Flexi-schooling

The decision to undertake flexi-schooling should only be considered if there are positive reasons for doing it. All parties must agree that such an arrangement is in the best interests of the child.

Flexi-schooling is unlikely to be successful if the reasons for choosing it are negative and the choice is motivated by the desire to avoid:

• difficulties around certain subjects
• teachers
• peers
• aspects of school discipline or attendance itself

Parents or carers must be confident they can meet the child's educational needs. Schools must be mindful that, if arrangements are agreed, the school will retain the responsibility for the child's progress and any absences incurred because of the decision to participate in a flexi-schooling arrangement.

Flexi-schooling impact

Aside from the impact that a flexi-schooling arrangement will have on a school's overall absence levels, the implications of agreeing on partial educational provision at home are significant both in terms of expertise and resources and in the commitment to make a shared provision work.

Statutory curriculum 

The education provided at home and school should, together, constitute a full-time, suitable education. Whilst there is no statutory curriculum for the home education part of a flexi-schooling arrangement, parents or carers will need to be mindful of the impact on the child's access to the School (or Academy) curriculum and the possible fragmentation of the learning experience.

Flexi-schooling should not be seen as a means of opting out of an element of the curriculum with which a child, for whatever reason, is uncomfortable. The child cannot be dis-applied from the statutory curriculum or assessment arrangements simply because flexible attendance has been agreed upon.

There is no opt-out for schools regarding the National (Academy) curriculum based on a flexi-schooling proposal. The school will need to ensure that the child has appropriate access to the National (Academy) curriculum.

When the curriculum is delivered through cross-curricular activities, arrangements made with the parent or carer would need to protect the cohesion of the child's experience. There may be resource implications:

• effective co-ordination will require time
• the school may provide materials so that learning can keep pace with that of other children (no obligation to do so) 

Other considerations

The child may find that their limited attendance makes it difficult to maintain strong relationships with peers and may experience an element of social exclusion.

If a child moves to a different school, there will be no guarantee that flexi-schooling will be able to continue. This will be a decision that the Headteacher of the new school will be required to make.

SEND

Arrangements for flexi-schooling may make both the identification of SEN and the ability to meet those needs more difficult to secure. An effective assessment would need to take place across both the school and home-schooling elements of the child's education which could present logistical challenges.

Education, Health and Care plan

Where a child has an Education, Health and Care plan (EHCP) the decision to agree to flexi-schooling must be taken in conjunction with the local authority (LA).

If flexi-schooling is agreed upon for a child with an EHCP, this should be recorded on the EHCP and progress monitored through the usual annual review process.

The school receives full funding for flexi–schooled pupils and they must be included on all census returns.

The responsibility for the flexi-school arrangement lies with the school and not the LA. The school will need to work with parents to address any issues that arise.