Awaiting Placement
Structured education while a suitable school, specialist setting or other placement is identified.
HOME TUITION FOR LOCAL AUTHORITIES
Commissioned Home Tuition With Clear Purpose, Safety and Oversight
Reconnect Learning provides personalised home tuition for local authorities commissioning education for children and young people who cannot currently access school or another education setting safely or consistently.
Home-based provision can maintain academic continuity, support SEND and EHCP-informed outcomes, rebuild engagement and provide a structured bridge towards placement, reintegration or another agreed educational pathway.
COMMISSIONED HOME TUITION AT A GLANCE
Home tuition may support learners who are:
Awaiting a suitable education placement
Experiencing EBSNA or persistent absence
Requiring SEND or EHCP-informed education
Unable to access school because of medical or physical needs
Following exclusion or placement breakdown
Preparing for reintegration, transition or EOTAS-style provision
Delivery
1:1 Home-Based
Curriculum
Personalised Learning
Safety
Risk-Assessed
Evidence
Commissioner Reporting
Goal
Positive Next Step
PURPOSE OF HOME TUITION
Maintaining meaningful education when school access is not currently possible
Home tuition can provide educational continuity during a placement gap, medical absence, EBSNA, exclusion, complex SEND assessment or a planned transition.
Reconnect Learning works with the commissioner to define the purpose of the package, understand the learner's current tolerance and build provision around realistic academic, engagement and transition outcomes.
Our Home Tuition Principle
Home tuition should be purposeful, safe and connected to a clear education, transition or reintegration plan.
LEARNER COHORTS
Commissioned home tuition for learners who need a more accessible education setting
EBSNA & Severe Anxiety
Personalised learning for learners currently unable to tolerate a school environment consistently.
SEND & EHCP Needs
Adapted teaching linked to communication, cognition, learning, regulation or independence needs.
Medical & Physical Needs
Education for learners whose health, treatment, fatigue or access needs affect attendance.
Children Missing Education
Structured education where a learner currently has limited or disrupted access to formal provision.
Exclusion or Placement Breakdown
Interim education following exclusion or an unsustainable mainstream, specialist or AP placement.
EOTAS-Style Packages
Home tuition as one agreed component within a wider personalised education arrangement.
Reintegration & Transition
Home-based learning while preparing for increased participation or entry to another education setting.
Focused Academic Intervention
Targeted English, Maths, GCSE or Functional Skills support around defined priorities.
COMMISSIONED HOME TUITION PACKAGE
Academic learning and wider support within one coordinated plan
The package is agreed around the learner's starting point, current needs, commissioned hours and intended outcomes.
English and Maths
GCSE subject support
Functional Skills
SEND-aware teaching
EHCP-informed support
Online learning
Mentoring
Mental health and wellbeing
Attendance and routine support
Life skills
Preparation for adulthood
Careers and aspirations
Learner voice
Reintegration planning
Outcome reporting
DELIVERY MODELS
Home tuition can serve different commissioning purposes
Awaiting Placement
Short-term education while assessment, placement or another commissioning decision is progressed.
Longer-Term Package
Home-based education where this remains an agreed part of the learner's wider plan.
Mixed Provision
A combination of home tuition, online learning, outreach and other agreed educational activity.
Reintegration Package
Home tuition that gradually supports increased participation in school or another setting.
EOTAS-Style Delivery
One component within a wider personalised package commissioned by the responsible authority.
Focused Intervention
Targeted English, Maths, GCSE or Functional Skills support addressing clearly defined priorities.
HOME ENVIRONMENT & LONE WORKING
Home-based tuition needs clear operational controls
Home Environment Arrangements
Before delivery begins, practical arrangements should support a safe and professional learning environment.
Suitable learning space identified
Adults expected to be present confirmed
Pets, smoking, access and environmental risks reviewed
Emergency and welfare contacts agreed
Arrival, departure and cancellation process defined
Professional communication routes confirmed
Action if the environment becomes unsafe agreed
Lone Working & Safeguarding
Home-based provision is subject to appropriate learner, venue and lone-working controls. Tutors follow agreed check-in, escalation, record-keeping and safeguarding procedures.
A session may be delayed, paused or ended where required information is missing or safe delivery cannot be maintained.
Named safeguarding contacts
Check-in and escalation arrangements
Clear professional boundaries
Incident and concern reporting
Review when circumstances change
REFERRAL & MOBILISATION
A clear route from referral to reviewed provision
1
Discuss
Clarify learner need, urgency and purpose.
