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Bio:   Melanie Grabowski is a recent graduate of the MA Education with Montessori program at Anglia Ruskin University. She has been home-educating her two neurodivergent children through their secondary school education for the past 4 years and currently runs a small Montessori provision for home-educated children who would struggle to access traditional learning environments. Melanie is passionate about educational equity and neuro-inclusion and advocates for a transformed education system in which every child can thrive.    Finding the right educational fit for neurodivergent children When schools closed in March 2020, our family exhaled. I realised that for two years at least, I hadn’t been breathing. My daughter, Lily, had become a shell of herself and therefore so had I. She was 13. For us, the initial Covid lockdown was a gift. It removed the tsunami of school distress that drowned us every single day and gave us time and space to breathe. We decompressed. We could start to relax. We began to re-discover joy. Our search for the right educational environment for my daughter, and subsequently my son, began a decade earlier than that. I was fortunate to live in a part of the world where several schooling options were available to us as a family: state-funded mainstream; private independent and alternative education such as Montessori and Steiner-Waldorf. Due to government subsidisation, fee-paying options were financially accessible to the average family. Furthermore, alternative curriculums had been mapped to the national curriculum, validating their efficacy in the eyes of government and regulatory bodies. I remember feeling incredibly grateful for the choices available for my children’s education. I didn’t know about autism then. I hadn’t heard of neurodivergence, and SEND was a distantly familiar term. Lily was highly anxious in general and especially in social settings and in some situations was unable to speak. I never had intentions of private or alternative education. But when it came time to find an early learning setting for her, I discovered that the typical mainstream settings on offer would be overwhelming. I had heard of Montessori education but knew very little about it beyond the usual myths and misconceptions. Only that it was ‘different’. There happened to be a long-established Montessori school a short walk from our home that I had never previously considered. I went to an open day. It looked and felt very different to my conditioned understanding of ‘school’, but I fell in love with it, albeit with a tad of scepticism. The paradoxes within Montessori education make it tricky to make sense of at first glance. Children are afforded autonomy and freedom in their learning alongside a reassuring degree of structure, calmness and responsibility. The development of independence is a core tenet within an atmosphere of care and nurture. In the absence of punishments and rewards there is a developmentally appropriate focus on self-discipline and intrinsic motivation. I was intrigued. I was studying psychology at the time and through that lens it made sense in so many ways. And it felt right for us. I enrolled Lily, and it has turned out to be the best educational decision I ever made for my children. They both thrived, academically, socially, emotionally. I became a teacher there. And both as a teacher and a parent I felt part of a community in which all the adults were like co-carers in the lives of my children. I’m not sure if parents of children who are considered neurotypical would understand the level of stress involved in seeking just the right type of school environment for their children. I have often felt envious of the ease with which most parents send their children to their closest state funded school, without a second thought.   We moved to England in 2017. There were no Montessori schools in our area and even if there were, they would have been financially out of reach. However I discovered a mainstream primary daring to do things a little bit differently. Lily spent year 6 with a fantastic teacher who prioritised connection over curriculum, and despite the wobbles and bad days and struggle, it was a fairly positive experience for both children overall. It was the head teacher there who first suggested autism to me. It took me a while to properly consider this, but when I did, a paediatrician did an ASD screener and the long assessment process began. The real difficulties began on transition to secondary. I had deliberately chosen the smallest secondary school I could find. We had to move house for it. The first week went well. Then life took a downward turn.    No-one understood what we were experiencing. I didn’t understand what we were experiencing. I didn’t know it had a name. For a month I managed to get Lily to school sporadically. She was given 1:1 support, and even though each of these people were lovely and connected well with Lily, over the two years she was at school this person changed five times. Lily rarely attended lessons. I was concerned about her academically, but knew she was bright and capable and what good were academics without health? She was put on a reduced timetable. I had to reduce my work days to match. When Lily couldn’t make it to school, she would only lie on the couch and cry silent tears. The pressure of school felt constant and heavy. The following is an excerpt from my recent MA dissertation on autism, anxiety-based-school-absence and enabling/disabling learning environments. The Tea Party: Setting the Scene for a mother’s experience of ABSA. I understand that it is all very well intended. We sit in a drafty Georgian room meant for meetings, painted grey-blue with a grand empty fireplace in the centre of the back wall; there’s a large bowl of pinecones on the mantle. There is a lace tablecloth covering an oval mahogany table where we sit. I