Writing an EHCP? How to Include Therapeutic Outdoor Learning in Section F

One of the things I hear most often from parents is, "Can outdoor learning be included in an EHCP?"

The short answer is yes.

Not all children learn best sitting in a classroom, and there is nothing wrong with that. Every child deserves an education, but what that education looks like should depend on the child receiving it.

For some children, a busy classroom is exactly where they thrive. For others, anxiety, sensory differences, emotional regulation difficulties, autism, or previous experiences can make accessing education much harder.

That is why it is important that EHCPs focus on what a child needs, not what we think education should look like.

What is Section F in an EHCP?

Section F is the part of an EHCP that sets out the special educational provision a child or young person requires.

Put simply, if Section B explains the child's needs, Section F should explain what support will be provided to meet those needs.

This is one of the most important sections of an EHCP because it is legally enforceable.

The provision described here should be clear, specific, and linked directly to the child's identified needs.

Can Therapeutic Outdoor Learning Be Included?

Yes.

There is nothing in the law that says learning has to take place within four classroom walls.

If therapeutic outdoor learning helps a child access education, engage with learning, develop confidence, improve communication, or overcome barriers that are preventing progress, then it may be appropriate to consider it as part of the provision required to meet their needs.

The important thing is not the activity itself.

The important thing is understanding why that provision is needed.

The Provision Should Follow the Need

This is where many EHCP discussions become difficult.

Sometimes people start with the provision they want and work backwards. In reality, it should always start with the child's needs.

If a child experiences significant anxiety, struggles to engage in traditional classroom environments, finds large groups overwhelming, or learns best through practical experiences, then those needs should be clearly identified first.

The provision should then explain what support is required to help that child access education successfully.

Every child is different, which means the provision should be different too.

Be Careful with Vague Wording

One of the biggest mistakes I see is vague wording.

Phrases such as "access to", "opportunities for", or "where appropriate" sound helpful, but they often leave too much open to interpretation.

Good EHCP wording should make it clear what support a child will receive, how often they will receive it, and why it is needed.

The clearer the wording, the clearer the expectations for everyone involved.

Not Every Child Learns the Same Way

This is probably the most important point.

Children are individuals.

Some learn best through discussion. Some learn through movement. Some learn through practical experiences. Some learn through relationships. Some need quieter environments before they are ready to engage with more traditional educational settings.

The goal should never be to make every child fit the same mould.

The goal should be helping each child access education in a way that works for them.

How This Relates to The Wild Mane Project

At The Wild Mane Project, we meet children and young people who often have strengths that have simply not had the opportunity to shine elsewhere.

Some are struggling with anxiety. Some are experiencing Emotionally Based School Avoidance (EBSA). Some are autistic. Some have become disconnected from education and need a different starting point.

Through Therapeutic Approaches delivered through Equine-Assisted Learning and Wilderness Living Skills, we provide opportunities for children and young people to learn through doing.

Whether that is caring for the herd, learning new skills, taking responsibility for a task, exploring nature, or working alongside others, the focus is always on helping young people discover what they can do, rather than concentrating on what they cannot.

Every child deserves the opportunity to learn, achieve, and experience success.

Sometimes that happens in a classroom.

Sometimes it starts somewhere different.

The Wild Mane Project is based in Denton and works with children, young people, families, schools, and professionals across Tameside, Stockport, Manchester, and the wider Greater Manchester area.