague recommendations to be clarified. If a report says "regular OT input", ask the author to specify the clinically supported frequency and duration rather than inventing a number.
5. Address every disputed issue in the directions. The Tribunal determines the appeal before it on the evidence and may direct how the Working Document is completed.
6. Do not concede on legal duties. The Equality Act 2010 reasonable adjustments duty, the Section 42 duty, and the Children and Families Act 2014 framework underpin all of this. Push back on wording that softens these.

For the full appeal process see our EHCP Appeal Guide for Kent. The current official appeal route and form are on the GOV.UK SEND35 page.

Kent-specific tips

• Check the individual draft against its evidence. Identify each need in Section B, the matching Section F provision and the source report. Ask KCC to explain omissions or wording that is not supported by the evidence.
• Use independent evidence only where it is relevant and affordable. No report guarantees an amendment or appeal result. See independent Kent Educational Psychologists if you are considering an assessment.
• OT and SALT independent reports for sensory and language provision. See independent Kent Occupational Therapists and Kent Speech and Language Therapists.
• Ask IASK about available support. Its Kent helpline is 03000 41 3000; ask whether it can help with your particular Working Document and deadline. Availability is not guaranteed.
• Check the current official route. Kent's mediation and appeals page links to its current mediation provider and GOV.UK Tribunal guidance.

FAQ

What is Section F of an EHCP?

The section setting out the special educational provision the local authority must secure under section 42(2) of the Children and Families Act 2014, subject to the statutory exceptions. Section G has a separate section 42 duty on the responsible commissioning body.

What does "specified and quantified" mean?

Provision must be detailed and specific and should normally be quantified. Include the type, frequency, amount and required expertise. Some evidence-based flexibility may be appropriate, but it must still be clear what is required. A practical check is whether someone could identify the provision without guessing. IPSEA explains specificity and flexibility.

What Section F phrases may need clarification?

"Access to", "opportunities for", "regular", "as required", "as appropriate", "where possible". These may be too vague without details about what, how often, for how long and by whom. Ask for clarification at draft stage or follow the Tribunal directions if an appeal is underway.

Can I change Section F at Annual Review?

You can propose changes at the annual review; the meeting does not itself amend Section F. A decision not to amend after a review can be appealed under section 51(2)(e). If KCC amends the plan, check appeal rights when the amended final plan is issued. The usual deadline is the later of two months from the decision letter or one month from the mediation certificate. Most education appeals require a certificate, although attending mediation is optional. Read IPSEA’s annual-review explanation.

Who can rewrite Section F: parent, school, or local authority?

Parents, schools, professionals and the local authority can suggest wording. During an appeal, the parties should follow the Tribunal’s directions for the Working Document. Tie proposals to evidence; a professional recommendation is evidence for consideration, not wording that automatically becomes legally binding.

How many hours of TA support should be in Section F?

There is no legal minimum. Hours must reflect the child's individual needs and the evidence. Do not copy a generic number or invent a quantity that a professional report does not support.

What if the school says they cannot deliver Section F as written?

Tell KCC in writing. The local authority holds the section 42 duty to secure Section F provision, subject to the statutory exceptions. The response may require additional arrangements or consideration of placement; the correct challenge route depends on the decision and facts.

Next Steps

1. If you are at draft EHCP stage, read the draft against this guide and identify every weak phrase. Draft your alternative wording for each.
2. If you are at Working Document stage, identify the disputed wording and relevant existing evidence. Ask a free adviser whether further evidence is needed before paying for a report.
3. If KCC refuses your wording and the decision carries a right of appeal, check the decision letter, mediation-certificate rules and deadline, then organise the evidence against each disputed issue.
4. For the full appeal process, see our EHCP Appeal Guide for Kent.
5. For Annual Review timing, see our Annual Review guide.

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Disclaimer: This guide provides general editorial information. It is information only and does not constitute legal advice. Primary sources checked 26 July 2026: Children and Families Act 2014, section 42, the SEND Code of Practice and the GOV.UK appeal guide. Seek case-specific advice from IPSEA or Kent IASK.