am sipping from a dainty pink cup and I’m making my lips into a smile. The counsellor sits opposite. And another young girl, the same age as Rosie, sits beside her. The girls don’t know each other; they don’t speak. Rosie can’t speak anyway, sometimes, not with her voice or with her eyes or with her body. She sits very still, nibbles a plain scone trying not to move her jaw, she doesn’t want it but it is the polite thing to do. She stares at the teapot on the table. There is small talk. I am doing well at putting on a face. A pleased one, a hopeful one. A thank-you-for-doing-this one. I act like I think this is a good idea because I don’t want to come across as a problem, that I’m not trying, that I’m being difficult, that I don’t care, that I am dismissive of the importance of education. After all, I have been teaching children for most of my adult life. Behind my mask is the truth of things. It is terrifying watching Rosie slip away, knowing why and feeling helpless to stop it. Knowing it won’t be fixed by tea parties and counselling and quiet rooms and being polite. The whole place is wrong, like shoes three sizes too small. I know what the right place looks like. In that place was a different Rosie, a singing Rosie, and a different me. It is like having knowledge of a peaceful park in the middle of a war zone and the gates to the park are open to some people but locked to you. And you are stuck with the air raids and rubble. So, I have no choice but to go along with these attempts to fix things that are really like handing Rosie a walking stick for a severely broken leg and saying, there, that should do it. Like saying, we’re trying, we’re doing our bit, that’s all we’ve got really, you just need to stop limping now, Rosie, come on. Four months before, Rosie became unable to get out of bed, unable to speak even at home, unable to eat and barely able to move, when faced with the thought of school, which is always, because school has become a heavy fog that has made Rosie invisible.   And here I am, smiling and disappearing too. They are telling me what must happen, that Rosie needs to come to school, because they can’t help unless she’s in, and I know I can’t make that happen without hurting Rosie but who am I to say it? I am just ‘Mum’. Mum says Mum thinks, eye roll. I am an empty noun on an important report bullet-pointing all the things wrong with Rosie. But I need to stay on side. I can only grieve silently for the brilliant bright child who is sitting right beside me, a child they can’t see and have never seen and will never see through all this collapsing and expanding dust. So, I stay with the smiling and nodding, and the swallowing of all this, these scones, and this dread, this plum jam that I can’t even taste. Because I am a ghost-mother, which is what you become when your child can’t go to school. At the end of August 2019, with a new school year looming, Lily questioned the point of her being alive. That September and the 7 months following until lockdown were the darkest times. Lily was so burnt out that at school she slept in the ‘quiet’ room. She was alone, with no friends and was very rarely in lessons. Not only was she not receiving an education, despite me managing to ‘get her in’ most days, her mental health was spiralling at a frightening pace. She was attending school, but at the same time she was absent from it.   I dread to imagine what might have been had schools not closed when they did in March 2020. Our school had a level of SEND four times the national average; many children had 1:1 support. During lockdown, it was taken over by an academy trust. Twenty support staff lost their jobs. I asked how Lily would be supported when schools re-opened in September. I was told there would be no 1:1 support for her. She would be expected to attend every lesson and stay for at least 20 minutes. She could have an exit card to the ‘quiet’ room if she felt overwhelmed, but this would be a short-term approach. Lily had rarely been able to attend lessons for almost two years even with 1:1 support. Just crossing the threshold of a classroom was enough to trigger a shutdown. I knew that just getting Lily onto school grounds knowing she had no support would be nigh on impossible. The SENDCo knew this too. She said it was all she could offer under the new school policies. She suggested home education. This meeting happened in the week before the summer holidays. We were in the midst of a global pandemic. I could not visit any specialist schools, and I was told by the LA that they would likely not be appropriate for Lily anyway. She was too academic. And I knew deep down they were right. Nevertheless, I called several specialist provisions and private independent schools and felt overwhelmed by the hoops I would have to jump through with no guarantee of success. Lily was about to enter her GCSE years having had very little education for almost two years. It all felt too hard. I gave up. I called an emergency EHCP review. And by the end of September 2020, I found myself ‘electively’ home-educating, a term I resent because it wasn’t a choice, there was no other option available. I had a vantage point that many parents don’t have. When school is just school, and your child can’t go, when you see so many others managing fine, you wonder what you’ve done wrong. You question your child, you question yourself. You take all the blame and you pass it on to the detriment of the mental health of your whole family. But I knew  my children were not broken. They had been in a school which they loved, where they were progressing, where they had friends, where they attended happily every day. A school they were upset to leave at the end of term and were excited to get back to at the beginning of it. Because we had experienced this, I knew the problem was not them. The problem was the environment. As an educator supporting children with additional needs in