This is an evolving document – local parents are contributing to it and it is being updated as and when we get a minute!

EOTAS Package Building Guide

Linking Needs (Section B) to Outcomes (Section E) and Provision (Section F)

A resource for Northamptonshire EOTAS families

 

Getting to the point where NNC or WNC has agreed that your child cannot currently be educated in a school setting and requires Education Otherwise Than At School (EOTAS) usually follows a long period of difficulty, advocacy, and emotional labour. Many parents reach this stage exhausted, uncertain, and worried about getting things wrong.

This guide exists because other Northamptonshire parents have been there already.

You are not asking for too much.

You are doing the right thing for your child.

 

Thinking about building a package

Education Otherwise Than At School (EOTAS) is not a separate or lesser process from a regular EHCP. It is an outcome of the EHCP process, agreed where a child cannot be educated in a school or other setting.

When building an EOTAS package, provision in Section F of an EHCP must be specified to meet the needs identified in Section B and support progress towards the outcomes in Section E. An EHCP with EOTAS has the same legal status and enforceability as an EHCP naming any other type of placement or setting.

This guide is designed to help you:

• Understand how needs, outcomes and provision link together

• See examples of provision that Northamptonshire families have had agreed

• Find language that explains why a provision is required, not just what it is

Provision does not have to look like school in order to be educational. Therapeutic, community-based, interest-led and relationship-focused provision may be required where formal settings prevent access to learning.

 

All EHCPs should have a thread or pathway which links your child’s needs to their goals, to their provision

• Section B – Needs: What your child finds difficult and what they require in order to access education

• Section E – Outcomes: What progress should look like over time (this may be emotional, social, functional or academic)

• Section F – Provision: The support that is required to meet those needs and enable progress towards the outcomes

Provision in Section F should be:

• Specific

• Quantified (for example, frequency or regularity)

• Clearly linked to a need and an outcome

 

Every package is different

The examples in this guide are starting points, not templates. Your child’s provision should be shaped by:

• Their specific needs as described in Section B

• Their interests – provision is more likely to succeed when it connects to what matters to them

• What helps them feel safe and regulated enough to engage

 

Single provision meeting multiple needs

You may notice that a single provision could address several needs at once. This is normal and expected.

For example, equine-assisted provision might support emotional regulation (Section B need), sensory processing (another Section B need), and building confidence with adults (contributing to a Section E outcome) – all at the same time.

When writing Section F, it can be helpful to show how one provision links to multiple needs. This demonstrates that you have thought carefully about why the provision is required, and it can demonstrate an efficient use of funding.

 

How to use this guide

The descriptions that follow group common areas of need together.

Each section includes:

• Examples of Section B wording parents commonly see in EHCPs

• Types of provision that may be required to meet those needs

• Example explanations linking provision (Section F) to needs (Section B) and outcomes (Section E)

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Following the examples is a list of all the provisions that Northants families have told us they have had approved.  We have not gone into detail about funding, direct payments, banding or use of a brokerage, because these things can be quite different from North to West.

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Here's a basic example for adding something to you package, in this case, a subscription that some of our friends use.

Example Chain: From Need to Provision

Section B (Need Identified):

"Child has difficulties with cognition and learning, particularly with sequencing, understanding cause and effect, and sustaining attention on tasks. They require concrete, hands-on activities to support understanding of multi-step processes. Child also has sensory processing needs and benefits from regular tactile sensory input to support self-regulation. They need structured routines with clear beginnings and endings to support executive functioning difficulties."

Section E (Outcome):

"By [end of year X], [child] will improve their ability to follow multi-step instructions independently in a familiar routine. They will demonstrate understanding of cause and effect through practical activities. [Child] will use sensory strategies to support their self-regulation during learning activities."

Section F (Provision) should describe the type of provision and what it will achieve:

"[Child] will access structured, hands-on learning activities at home that provide regular sensory input and support the development of sequencing skills and understanding of cause and effect. Activities will include practical, multi-step tasks with clear visual and practical outcomes that support executive functioning."

Section J (Personal Budget/Package Costs) :

"Pot Gang monthly subscription: £X per month (£X per annum) - provides structured gardening activities supporting cognition, learning, and sensory regulation needs identified in Section B"

 

Categories of Need Examples

1. Emotional Regulation and Social, Emotional & Mental Health (SEMH)

Example Section B need descriptors

X has difficulty identifying and managing their emotions. X becomes overwhelmed in situations of uncertainty or change. X requires support to develop strategies for self-regulation. X experiences heightened anxiety which impacts their capacity to engage with learning. X needs a consistent, predictable environment to feel safe enough to learn.

Provision that may be required, depending on your child’s interests

Art therapy; Draw and Talk; Play therapy; Music therapy; Equine-assisted provision; Theraplay; Online mentoring; In-person mentoring; Boxing or movement-based mentoring; Animal-assisted provision.

Example rationale linking Section F to B and E

X requires [weekly] art therapy sessions of [45–60 minutes] to process emotions in a non-verbal, low-pressure way. Art therapy provides a safe medium for emotional expression without the demand of articulating feelings verbally, supporting outcomes around emotional awareness.

