SEND Snapshots

Understanding EHCP Funding

For our first snapshot, we wanted to share how funding for Education, Health and Care Plans (EHCPs) is structured within Torbay schools. Navigating school budgets can feel like a maze, but in Torbay, funding is generally broken down into three "Elements." Here is how that money is allocated and spent to support your child:

Element 1: Core Education Funding (The "Universal" Offer)

This is the standard funding that every school receives for every pupil, regardless of whether they have SEND. It covers professional teaching staff, desks, books, heating, and the general running of the school in order to provide the high-quality "Quality First Teaching" that all children are entitled to.

Element 2: Notional SEND Funding (The "Targeted" Offer)

Every school is expected to provide a certain amount of additional support for pupils with SEND from their own budget. In Torbay, this is typically up to the first £6,000 of additional support. It covers small group interventions, specialized software and other SEND Support strategies in order to meet the needs of pupils on the SEND register or the initial requirements laid out in an EHCP.

Element 3: Top-Up Funding (The "Specialist" Offer)

When a child’s needs require support that costs more than the combined total of Element 1 and Element 2, the Local Authority (Torbay Council) cam grant "Top-Up" funding through an EHCP. This is linked specifically to the individual child and the provision outlined in Section F of their EHCP. It might fund adult support, highly specialized equipment, or specific therapeutic interventions to ensure that children with the most complex needs have the resources required to access their education safely and effectively.

How is this money actually spent?

It is important to note that EHCP funding is rarely a "pot of cash" handed to a child. Instead, the school pools these resources to create the environment and staffing required to deliver the EHC plan. This might look like:

• Staffing: Hiring and training TAs with specific expertise (e.g., Speech and Language or Autism support).

• Resources: Purchasing sensory equipment, workstations, or adaptive technology.

• Training: Ensuring teachers have the specialist knowledge to adapt the curriculum for your child.

We hope this helps clarify how we work behind the scenes to support your children. If you have any questions about these funding elements, please don’t hesitate to contact me.