the same schools as my children, I was witness to how the environment had an impact on whether children flourished or floundered. This is what led to my research. Recent literature shows an emerging understanding of anxiety-based-school-absence and school distress experienced amongst academically capable ACYP that is related to aspects of mainstream school environments, pointing to a misalignment in standard educational provision and autistic learner needs. These environments could be described as disabling; significant declines in mental health and even trauma are reported as a result, along with impacts on family stress. Montessori education may not be a total panacea to the current crisis we face, but it certainly worked for my children and anecdotally it works well for other neurodivergent children who are thriving in Montessori environments. It incorporates a well-developed approach supported by a cohesive curriculum that stands up against national curriculum frameworks, with well-established teacher training programs, professional overarching organisations and is orientated towards a culture of equity and inclusion.  The core principles of Montessori Education appear to be inherently supportive of the social, emotional and academic needs of autistic learners. The approach strikes a balance between adherence to principles, curriculum and orderly environments while at the same time valuing and respecting the rights and individuality of children and young people (Eacott & Wainer, 2023). For parents of autistic children, these alignments highlight the potential of an alternative educational approach that may not have been previously considered. What my experience and research tell me, is that there is an urgent need for different types of learning environments, otherwise a radical change to the current system to one that is built on an approach that can respond to individual difference. Currently, between mainstream and specialist there is a provision gap which so many children are currently falling into. We are all unique individuals, and one size never fits all. Autistic children and young people may be absent from mainstream schools but they are not absent from life. They are here, they want to learn and they want to be included. If they are missing from the school register it is because they are missing from policy, and from appropriate developments in pedagogy and practice. The government has a responsibility to provide all  of England’s children with the education they have a right to, and the education they deserve. Montessori education is an example of a structure and approach worth serious consideration in terms of inclusive models of practice. Just imagine the long-term economic and health benefits if all children were able to access quality education in a learning environment that really worked for them? My full masters research dissertation on autism, ABSA and the Montessori environment is available to read here (PDF) Autism, Anxiety-Based-School-Absence and the Montessori Environment as an Actualised Model of Inclusive Practice .

Nestled in Northern Italy, the city of Reggio Emilia holds a special place in the world of education. It's here that Loris Malaguzzi, an Italian educator, pioneered the Reggio Emilia approach, a philosophy that revolutionizes how we view and nurture young minds. The Core Principles: A Symphony of Learning The Reggio Emilia approach isn't a rigid curriculum; it's a vibrant tapestry woven from several key principles: Teachers as Co-Learners:   Imagine a classroom where teachers aren't just instructors, but active participants in a child's learning journey. The Reggio Emilia approach fosters this collaborative spirit. Teachers meticulously observe and document children's interests, adapting the environment and resources to ignite their curiosity and creativity. The Hundred Languages of Children:   This evocative term captures the essence of the Reggio Emilia philosophy. Children aren't limited to just verbal communication. They express themselves through movement, music, art, and imagination – these are all considered their "languages." The Reggio Emilia approach celebrates this diversity and ensures all these languages are valued and nurtured. The Power of Play:   Through play-based activities, parents and educators can effectively teach problem-solving and social skills. Play becomes a springboard for exploration, discovery, and collaboration. Beautiful Spaces, Boundless Learning:   In a Reggio Emilia classroom, the boundaries between indoors and outdoors blur. These thoughtfully designed spaces are an extension of the curriculum, inviting exploration and fostering a connection with nature. Student-Centered Learning:   The Reggio Emilia approach empowers children to take ownership of their learning journey. They are seen as strong, capable individuals who deserve opportunities to reach their full potential. This student-centered approach fosters independence and a love for lifelong learning. Expressive Arts Take Center Stage:   Art, music, movement, and drama aren't viewed as extracurricular activities in the Reggio Emilia approach. They are central to the learning experience, allowing children to express themselves in unique ways and develop their creative potential. Inspired by Great Minds The Reggio Emilia approach draws inspiration from the works of educational theorists like Jerome Bruner, John Dewey, Erik Erikson, Jean Piaget, and Lev Vygotsky. Their theories on child development, constructivism, and the importance of social interaction form the bedrock of this innovative approach. The Reggio Emilia approach is more than just a set of guidelines; it's a philosophy that celebrates the potential within every child. By fostering a nurturing and stimulating environment that embraces a multitude of learning styles, the Reggio Emilia approach empowers children to become confident, creative, and lifelong learners.

