Section F vs Section H: Understanding EHCP Provision Sections

You’ve received your draft EHCP and you’re trying to make sense of it. Section F says your child will receive “speech and language therapy support.” Section H mentions “speech and language therapy needs.” Wait—isn’t that the same thing? Why is it in two places? And which section actually guarantees delivery?

The distinction between Section F (Special Educational Provision) and Section H (Health Needs and Provision) is one of the most confusing—and most critical—aspects of EHCPs. Getting this wrong can mean the difference between legally enforceable provision and vague statements that result in no actual support.

This guide will explain exactly what should go in each section, why it matters, and how to ensure your child’s EHCP contains specific, enforceable provision that actually gets delivered.

Understanding the EHCP Structure

Before diving into Sections F and H specifically, it helps to understand how an EHCP is structured and why needs and provision are separated.

EHCP Structure Overview:

• Section A: Views, interests, and aspirations of the child/young person
• Section B: Special educational needs
• Section C: Health needs related to SEN
• Section D: Social care needs related to SEN
• Section E: Outcomes sought for the child/young person
• Section F: Special educational provision required
• Section G: Health provision required
• Section H: Social care provision required
• Section I: Placement (name and type of school)
• Section J: Personal budget arrangements (if any)

The key point: Sections B, C, and D describe needs. Sections F, G, and H specify provision to meet those needs. This separation is intentional—it allows for clear identification of what the needs are, followed by what will be done to address them.

Section F: Special Educational Provision

Section F is the heart of your EHCP. It’s the legally binding specification of what educational support your child will receive. Schools and local authorities must deliver what’s in Section F.

What Goes in Section F?

Section F Must Include:

• All special educational provision required to meet the needs in Section B
• Provision that is additional to or different from what’s normally available in mainstream schools
• Specific, quantified, measurable provision:
  • What the support is
  • How much (hours, minutes per week)
  • How often (daily, weekly, per term)
  • Who will deliver it (qualified teacher, HLTA, TA, specialist therapist)
  • Format (1:1, small group with numbers, in-class support)
• Access arrangements and modifications: Exam access arrangements, curriculum modifications, assistive technology
• Staffing arrangements: Specified TA support, specialist teaching
• Specialist equipment and resources
• Training for staff to support the child’s needs

Examples of Good Section F Provision

✅ Specific and Enforceable:

• “30 minutes per week of individual teaching from a qualified teacher with specialist literacy training, focusing on phonics and reading comprehension”
• “Daily access to a sensory break space for 10-15 minutes, available throughout the school day, staffed by a TA with sensory processing training”
• “15 hours per week of targeted TA support in class, delivered by the same TA to ensure consistency, with TA attending termly training on autism-friendly teaching strategies”
• “Small group (maximum 4 pupils) maths intervention 4 times per week for 45 minutes, delivered by HLTA with dyscalculia specialism”
• “Access to speech-generating AAC device (specified model) with daily practice sessions of 20 minutes delivered by staff trained in AAC implementation”

❌ Vague and Unenforceable:

• “Access to literacy support”
• “Sensory breaks as needed”
• “TA support in lessons”
• “Small group work for maths”
• “Access to communication technology”

Why these are problematic: They don’t specify how much, how often, or who delivers. Schools can interpret these any way they like—or not provide them at all.

Section H (and G): Health and Social Care Provision

Important Note: The SEND Code of Practice refers to Section G (health provision) and Section H (social care provision). However, the most commonly used EHCP template combines these into one section called “Section H: Health and Social Care Provision.” For clarity, this guide will refer to “Section H” but the principles apply whether your LA uses Section G separately or combines them.

What Goes in Section H?

Section H Includes:

Health provision required to meet needs described in Section C:

• Speech and language therapy
• Occupational therapy
• Physiotherapy
• Mental health support (CAMHS, clinical psychology)
• Nursing care
• Medical interventions and monitoring

Social care provision required to meet needs described in Section D:

• Short breaks / respite care
• Social worker support
• Community support services
• Support for daily living skills

The Critical Question: Section F or Section H?

Here’s where it gets complicated—and why this distinction matters so much. Some types of provision could arguably go in either section. The most common example: speech and language therapy.

The “Education vs Health” Debate

Many types of therapy (SALT, OT) have both health and educational purposes. A speech therapist might address both clinical communication difficulties (health) and the impact on curriculum access (education). This creates ambiguity about which section the provision should go in.

Why This Matters: Legal Enforceability

Here’s the crucial difference:

• Section F provision is directly enforceable: If the school doesn’t deliver Section F provision, you can take direct action through annual review amendments, complaints, or tribunal
• Section H provision is less enforceable: You cannot appeal to SEND Tribunal about health or social care provision. You have to go through health service complaints processes, which are much slower and less effective

Implication: Wherever possible, you want provision that has an educational purpose to be in Section F, not Section H.

The General Rule

Decision Framework:

• If the provision has an educational purpose (helps the child access education, curriculum, or learning) → Section F
• If the provision is purely clinical/medical and doesn’t directly relate to education → Section H
• If the provision serves both purposes → It can be mentioned in both sections, but the educational component should be quantified in Section F

Case Study: Speech and Language Therapy

Let’s use the most common example to illustrate how this works in practice.

Scenario:

Child has significant expressive and receptive language difficulties affecting both communication generally (health need) and ability to access curriculum (educational need).

