EHCP for Down's syndrome: a UK parent's guide | EHCP Clarity
Diagnosis-Specific Guide

EHCP for Down's syndrome

The great majority of children with Down's syndrome benefit from an EHCP that secures specific, quantified provision — typically SLT, OT, structured teaching, visual learning support, adult support, and a clear placement decision. This guide covers the evidence to gather, how to frame the application, and how to keep therapy provision in Section F.

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Quick answer

Children with Down's syndrome typically present across all four areas of need — Communication and Interaction (SLT), Cognition and Learning, SEMH, Sensory and/or Physical (OT, audiology, vision). The application combines current SLT, OT, EP, paediatric and audiology evidence. Section F should be specific and quantified — particularly for SLT, OT, structured teaching programmes and adult support. Watch for SLT/OT being moved into Section G; insist on Section F where required for educational access.

The typical educational profile

Children with Down's syndrome are individuals first, but research consistently identifies a recognisable learning profile that helps frame EHCPs. Common features include:

  • Strong visual learning and visual memory
  • Social motivation and strong response to inclusive environments
  • Specific speech and language profile — comprehension often ahead of expressive language; speech production typically delayed
  • Generalised developmental delay across cognitive areas
  • Working memory and short-term auditory memory difficulties
  • Fine and gross motor differences
  • Often co-occurring health considerations (cardiac, audiology, vision, thyroid)
  • Strong response to early literacy with phonics + sight word approaches

How to apply for an EHCP for a child with Down's syndrome

  1. 1

    Gather current professional reports

    Collect or commission current reports from: Speech and Language Therapy, Occupational Therapy, paediatrics, audiology, ophthalmology, and (where the child is in school or nursery) Educational Psychology. Reports should be within 12 months and quantify recommended provision.

  2. 2

    Document the child's strengths and learning style

    Children with Down's syndrome typically have a recognisable learning profile — strong visual learning, social motivation, particular literacy strengths from a phonics-rich early start. Document strengths as well as needs.

  3. 3

    Decide on placement preference

    Consider mainstream, mainstream with resourced provision, special school, or a mix. Visit settings. The Down's Syndrome Association provides UK-specific guidance on choosing settings.

  4. 4

    Submit an EHC needs assessment request

    Frame the request around the child's needs across all four areas of need (Communication and Interaction, Cognition and Learning, SEMH, Sensory and/or Physical). Reference reports.

  5. 5

    Negotiate Section F carefully

    Section F should specify SLT, OT, structured teaching programmes, visual supports, adult support, and pre-teaching. Watch for SLT or OT being placed in Section G; insist on Section F where required for educational access.

  6. 6

    Negotiate Section I (placement)

    Name the school you want in Section I. Parents have a strong say under section 39 of the Children and Families Act 2014. The LA must name a school unless statutory exceptions apply.

Typical Section F components

Speech and Language Therapy

Direct and indirect SLT — quantified hours, qualifications, specific approach (e.g. signing, AAC). Section F, not Section G.

Occupational Therapy

Direct and indirect OT — fine motor, self-care, sensory regulation. Section F where required for educational access.

Structured literacy programme

Named approach adapted for Down's syndrome (e.g. visual phonics, sight word approaches). Specify weekly hours and delivery.

Structured numeracy programme

Named approach with concrete-pictorial-abstract sequencing. Specify weekly hours and delivery.

Adult support

Specified hours per week of TA support, with the role and training described — not a generic '1:1'.

Visual learning supports

Visual schedules, sign-supported communication, picture supports. Specify which and how they are used.

Pre-teaching and over-learning

Pre-teaching of new vocabulary and concepts, with built-in over-learning. Specify frequency and method.

Social and friendship support

Structured opportunities for social interaction, lunch club, friendship support. Specify approach and frequency.

Health-related provision in Section G

Cardiac follow-up, audiology, ophthalmology, thyroid monitoring sit in Section G — separate from Section F.

Building your Down's syndrome EHCP case

  • Current SLT report with quantified provision
  • Current OT report with quantified provision
  • Paediatric report including any associated health needs
  • Audiology and vision reports
  • EP assessment (where the child is in nursery/school)
  • Nursery or school observations and records
  • Down's Syndrome Association resources for evidence framing
  • Parent observations of strengths and needs across settings

Common LA pushbacks on Down's syndrome EHCPs

  • "SLT and OT can go in Section G" — push back: provision required for educational access belongs in Section F.
  • "Quantification is not necessary" — Section F that is unspecific is unenforceable; quantify hours, type and qualifications.
  • "School can manage with universal differentiation" — describe the typical Down's syndrome learning profile and the specific provision required.
  • "Mainstream is too challenging" — parents have a strong say in Section I under section 39 CFA 2014; mainstream with the right Section F is well-established.
  • "Parents prefer special — refuse mainstream" — both routes are valid; the LA must name the parental preference unless statutory exceptions apply.

Frequently asked questions

Should every child with Down's syndrome have an EHCP?
There is no automatic entitlement — the EHCP test is whether the child requires special educational provision beyond what mainstream can ordinarily provide. In practice the great majority of children with Down's syndrome meet that test because of the typical learning, communication, and often health profile. The Down's Syndrome Association maintains detailed guidance on EHCPs.
Does my child need a separate clinical diagnosis for the EHCP?
The diagnosis of Down's syndrome itself is established. What the EHCP needs is current evidence of the child's profile — usually SLT, OT, EP, and any paediatric or audiology input — translated into specific recommended provision.
Mainstream or special school?
Both routes are well-established for children with Down's syndrome. The Down's Syndrome Association explicitly supports inclusive mainstream placement where appropriate, and the legal framework gives parents a strong say in Section I. The right answer depends on the individual child and the quality of provision available locally.
What does Section F typically include?
For children with Down's syndrome, Section F often combines: SLT input (frequent, ongoing), OT input, structured literacy and numeracy programmes adapted for Down's syndrome learning style, visual learning supports, 1:1 or small-group teaching for key concepts, social and friendship support, and pre-teaching of vocabulary. Quantification matters.
What about health needs in Section G?
Many children with Down's syndrome have health needs (cardiac follow-up, audiology, ophthalmology, thyroid monitoring, sleep, etc.) that go in Section G. These are separate from special educational provision. SLT, OT, and physio that are required for educational access should be in Section F, not Section G.
When should we apply?
Many families request EHC needs assessment in the year before reception. An EHCP in place from the start of school typically secures provision more reliably than retrospectively. Some LAs operate early-years EHCP pathways; others do not.
What about transition to secondary?
Annual reviews from Year 5 onwards should explicitly cover transition to secondary. Section I should be updated to name the receiving school. Year 9 onwards triggers preparation for adulthood requirements under the SEND Code of Practice.

Related guides

Sources and further reading

This is general information, not legal advice. EHCP Clarity helps parents organise and prepare their own materials. It does not provide legal advice, legal representation, or tribunal advocacy, and nothing on this page should be relied on as a substitute for advice about your specific situation. For free independent expert support, contact IPSEA, SOS!SEN, or your local SENDIASS. For legal representation, instruct a SEND solicitor.