EOTAS stands for Education Otherwise Than At School. It's an option for young people who are unable to attend mainstream or special school. This could be due to illness, exclusion, or other reasons. How does EOTAS work? If the local authority agrees that a young person cannot attend school, EOTAS provision can be arranged. This decision is made through an EHC (education, health and care) assessment. It's important to note that parents cannot make this decision alone. The local authority must be involved to ensure that there are no other options available at a school setting that could meet the child's needs. EOTAS vs. home education EOTAS is distinct from home education. In home education, the responsibility for the child's education falls entirely on the parent or carer. With EOTAS, the local authority takes on this responsibility, including the associated costs. Examples of EOTAS provision Here are some examples of the types of support that may be provided under EOTAS: Home tutoring Tuition centers Hospital school Speech and language therapy Online schooling Equipment budget This provision can be made available for young people who are unable to attend an early years setting, school, or college. Resources for learning more about EOTAS Home education and ‘education otherwise’ | (IPSEA) Independent Provider of Special Education Advice EOTAS-Resource-Final.pdf ( sendandyou.org.uk ) Alternative provision - GOV.UK ( www.gov.uk ) Education Access - The Education Access Team ( essex.gov.uk ) I hope this blog post has been helpful! Let me know in the comments if there is an educational term, approach or provision that you would like to know more about.

Teacher standing at a white board pointing with 3 students looking Mainstream education is the term used for the education system that most children attend. It's where children are taught alongside their peers in a general classroom setting. What is the definition of mainstream education? The word "mainstream" is defined as "considered normal, and having or using ideas, beliefs, etc. that are accepted by most people" (Cambridge Dictionary, 2023) and "People, activities, or ideas that are part of the mainstream are regarded as the most typical, normal, and conventional because they belong to the same group or system as most others of their kind." (Collins Dictionary, 2023). In the context of education, mainstream schools are those that are not special schools, hospital schools, or alternative provision schools. Examples of mainstream schools include community schools, academies, grammar schools, and voluntary schools. How do mainstream schools support students with special needs? Mainstream schools are required to allocate a portion of their budget to providing support for students with special educational needs and disabilities (SEND). This ensures that these students have the opportunity to access mainstream education alongside their peers. There are two main types of mainstream schools: Maintained schools:  These schools are funded and controlled by the local authority. Academy schools:  These schools are independent schools that are funded by the government but operate outside of local authority control. What other types of maintained schools are there? In addition to mainstream schools, there are a number of other types of maintained schools, including: Nurseries Special schools Alternative provision schools Post-16 institutions Resources for learning more about mainstream education Here are some resources where you can learn more about mainstream education: Types of school: Types of school: Overview - GOV.UK IPSEA: Types of schools and other settings: IPSEA: Types of schools and other settings | (IPSEA) Independent Provider of Special Education Advice Mainstream School for SEND: Mainstream schools for special needs | The Good Schools Guide

Imagine a classroom where children aren't just learning math and science, but also how to bake bread, sew a button, and tend a garden. This is the essence of Steiner Waldorf education, a holistic approach that focuses on developing the mind, body, and soul – the entire "anthropos" according to its founder, Rudolf Steiner, and his spiritual philosophy, Anthroposophy. In a Waldorf setting, children are immersed in life experiences. They learn practical skills like cooking, cleaning, and gardening alongside more traditional academic subjects. This "hands-on" approach connects all aspects of learning, building a well-rounded individual. Creativity Takes Center Stage Waldorf education prioritises fostering a child's natural creativity and imagination. Play, especially child-led and imaginative play with natural materials, is a cornerstone of this philosophy. Instead of focusing solely on academic achievement from a young age, Waldorf schools encourage exploration and discovery. Many Waldorf educators even avoid introducing technology until the children are older, allowing them to develop their creativity and critical thinking skills organically. Teachers as Role Models, Not Dictators Waldorf classrooms are led by teachers who act as role models rather than simply giving out instructions. This fosters a sense of trust and respect between teachers and students, creating a more engaging learning environment. Spirituality and Inclusivity Steiner Waldorf education has its roots in spirituality. However, modern Waldorf schools are inclusive and nondenominational, welcoming children from all backgrounds. Intrigued? Learn More! The Waldorf approach offers a unique and inspiring alternative to traditional education. If you'd like to delve deeper, check out the resources below for more information on this fascinating philosophy: What is Steiner Waldorf Education? What is Steiner-Waldorf Education? | Steiner Theory | Teaching Wiki (twinkl.co.uk) Rudolf Steiner & the History of Waldorf Education   Waldorf school | Benefits, Curriculum & History