❌ Weak Approach:

• Section F: “Access to speech and language therapy as recommended by therapist”
• Section H: “Speech and language therapy to address communication difficulties”

Problem: Neither section quantifies provision. Section H mention is unenforceable. Child may receive no SALT at all.

✅ Strong Approach:

• Section F: “30 minutes per week of individual speech and language therapy delivered by a qualified, HCPC-registered speech and language therapist, focusing on vocabulary development, sentence structure, and language for learning. Additional 20 minutes per week of speech and language therapy strategies delivered by trained TA under supervision of SALT, embedded into classroom activities.”
• Section H: “Speech and language therapy assessment and review twice yearly by NHS speech and language therapy service to monitor progress and adjust therapeutic targets.”

Why this works: The direct therapy that affects education is quantified and enforceable in Section F. The clinical oversight remains in Section H but the core provision is protected in F.

Other Common Provision Examples

Occupational Therapy

Section F Approach:

“Weekly 30-minute occupational therapy session delivered by qualified OT focusing on fine motor skills for handwriting, sensory regulation for classroom participation, and organization strategies for independent learning. Daily implementation of sensory diet activities (specified in sensory profile) by staff trained by OT.”

Section H Approach:

“Occupational therapy assessment and review termly to monitor sensory processing and motor development, adjust sensory strategies, and provide recommendations to school.”

Mental Health Support

Section F Approach:

“Access to school counselor for 45-minute session weekly. Trained staff member (pastoral lead) available daily for ‘check-in’ at start of day and emotional regulation support as needed throughout day. Access to quiet space for emotional regulation. Anxiety management strategies embedded into timetable including planned breaks and reduced demands during high-anxiety periods.”

Section H Approach:

“CAMHS support including psychiatric review every 6 months, medication management, and crisis support pathway. Clinical psychology input 6-weekly for trauma-focused CBT.”

Common Mistakes and How to Fix Them

Mistake #1: Everything in Section H, Nothing in Section F

Problem: Your draft EHCP lists “speech and language therapy,” “occupational therapy,” and “sensory support” only in Section H, with Section F just saying “access to therapies as specified in Section H.”

Why it’s wrong: Section H provision cannot be appealed to tribunal. If therapies aren’t delivered, your recourse is limited.

Fix: Request amendments moving the educational element of each therapy into Section F with specific quantification. Argue that these therapies are required for educational purposes (accessing curriculum, participating in lessons, making progress).

Mistake #2: Cross-Referencing Without Specifying

Problem: Section F says “see Section H for speech and language therapy provision.”

Why it’s wrong: Cross-referencing doesn’t make Section H provision enforceable through Section F.

Fix: Section F must independently specify the provision, even if it’s also mentioned in Section H.

Reviewing Your EHCP: Section F and H Checklist

When you receive your draft EHCP, use this checklist to evaluate Sections F and H:

Section F Checklist

• ☐ Every need in Section B has corresponding provision in Section F
• ☐ All provision is specific (what, how much, how often, who delivers, format)
• ☐ No vague language (“access to,” “as needed,” “support available”)
• ☐ Educational elements of therapies are quantified in Section F
• ☐ Staffing levels are specified (not “access to TA” but “15 hours per week of TA support”)
• ☐ Equipment and resources are named specifically
• ☐ Staff training requirements are included
• ☐ Provision is ambitious enough to meet needs (not just token support)

Section H Checklist

• ☐ Clinical/medical provision that doesn’t directly relate to education is in Section H
• ☐ Health provision is still quantified where possible
• ☐ There’s clarity about who commissions/delivers health provision
• ☐ Educational components of health provision are also in Section F

What to Do If Section F Is Inadequate

If your draft EHCP has weak Section F provision, you have 15 days to request amendments. Be specific about what you want changed:

Amendment Request Example:

“Section F currently states: ‘Access to speech and language therapy.’ This is insufficiently specific to be enforceable.

Requested amendment: Replace with: ‘30 minutes per week of individual speech and language therapy delivered by HCPC-registered speech and language therapist, focusing on expressive language development and language for learning. Additional 20 minutes per week of speech and language strategies embedded into classroom teaching by staff trained by SALT.’

Justification: The SALT report (page 47 of evidence bundle) recommends weekly individual therapy. Educational Psychologist report (page 23) identifies language as a barrier to curriculum access, making this educational provision. Without quantified provision in Section F, there is no enforceable requirement for therapy to be delivered.”

Final Thoughts: Section F Is Your Child’s Guarantee

Section F is the most important part of your EHCP because it’s legally binding and directly enforceable. Schools and local authorities must deliver what’s in Section F. They should deliver Section H too, but your enforcement options if they don’t are much more limited.

Don’t accept vague Section F provision. Don’t accept important educational support being dumped in Section H where it can’t be enforced through tribunal. Fight for specific, quantified provision in Section F that genuinely meets your child’s needs.

Your child deserves an EHCP that’s not just a piece of paper, but a powerful tool that secures them the support they need to access education and make progress. That starts with getting Sections F and H right.

Related Resources

• EHCP Application Guide: Complete UK Process
• Building Your Appeal Case: Essential Evidence and Expert Reports
• EHCP Annual Reviews: Maximizing Your Child’s Plan
• Working with Your Local Authority: Building an EHCP Partnership