22/04/2026
Assalamu alaykum wa rahmatullahi wa barakatuh! May the peace, mercy, and blessings of God be upon you!
Alhamdulilah! Praise be to God! Today we had another wonderful Julaybib Project ladies session, and we would like to say a heartfelt thank you to all the parent carers who managed to attend. As we all know, parent carers are some of the busiest people, juggling countless responsibilities every single day. Taking time out to come together, share experiences, and support one another truly means a lot to our community.
We were honoured to welcome an incredible guest expert — the Director of Special Educational Needs and Disability at a local academy trust, and a former headteacher of a special school in Peterborough. Her knowledge and honesty made the session extremely informative and eye-opening.
One of the important topics we discussed was how schools are funded and how their budgets are spent. Many parents are not aware that around 70–80% of a school’s budget goes directly to staffing, while the remaining funds must cover everything else such as buildings and maintenance, curriculum resources, catering, and cleaning. She also explained where EHCP funding sits within school finances, and shared an important reality: even the highest EHCP top-up funding (around £11,500 per pupil) often does not cover the full cost of employing an experienced Teaching Assistant, meaning schools can be covering an additional £15,000 per year when providing dedicated support for a child.
We also talked about autism and disability hubs within mainstream schools, how they are funded by local authorities and special schools, and what the criteria and pathways are for children to access these specialist provisions.
Another very important point discussed was how schools request an EHCP needs assessment from the local authority. Schools must provide evidence that the child’s needs cannot be met through the Ordinarily Available Provision already in place. This usually involves showing that support has been tried and reviewed through at least three cycles of the APDR process (Assess – Plan – Do – Review). These reports demonstrate what support was provided, how it was implemented, and why it has not been effective in meeting the child’s needs.
A very valuable part of the session also focused on the most important legally enforceable sections of an EHCP. Parents should pay particular attention to Sections B, F, and I, as these define the core support a child or young person must receive.
Section B – Special Educational Needs
This section lists all of the child’s identified needs. If a need is not written here, it is unlikely that provision will be made for it. It should include detailed, evidence-based needs related to cognition and learning, communication and interaction, social and emotional health, and physical or sensory difficulties. Professional advice from specialists such as educational psychologists or therapists should be clearly reflected here.
Section F – Special Educational Provision
This is one of the most crucial parts of the EHCP because it is legally binding. It must clearly state the exact support the child will receive to meet the needs outlined in Section B. The wording should be specific and quantified — for example the number of hours of 1:1 support, frequency of therapy, and the type of staff expertise required. Vague phrases should be avoided.
Section I – Placement
This section names the school or educational setting the child will attend. Parents have the right to request a specific school, and this section determines where the support listed in Section F will be delivered. (IPSEA guidance)
Sessions like this are exactly why the Julaybib Project exists — to support, inform, and empower parent carers in the heart of Peterborough’s community.
Thank you again to everyone who attended today. Your presence, questions, and shared experiences make these sessions so meaningful.
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