" Education is an adventure and the world is an education ," proclaims The Backpacking Family, and they couldn't be more right! Worldschooling is an exciting approach to learning that transforms the entire globe into your child's classroom. What is Worldschooling? Imagine this: history lessons come alive through exploring ancient ruins, geography unfolds on hikes through diverse landscapes, and languages are learned by conversing with locals. This is the essence of worldschooling – learning through immersive, real-world experiences. Families who choose this path use travel and the world's rich tapestry of cultures, resources, and experiences to educate, inspire, and empower their children. The World at Your Fingertips: One of the core goals of worldschooling is to expose children to a wealth of knowledge and perspectives beyond the confines of traditional classrooms. It fosters a deep appreciation for different cultures and broadens their skill sets through hands-on learning. Travel or No Travel? You Decide! The beauty of worldschooling lies in its flexibility. While some may envision worldschooling as a life of constant globetrotting, others embrace the philosophy within their own communities. Museums, local farms, historical sites – these can all become vibrant learning spaces. Ultimately, the key is to cultivate a love of learning through intentional experiences, whether near or far. Tailored Learning for Every Explorer: Worldschooling allows families to personalize their child's education. You're free to choose a curriculum that aligns with your child's interests and learning style. This fosters a deeper engagement with the subject matter and paves the way for lifelong learning. A World of Travel Styles: Just like families come in all shapes and sizes, so do worldschooling families! Whether you're digital nomads working remotely, slow travelers savoring every location, or embarking on a family gap year, there's a worldschooling approach that fits your lifestyle. Ready to Explore? Worldschooling is an adventure that promises a richer, more meaningful education. If you're curious to learn more, check out the resources below! For More Information: What is Worldschooling? - We Are Worldschoolers What is worldschooling? FULL GUIDE 2023 (thebackpackingfamily.com) What is Worldschooling? (2023) - World Travel Family So, pack your bags, unleash your curiosity, and get ready to discover the world – together!

For many parents, choosing an education approach for their child can feel overwhelming. Enter the Montessori Method, an educational philosophy designed to nurture the natural development of children from birth to adolescence. The Guide, Not the Teacher Montessori classrooms are a stark contrast to traditional settings. Here, the adult is not a domineering figure, but a "guide." This guide facilitates the learning process, observing children's interests and presenting materials that spark their curiosity. Children become active learners, driven by their own internal compass. A Journey of Self-Discovery This child-led philosophy empowers young minds to explore at their own pace. There are no rigid schedules or standardized tests. Instead, children are encouraged to follow their natural curiosity and work towards personalised learning goals. The Montessori classroom often incorporates a multi-age setting, fostering collaboration and peer learning. Freedom to Flourish Within this enriched environment, children are free to express and develop according to their unique needs and interests. The freedom to explore fosters independence, a sense of responsibility, and a lifelong love of learning. The knowledgeable guide provides support and ensures a safe space for growth. The Pillars of Montessori The Montessori Method rests on these fundamental principles: Planes of Development:  This theory outlines the stages of human development, allowing guides to tailor activities to each child's specific needs. The Absorbent Mind:  Young children possess a unique ability to absorb information from their environment. Montessori classrooms capitalise on this by providing stimulating materials and experiences. Sensitive Periods:  Certain developmental windows offer prime opportunities for specific skills. The Montessori Method provides targeted activities during these periods to maximize learning. Human Tendencies:  Understanding natural human tendencies like exploration and order allows the guide to create an environment that caters to these instincts. The Benefits Bloom Studies have shown that the Montessori Method offers a multitude of benefits for children, including: Empathy:  Children learn to understand and respect the perspectives of others. Critical Thinking:  Through hands-on exploration, children develop problem-solving skills and critical thinking abilities. Collaboration:  Multi-age classrooms foster teamwork and collaboration. Independence:  Children learn to take initiative, solve problems independently, and gain a sense of self-reliance. Following the Child's Lead Maria Montessori, the founder of this method, beautifully captured its essence in this quote: "Anyone who wants to follow my method must understand that he should not honour me but follow the child as his leader." The Montessori Method isn't just about academics; it's about nurturing the whole child. It's about creating an environment where children can unleash their unique potential and become confident, independent lifelong learners.    Ready to Learn More? Montessori Society AMI (UK) - Home: https://www.montessorisociety.org.uk/ What Is Montessori Education ( amshq.org ): https://amshq.org/ Maria Montessori | Montessori Education

