What Is an EHCP? And Why SEN TAs Need to Know About It

If you’re exploring SEN teaching or support roles in the UK, you’ll quickly come across the term “EHCP”. An Education, Health and Care Plan (EHCP) is central to how children and young people with special educational needs and disabilities (SEND) are supported. Understanding what an EHCP is—and how to use it—can make you a more confident, effective and employable SEN Teaching Assistant (SEN TA).

What is an EHCP?

An Education, Health and Care Plan (EHCP) is a legally binding document for children and young people aged 0–25 whose needs cannot be met through SEN Support alone. It sets out:

• The child or young person’s special educational needs and strengths 
• Desired outcomes for learning, independence and wellbeing 
• The specific, quantified provision required to meet those needs 
• Any linked health and social care support 
• The educational setting where the provision will be delivered 

EHCPs are issued by the local authority following a statutory needs assessment, under the Children and Families Act 2014 and the SEND Code of Practice (2015). Unlike general support plans, the provision in Section F of an EHCP must be delivered—and the local authority is accountable for ensuring this happens.

How the EHCP process works

While you won’t usually lead the process as a TA, knowing the steps helps you support pupils and work closely with SENCOs, teachers and families.

1. Request for assessment: A parent, young person (over 16), school or other professional requests an Education, Health and Care needs assessment. The local authority decides within 6 weeks whether to assess. 
2. Statutory assessment: Professionals (education, health, social care) contribute evidence on needs, progress and current support. Your observations and data as a TA may form part of this evidence. 
3. Draft EHCP: If the authority agrees an EHCP is necessary, they issue a draft plan for review. Families can comment, request changes and express a preference for a school. 
4. Final EHCP: The local authority names the setting and issues the final plan. From initial request to final plan should typically take no more than 20 weeks. 
5. Implementation: The school puts in place the provision described (for example, specific interventions, specialist equipment, therapy programmes). SEN TAs often deliver and record much of this support. 
6. Annual review: At least once every 12 months, the plan is reviewed. Progress is considered, outcomes may be updated, and provision adjusted. Evidence from TAs is crucial to this review. 

Families can appeal decisions (e.g., if the local authority refuses to assess or to issue a plan) to the SEND Tribunal. As a TA, you won’t manage appeals, but your accurate records and clear communication can support the process.

What does an EHCP include?

EHCPs follow a consistent structure across England. While you don’t need to memorise every section letter, it helps to know where key information sits:

• Views, interests and aspirations (Section A): What matters to the child or young person and their family. 
• Special educational needs (Section B): The specific areas of need (for example, communication and interaction; cognition and learning; social, emotional and mental health; sensory and physical). 
• Outcomes (Section E): Clear, measurable goals for the next 1–3+ years. 
• Special educational provision (Section F): The legally enforceable support to meet each need—this should be detailed and specific (frequency, duration, staffing, programme names). 
• Health provision (Section G) and social care provision (Section H): Therapy, medical or social care support linked to educational outcomes. 
• Placement (Section I): The named school, college or setting. 

As a SEN TA, Section F is the heart of your day-to-day practice. It tells you exactly what to deliver, how often, and with what resources. Sections B and E help you understand why the support is needed and what success should look like.

Why EHCPs matter for SEN Teaching Assistants

EHCPs inform the support you provide and demonstrate your impact. Employers value TAs who can translate a plan into high-quality, evidence-based support.

• Clarity and consistency: EHCPs help you prioritise the right interventions, at the right frequency, with the right level of independence or adult support. 
• Legal accountability: Because Section F is statutory, your records help the school show provision is being delivered as written. 
• Collaboration: Plans bring together input from teachers, therapists, educational psychologists and families. TAs often act as the “glue” day-to-day. 
• Outcome-focused practice: EHCP outcomes guide SMART targets in class, ensuring your support drives measurable progress. 
• Professional development: Understanding EHCPs strengthens your CV and helps you progress to HLTA or specialist roles. 

Practical ways SEN TAs can use an EHCP day-to-day

Translate the plan into purposeful action with these steps:

• Read the plan thoroughly: Highlight Sections B, E and F. Note diagnoses, sensory profiles, communication needs and any risk assessments or medical protocols. 
• Create a pupil-friendly summary: Use a one-page profile or quick-reference sheet so any adult working with the pupil knows the essentials. 
• Align targets to outcomes: Break long-term outcomes into weekly SMART targets. Keep them visible in your planning and share with teachers. 
• Deliver evidence-based interventions: Follow programmes as specified (e.g., frequency and duration). Log attendance, content and response each session. 
• Promote independence: Scaffold learning, use prompts and fade support to avoid over-reliance. EHCPs often expect increasing independence as an outcome. 
• Adapt resources: Provide visual supports, alternative recording methods, enlarged print, sensory tools or assistive technology as required. 
• Track progress and provision: Keep simple, consistent records—what you did, for how long, and what changed. Use these for reviews and to tweak strategies. 
• Communicate regularly: Share updates with the class teacher, SENCO and therapists. Maintain a home–school communication log if agreed with the family. 
• Prepare for reviews: Before annual reviews, summarise progress against each outcome, include examples of work, and suggest next steps or reasonable adjustments. 
• Raise concerns early: If provision can’t be delivered as written, or isn’t working, alert the SENCO promptly so adjustments can be made. 

Common questions from SEN job seekers

Do all pupils with SEND have an EHCP? No. Many pupils are supported effectively at SEN Support without an EHCP. Plans are for needs that require more intensive, specialist or coordinated provision.

Is the EHCP the same as a school-based support plan? No. School plans are internal documents. EHCPs are statutory, issued by the local authority, and legally enforceable—especially Section F.

How often do EHCPs change? They are reviewed at least annually. Updates follow evidence of progress, changing needs, or transitions (e.g., primary to secondary). Interim reviews can be arranged if there are significant changes.

Can I share an EHCP with others? Treat EHCPs as confidential. Follow your school’s data protection policies and only share with staff who need the information to support the pupil.

Key UK resources

• GOV.UK: Extra help for children with SEND
• GOV.UK: Education, Health and Care plans
• SEND Code of Practice (2015)
• IPSEA: Independent Provider of Special Education Advice
• SENDIASS: Local impartial support and advice

Final thoughts: make the EHCP your guide

EHCPs bring together the learner’s story, the provision they’re entitled to, and the outcomes everyone is working towards. As a SEN TA, your role is pivotal in turning the plan into daily progress—through consistent support, thoughtful adaptation and clear record-keeping.

Ready to take the next step in your SEN career? Explore current SEN TA roles, update your CV to showcase your EHCP experience, and speak to schools or agencies about vacancies where you can make a measurable difference.