Definition
Cerebral Palsy is a lifelong condition affecting movement, posture, and coordination caused by non-progressive damage to the developing brain before, during, or shortly after birth. Severity is classified by the Gross Motor Function Classification System (GMFCS, levels I–V) and is the framework most UK paediatric physio teams use. NICE NG62 (2017, updated 2022) is the relevant clinical guideline.
In context for parents
Key checkpoints
- Cerebral Palsy is a lifelong condition affecting movement, posture, and coordination from non-progressive brain damage before, during, or shortly after birth.
- Classified by the Gross Motor Function Classification System (GMFCS, levels I–V).
- NICE NG62 (2017, updated 2022) is the relevant clinical guideline.
- Spastic CP (around 80%) is the most common subtype, followed by dyskinetic, ataxic, and mixed.
- Almost all children with Cerebral Palsy have an EHCP; Section F should quantify physio, OT, SaLT, and assistive technology.
Cerebral Palsy is not one condition but a family of presentations (spastic the most common at around 80%, dyskinetic, ataxic, and mixed) described by where in the body the muscle tone is affected (hemiplegia, diplegia, quadriplegia) and by GMFCS level. A GMFCS Level I child may walk independently and run, with subtle motor coordination differences only visible in PE. A GMFCS Level V child uses a powered wheelchair and needs full physical assistance.
In a Year 3 classroom, the picture for a Level I or II child is often the child who falls more than peers, who tires faster, who finds writing physically exhausting, and whose PE participation needs adaptation rather than exclusion. For Level III–V children, the school's physical environment, transport, manual handling plan, and personal care provision are part of the EHCP and need to be re-reviewed every year as the child grows.
What works alongside school: a physiotherapy programme that fits into the day (postural management, stretches at break time rather than as an after-school clinic appointment), OT for fine motor and self-care, and assistive technology by Year 4: voice typing, eye gaze, or switch access for the children whose motor profile makes typing slow. Botulinum toxin injections for spasticity, orthotics, and selective dorsal rhizotomy are specialist medical decisions managed by the regional neurodisability team.
Almost all children with Cerebral Palsy have an EHCP. Section F provision typically quantifies physio, OT, and SaLT (the dyskinetic and quadriplegic groups frequently have speech difficulties), plus 1:1 or small-group access support and named assistive technology.
Related terms
The terms parents most often see alongside Cerebral Palsy.
Physiotherapist(Physio)
An HCPC-registered specialist in movement and physical function. Works with children with conditions such as cerebral palsy, hypermobility, and other physical disabilities.
Occupational Therapist(OT)
An HCPC-registered specialist who supports children to participate in everyday activities, working on fine motor skills, sensory processing, self-care, and handwriting.
Profound and Multiple Learning Difficulty(PMLD)
A combination of profound learning disability and additional disabilities (often physical, sensory, or medical) requiring high levels of personal care and highly individualised learning.
Education, Health and Care Plan(EHCP)
A legally binding document, issued by a local authority in England, that describes a child or young person's special educational needs and the provision the LA must arrange to meet them.
Where parents ask about this
Parents usually find this page during the move from early years to school, before an annual review where the physical environment has not kept up with the child's growth, or when secondary transfer means re-quantifying provision. Searches include "Cerebral Palsy Section F physiotherapy", "GMFCS level school provision", and "AAC for cerebral palsy school". A Beaakon paediatric physio, OT, or AAC-experienced SaLT can carry out the profile, write Section F to a standard the LA must arrange, and tell you whether your child's profile fits the mainstream or specialist setting being named in Section I.
References
The primary legislation, statutory guidance, research, and clinical tools this page draws on.