What is Forest School? Forest School is more than just a day out in the woods. It's a unique educational approach that promotes child-led learning, exploration, and risk-taking in a natural setting. By immersing children in nature, Forest School fosters a deep connection with the environment and nurtures their holistic development. The Six Core Principles of Forest School: Long-Term Commitment:  Forest School is a continuous process, not a one-off event. Regular sessions allow children to build a strong relationship with the natural world. Natural Environment:  The heart of Forest School is the woodland or natural environment. This provides a rich and inspiring setting for learning. Holistic Development:  Forest School aims to develop the whole child, including physical, emotional, social, and cognitive skills. Supported Risk-Taking:  Children are encouraged to take age-appropriate risks, such as climbing trees or crossing streams, under the guidance of trained practitioners. Qualified Practitioners:  Forest School is led by qualified practitioners who have undergone specific training to deliver this unique approach. Learner-Centered Approach:  Children are at the heart of Forest School. They are encouraged to explore, discover, and learn at their own pace. The Benefits of Forest School: Improved Confidence:  Spending time in nature can boost self-esteem and self-belief. Enhanced Social Skills:  Forest School provides opportunities for children to interact with others, develop friendships, and learn to cooperate. Better Communication:  Children can express themselves creatively through nature-based activities. Increased Motivation:  Forest School can spark curiosity and a love of learning. Developed Physical Skills:  Outdoor activities like climbing, balancing, and exploring help children to become physically fit and agile. Increased Knowledge and Understanding:  Children can learn about nature, science, and history through hands-on experiences. Becoming a Forest School Practitioner: If you're passionate about nature and education, you can train to become a Forest School leader or practitioner. There are three levels of qualification: Level 1:  Introduction and Volunteer Level 2:  Assistant Training Level 3:  Leadership Training Want to Learn More? Forest School Association:   https://forestschoolassociation.org/ Forest Schools Education:   https://forestschoolassociation.org/what-is-forest-school/ What is Forest School - Video:  [ https://www.youtube.com/watch?v=8b2vC-ecUuU ] Forest School Research:   https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.3953 By embracing the principles and practices of Forest School, we can nurture a generation of nature-loving, confident, and resilient individuals.

What is 14-16 Provision? 14-16 provision offers an alternative educational pathway for young people aged 14-16 who may not thrive in a traditional school setting. This provision, often offered by colleges, provides a flexible and supportive learning environment. How Does 14-16 Provision Work? College Eligibility:  Not all colleges offer 14-16 provision. To determine if a local college provides this option, it's essential to contact them directly. College Approval:  Colleges must obtain approval from the Department for Education (DfE) to offer 14-16 provision. This involves a rigorous process, including discussions with local authorities and the submission of a readiness-to-open checklist. Funding:  Once approved, colleges receive funding from the Education and Skills Funding Agency (ESFA) to support the education of 14-16-year-old students. Quality Standards:  Colleges must maintain high standards of education, as evidenced by an 'Outstanding' or 'Good' Ofsted rating. Dedicated Space:  Colleges must provide a designated space for 14-16 students, ensuring a conducive learning environment. Qualified Support:  A qualified individual must be responsible for overseeing the 14-16 provision and supporting students' needs. Admission Criteria and Fees:  Colleges must publish clear admission criteria and are prohibited from charging fees. Curriculum:  While not bound by the National Curriculum, colleges must offer a broad and balanced education, with English, Maths, and Science as core subjects. Home-Educated Students:  Colleges can enrol home-educated students on part-time courses but not full-time courses. Full-time enrolment transfers the student's educational responsibility to the college. Why Choose 14-16 Provision? 14-16 provision can be beneficial for students who: Require a more flexible learning environment Have specific learning needs or difficulties Seek a different educational approach Require additional support or guidance By offering a supportive and tailored approach, 14-16 provision empowers young people to reach their full potential. Further Information For more detailed information, please refer to the following resources: Full-time enrolment of 14 to 16-year-olds in further education and sixth-form colleges: 2024 to 2025 academic year Funding Regulations The Education Act 1996 Further and Higher Education Act 1992 The Education (Secondary Education in Further Education Institutions) Regulations 1999 ESFA: funding rules, rates and formula

Flexi-schooling is a unique educational arrangement that combines elements of home education and traditional schooling. By partnering with a school, parents can create a customised learning plan that suits their child's individual needs and the family's lifestyle. What is Flexi-Schooling? Flexi-schooling allows parents to arrange for their child to attend school part-time while receiving the remainder of their education at home. This flexible approach offers a middle ground between full-time home education and traditional schooling. Key Considerations for Flexi-Schooling Parental Responsibility:  Parents remain ultimately responsible for their child's education, even when a flexi-schooling arrangement is in place. Legal Option : Flexi-schooling is a legal option provided it has been agreed by the child's school. Once this agreement has been formalised, the days on which the child is not in attendance at school will be marked as 'authorised' absences.  