2. Anxiety and Demand Avoidance

Example Section B need descriptors

X experiences pervasive anxiety which significantly impacts daily functioning. X has a demand avoidant profile and requires indirect approaches to engagement. X needs a low-demand environment with high levels of autonomy and choice.

Provision that may be required, depending on your child’s interests

Low-demand alternative provision; Specialist mentoring; Online tutoring with SEN expertise; 1:1 PA support; Animal-based provision; Equine-assisted provision; Music tuition.

Example rationale linking Section F to B and E

X’s demand avoidant profile means traditional teaching approaches increase anxiety and reduce engagement. X requires [2–3 sessions per week] of [1–2 hours] of indirect, interest-led provision with a mentor experienced in PDA, reducing perceived demand while maintaining educational engagement.

3. Sensory Processing

Example Section B need descriptors

X has sensory processing differences which impact regulation and engagement. X is hypersensitive to sensory input and seeks proprioceptive and vestibular input to maintain regulation.

Provision that may be required, depending on your child’s interests

Occupational Therapy; Swimming; Trampolining; Gym membership; Physical activity; Music therapy; Equine-assisted provision.

Example rationale linking Section F to B and E

X requires [weekly] proprioceptive and vestibular input of [minimum 1 hour] to maintain a regulated state conducive to learning. [Swimming/trampolining/gym sessions] delivered by [a provider with SEN awareness] supports sensory regulation and access to education.

4. Social Communication and Interaction

Example Section B need descriptors

X has difficulties with social communication and interpreting social cues. X requires explicit teaching and supported opportunities to practise social interaction.

Provision that may be required, depending on your child’s interests

Speech and Language Therapy; Small group provision; Mentoring with a social focus; Drama or vocal coaching; Supported team activities, small online clubs

Example rationale linking Section F to B and E

X requires [termly] direct Speech and Language Therapy input of [4–6 sessions] plus [weekly] supported social opportunities of [1–2 hours] in a small group or 1:1 setting to practise social communication skills with adult facilitation.

5. Executive Function

Example Section B need descriptors

X has difficulties with planning, organisation and task initiation. X requires activities broken into manageable steps with adult scaffolding.

Provision that may be required, depending on your child’s interests

1:1 learning support; PA support; Specialist online tuition; Mentoring; OT input; Structured activity boxes.

Example rationale linking Section F to B and E

X requires [daily/each learning session] external scaffolding from a consistent adult to initiate and complete tasks. [X hours per week] of 1:1 learning support enables progress towards independent task completion.

6. Building Independence and Life Skills

Example Section B need descriptors

X requires support to develop independence and access community activities safely.

Provision that may be required, depending on your child’s interests

1:1 PA support; Community-based mentoring; Cooking or gardening activities; Supported leisure memberships; Travel training.

Example rationale linking Section F to B and E

X requires [weekly] supported opportunities of [2–3 hours] to practise independence skills in real-world contexts with a mentor or PA, contributing to preparation for adulthood outcomes.

7. Physical Development and Motor Skills

Example Section B need descriptors

X has difficulties with fine and/or gross motor skills and benefits from regular physical activity.

Provision that may be required, depending on your child’s interests

Physiotherapy; OT; Swimming; PT sessions; Gym membership; Martial arts; Riding.

Example rationale linking Section F to B and E

[Weekly/twice-weekly] physical provision of [1 hour] supports motor development, regulation and participation in education. [Physiotherapy/OT input of X sessions per term] provides specialist assessment and programme.

8. Speech, Language and Communication

Example Section B need descriptors

X has speech, language and communication needs impacting access to learning.

Provision that may be required, depending on your child’s interests

Speech and Language Therapy; Communication resources; Music therapy; Drama or vocal coaching; Oracy-based provision.

Example rationale linking Section F to B and E

X requires [termly] direct Speech and Language Therapy of [X sessions] plus [weekly] opportunities for supported communication practice. Specialist input supports receptive and expressive language development, enabling access to education.

9. Engagement with Learning and Motivation

Example Section B need descriptors

X has significant barriers to engaging with formal education and requires interest-led, flexible approaches.

Provision that may be required, depending on your child’s interests

Interest-led tuition; Online tutoring; online clubs; Creative or animal-based provision; Budget for resources.

Example rationale linking Section F to B and E

X requires [X hours per week] of interest-led tuition delivered by [a tutor with SEN experience], plus a [termly/annual] budget of [£X] for resources linked to X’s interests. This rebuilds confidence and engagement, supporting outcomes around sustained participation in learning.

 

Appendix A: Legal framework (short reference list)

This guide is grounded in existing education and equality legislation. Parents are entitled to ask for provision that is required to meet their child’s needs and enable access to education.

This appendix is not intended to be legal advice, but a brief reference list to support confidence and clarity when discussing EOTAS packages.