School Approval:  Not all schools are willing to accommodate flexi-schooling requests. It's essential to discuss your child's needs with the school and seek their approval. Curriculum Compliance:  While home education allows for more flexibility in curriculum choices, children attending school must adhere to the school's curriculum and assessment requirements. Special Educational Needs (SEN):  If your child has an Education, Health and Care Plan (EHCP), any decision to flexi-school must be made in collaboration with the local authority. SATS and GCSEs:  Children registered at a school, even under a flexi-schooling arrangement, are typically required to sit SATS and GCSE exams. Local Authority Guidelines:  Local authorities may have specific guidelines and procedures for flexi-schooling, so it's advisable to consult with them. Benefits of Flexi-Schooling Tailored Learning:  Flexi-schooling allows for a more personalized approach to education, catering to individual learning styles and interests. Work-Life Balance:  Parents can balance work commitments with childcare responsibilities. Family Time:  Flexi-schooling can provide more opportunities for family bonding and shared experiences. Reduced Stress:  For some children, a less structured environment may reduce stress and anxiety. Access to Specialist Resources:  Children can benefit from specialised tuition or resources that may not be available at home. Before Considering Flexi-Schooling Consult with the School:  Discuss your child's needs and educational goals with the school to determine if flexi-schooling is a viable option. Some schools will see Flexi-schooling as a temporary measure and believe it will be a gradual phased back to school process.  Research Local Authority Guidelines:  Familiarise yourself with the specific regulations and procedures in your area. Develop a Comprehensive Home Education Plan:  You could create a structured learning plan that covers all essential subjects. Consider Your Child's Needs and Personality:  Ensure that flexi-schooling aligns with your child's learning style and emotional well-being. For more information: Home Education . org - Flexischooling Finding the Flex Parents right to Flexischool - what the law says Flexischooling - Essex County Council You can also go onto the website for your own Local Authority (LA) for more information in your area.  By carefully considering these factors and working closely with your child's school, you can create a successful flexi-schooling arrangement that benefits your child's education and overall development.

For some parents, the traditional school setting may not be the best fit for their child's individual needs and learning style. Thankfully, in the UK (and many other countries), there's a legal option called Elective Home Education (EHE) that parents can utilise to take charge of their child's education at home. What is Elective Home Education? EHE is your legal right as a parent to provide a full-time education for your child of compulsory school age, outside of a mainstream school setting. This is supported by Section 7 of the Education Act 1996, which states that a child's education should be suitable " to his age, ability and aptitude ", " to any special educational needs " (in England) or " additional learning needs " (in Wales) and can be delivered " either by regular attendance at school or otherwise." The Flexibility of EHE One of the most appealing aspects of EHE is the freedom and flexibility it offers. Here are some key points to remember: No rigid schedule:  Forget replicating the traditional school day! You can design a learning environment that suits your child's pace and preferences. Curriculum by choice:   There's no requirement to follow a specific curriculum. You can tailor the learning journey to your child's interests and goals, or even create your own curriculum. Exams are optional:   While traditional exams like GCSEs are an option, there's no obligation to pursue them. Learning resources:   You have the freedom to choose how your child learns. This could involve you as the primary educator, utilising tutors or online resources, participating in learning groups with other home educators, or a combination of these. Deregistering from school:   You can deregister your child from mainstream school at any point. Financial Considerations It's important to be aware that currently there's no direct government funding available for home education. As a parent, you'll be responsible for all aspects of learning, including resources, tutoring (if chosen), exams, and group activities. However, with planning and resourcefulness, it's possible to home educate on a budget. Getting Support Your local authority (LA) is a valuable resource. They should have information and resources available on their website specifically for home educators. This may include links to newsletters, events, and support groups for connecting with other families who have chosen the EHE path. Additionally, social media groups can offer a wealth of support and guidance from experienced home educators. Further Exploration To learn more about EHE and its possibilities, check out these resources: Educating your child at home - GOV.UK :   https://www.gov.uk/home-education Home education: get information from your council:   https://www.gov.uk/home-schooling-information-council Elective home education Departmental guidance for parents:   [ Elective home education: guide for parents ] Education Otherwise:  [ Education Otherwise - | Education is Compulsory - School is Optional ] Home Educators' Qualifications Association:  [ HEQA ] Elective Home Education can be a rewarding and enriching experience for both parents and children. By understanding your options and exploring the resources available, you can make an informed decision about whether EHE is the right path for your family.

Dr Poppy Gibson is a Lecturer and researcher  in Education whose key interests involve children and young people's psychological development and mental health. Poppy's research centres around neurodiversity and wellbeing. Did You Know? ➤ Neurodivergent teens often face heightened risks of mental health challenges like anxiety and depression: rates of anxiety and depression were up to ten-fold the prevalence of adolescents not diagnosed with autism or ADHD (Accardo, Pontes and Pontes, 2022). ➤ Neurodivergent teens may struggle with social cues and forming peer relationships. ➤ Neurodivergent individuals often possess unique strengths, such as intense focus on specific interests, strong pattern recognition, and creative problem-solving. What was the research was looking at? Neurodiversity refers to accepting that everyone’s brain functions in different ways; whilst most brains process information in a ‘neurotypical’ way, some brains are ‘neurodivergent’. Young people who are neurodivergent often face unique challenges when transitioning from school to college, and then into the workforce or adult life. School often provides a structured environment with clear schedules and expectations, which can be helpful for neurodivergent students. Transitioning to Further Education, Higher Education, or the workforce, where there may be less structure and more ambiguous expectations, can be overwhelming. There may be barriers that mean agency is eroded in the choice-making for these learners. This project, partnered with a London college, involves the trialling and testing of new approaches in building key skills with young people aged 15 and 16 years old, ready for further study or employment. How did you conduct your research?   This research project involves gathering voices of students and staff to inform a programme that can be delivered by educators in Key Stage 4 to support young people who are neurodivergent in planning their pathways to employment, and improvement of employability skills. Although the exact structure of the programme is yet unknown, we propose it may have three key stages for students to work through: ➤Reflect and empower- reflect on strengths and self-value. ➤Target- explore areas where they need support or development. ➤Grow- the stage of purposeful growth in skills ready for their next steps. ➤ Data set 1: creative projects with young people ➤ Data set 2: focus groups and interviews with young people to gather lived experiences ➤ Data set 3: interviews with practitioners and staff at the college This will then lead to co-creation of an induction programme, which could be used by schools and colleges to help young people reflect upon their strengths and dreams for their futures, and consider possible future pathways. Any recommendations? ➤ As educators, and other professionals working with young people, we need to make space for conversations to think about the future and their dreams and goals. ➤ Helping young people recognise their strengths can be valuable in helping build their confidence and self-esteem ready for their post-16 phase.     Your final word …  Working on projects like this help us advancing inclusive practices, support young people in developing life skills, and enhance pathways to employment for neurodivergent learners. We can only do this if we hear voices of the young people themselves and listen to their lived experiences.   Poppy worked with a fantastic team on this project: Toby Doncaster, Dr Jon Rainford, Charon Gates and Marie Greenhalgh. So many adults aren’t diagnosed as ‘neurodivergent’ until adulthood! How may recognising and diagnosing neurodivergent conditions in childhood be of benefit? Tell us in the comments Poppy has published around this topic at: ➤Journal:  Full article: Promoting potential through purposeful inclusive assessment for distance learners   ➤Compass journal:  Designing Institutional Systems that Support Neurodivergent Educators | Compass: Journal of Learning and Teaching in Higher Education   ➤Book chapter:  Open Access: Promoting potential through purposeful inclusive assessme   ➤ blog post we did for nexus education:  Understanding and Supporting Neurodivergence around the World - Nexus Education Poppy's Recommended reading:   You can learn more about the funding for this project here (this project is listed as number 3 on the list): BERA and Kusuma Trust Announce Winning Proposals for the Neurodiversity in Mainstream Schools Grant Programme | BERA   References Accardo AL, Pontes NMH, Pontes MCF. (2022) Heightened Anxiety and Depression Among Autistic Adolescents with ADHD: Findings From the National Survey of Children's Health 2016-2019. J Autism Dev Disord. 2024 Feb;54(2):563-576. doi: 10.1007/s10803-022-05803-9. Epub 2022 Nov 3. PMID: 36327018; PMCID: PMC9630808.