Children and Families Act 2014 Establishes the legal framework for Education, Health and Care Plans (EHCPs). Requires Local Authorities to specify and secure special educational provision that is reasonably required to meet a child’s identified needs.

SEND Code of Practice (2015) Statutory guidance accompanying the Children and Families Act. Confirms that provision must be detailed, specific and outcome-focused, and that education may be delivered otherwise than at school where appropriate.

Education Act 1996 (Section 19) Places a duty on Local Authorities to arrange suitable education for children who cannot attend school due to illness, exclusion, or other reasons. This duty underpins Education Otherwise Than At School (EOTAS).

Equality Act 2010 Provides protection from discrimination arising from disability. Requires reasonable adjustments to be made so disabled children are not placed at a substantial disadvantage in accessing education.

Human Rights Act 1998 (Article 2, Protocol 1) Protects the right to education. This right must be effective and accessible, not theoretical.

Together, these frameworks support the principle that if a child cannot access education in a school setting, alternative provision may be required and must be properly specified and funded.

Appendix B: Glossary of commonly used terms

EOTAS (Education Otherwise Than At School) Education arranged otherwise than in a school setting, usually through an EHCP, where school is not suitable. Sometimes written as EOTISC (Education Otherwise Than In a School or College).

EHCP (Education, Health and Care Plan) A statutory plan setting out a child or young person’s needs (Section B), outcomes (Section E) and provision (Section F), along with health and social care elements. Where needs are complex and there is no suitable provision available, EOTAS is available. Section I in the EHCP will therefore be blank, or will say EOTAS.

Section B – Special Educational Needs A detailed description of the child’s difficulties and what they require to access education.

Section E – Outcomes The progress the child is expected to make over time as a result of the provision. Outcomes may be educational, social, emotional or functional.

Section F – Special Educational Provision The support that must be provided to meet the needs in Section B and enable progress towards Section E outcomes. This section is legally enforceable.

Preparation for Adulthood (PfA) A statutory focus from Year 9 onwards, covering independence, community participation, health and wellbeing, and future pathways.

Reasonably required A legal test used to determine whether provision must be included. If provision is necessary for the child to access education, it may be considered reasonably required.

Low-demand / interest-led provision Approaches that reduce perceived pressure and build engagement through a child’s interests. These may be educational where they enable access to learning.

Appendix C: Providers used by Northamptonshire EOTAS families

The following providers have been included in EOTAS packages for Northamptonshire children. This is not a recommendation or endorsement. Availability, suitability and pricing may change. Always do your own research and consider whether a provider is right for your child.

Remember that a single provider may meet multiple needs – what matters is whether they are right for your child.

Animals in Mind – Animal therapy

Becci Hurrell Voice Academy – Drama, vocal coaching, arts

Blossom OT – Occupational Therapy and Speech & Language Therapy

Bright Outcomes – In-person tuition, particularly for anxiety/SEMH

Chiltern Music Therapy – Music therapy

DMC Signature Care – PA agency

Erin Collie – Speech & Language Therapy

Esther Mitchell – Music therapy

Fresh Start Dog Training – Therapy dog team

Fresh Start Education – Mentoring, independence skills, maths and English (experienced with PDA)

Gravity (Sol Central) – Trampolining, swimming, soft play

Happily Ever After – Book subscription box

Horses For Good (Rushden) – Wellness sessions with horse and psychotherapist

ISM Music Academy – Music lessons, choirs and bands

JOOT – Occupational Therapy

Jogo – Theraplay

Kerry Mattock – Play therapy

LCB Education – Educational subscription boxes and resources

Little Crafters Boxes – Craft subscription box

MA Equestrian – Equine-assisted provision

Mel Science – Science subscription box

Mindjam – Mentoring

Mud and Bloom – Gardening subscription box

NMPAT – Music therapy

Onyx – Speech & Language Therapy

P4HE.org – Low-demand online classes and clubs including creative writing, debate, art, quizzes and games

Pot Gang – Gardening subscription box

Risewild – Alternative provision

Teach Outdoors – Outdoor education, tailored activity boxes, has SENCO support

Thrive OT – Occupational Therapy

Time and Space Learning – Hands-on engineering, construction and design opportunities in groups or 1:1

Top SEN Tutor – Online tuition

Trilogy Gym – Gym membership including swimming and soft play

Wellingborough Amateur Boxing Club – Boxing

 This list was compiled from responses provided by local EOTAS families in late 2025/early 2026.

Other types of provision to consider

Families have also included the following types of provision in EOTAS packages. You may find local providers, clubs or instructors who can offer these:

• Swimming lessons (including SEND-specific sessions)

• Trampolining (including SEND-specific sessions)

• Climbing or bouldering

• Kayaking or paddleboarding

• Martial arts (karate, judo, boxing, etc.)

• Horse riding lessons

• Forest school

• Gym membership

• Dance or movement classes

• Drama or theatre groups

• Art classes

• Cooking or baking classes

• Gardening or allotment projects

• Photography

• Coding or gaming clubs

• Online counselling or therapeutic support

• PT (personal training) sessions

Last updated: January 2026