2
Refer
Provide education, risk and SEND information.
3
Review
Assess suitability, home environment and staffing.
4
Plan
Agree hours, subjects, outcomes and reporting.
5
Mobilise
Complete matching, briefing and risk controls.
6
Review
Evaluate progress, risk and next steps.
COMMISSIONER INFORMATION
Clear information supports safe mobilisation
Information to Provide
Current information supports suitability, risk planning and appropriate tutor matching.
Reason for referral and education status
Attendance history and current timetable
Safeguarding, risk and incident information
EHCP, SEND profile and professional advice
Medical, communication and access needs
Academic starting points and priorities
Relevant home and household information
Named professionals and transition timescales
Arrangements to Agree
The commissioner and provider should share a clear understanding of how the package will operate.
Scope, hours and subjects
Named commissioner and provider contacts
Attendance and cancellation procedures
Safeguarding escalation routes
Baseline and outcome measures
Reporting and review frequency
Reintegration or transition responsibilities
Commercial, notice and variation arrangements
COMMISSIONER REPORTING
Clear information for oversight and decision-making
Attendance & Access
Attendance, punctuality, cancellations and barriers to participation.
Engagement
Communication, participation, task completion and tolerance of learning.
Academic Progress
Progress from starting points, topics covered and curriculum priorities.
EHCP Outcomes
Evidence against relevant learning, communication, wellbeing or independence outcomes.
Safeguarding & Risk
Prompt reporting of concerns, changing risks and required action.
Learner Voice
The learner's views, strengths and experience can inform review.
Home Suitability
Relevant changes affecting safe or effective home-based delivery.
Package Progress
Evidence against the purpose and outcomes agreed for the placement.
Next Steps
Recommendations for continuation, reintegration, transition, placement or step-down.
INTENDED OUTCOMES
Progress towards meaningful education and a sustainable next step
Educational Continuity
Regular access to planned learning during absence or placement gaps.
Improved Engagement
Greater willingness to communicate, participate and attempt learning.
Academic Progress
Progress in agreed subjects from the learner's starting point.
Increased Confidence
Greater self-belief, resilience and readiness to learn.
Improved Routine
More consistent structure, attendance and preparation for sessions.
EHCP Progress
Evidence linked to relevant identified outcomes where commissioned.
Reintegration Readiness
Progress towards increased participation where appropriate.
Positive Next Step
Transition to a suitable placement, programme or destination.
SAFEGUARDING & QUALITY ASSURANCE
Professional controls behind home-based delivery
Safeguarding
Designated safeguarding leadership, reporting routes and prompt escalation of concerns.
Safeguarding →Safer Recruitment
Role-appropriate checks, references, identity verification and induction.
Policies & Compliance →Risk Assessment
Learner, home, lone-working, travel and activity risks considered before delivery.
Tutor Matching
Matching based on subject, SEND experience, learner profile, communication and location.
Case Briefing
Clear information about outcomes, safeguarding, risks, home arrangements and reporting.
Session Monitoring
Attendance, records, engagement and progress support ongoing oversight.
Practice Review
Quality checks may include observations, file review, feedback and improvement actions.
Complaints & Escalation
Defined routes for service concerns, complaints, low-level concerns and allegations.
Policies & Compliance →Data Protection
Information is handled for agreed education, safeguarding and commissioning purposes.
Suitability, statutory responsibilities and exam arrangements
Home tuition does not automatically include examination entry, approved-centre services, access arrangements, clinical treatment, social-care assessment or formal maintenance of an EHCP.
The responsible local authority, school, examination centre or other statutory body retains responsibilities that have not been lawfully transferred.
A referral does not automatically confirm acceptance or an immediate start. Provision remains subject to suitability, safeguarding, home and lone-working risk, staffing, specialist availability and agreed commissioning arrangements.
HOME TUITION FOR LOCAL AUTHORITIES FAQs
Questions commissioners often ask
Can a local authority discuss a learner before making a referral?
Yes. An initial discussion can help clarify potential suitability, urgency, information requirements and delivery options.
Can home tuition be used while a learner is awaiting placement?
Yes. It may provide educational continuity during a placement gap, subject to suitability and commissioning approval.
Can home tuition support EHCP outcomes?
Yes. Relevant educational and developmental outcomes can inform the support plan where these form part of the commissioned provision.
Can delivery be blended with online or outreach provision?
Yes. A blended package may be agreed where this better meets the learner's needs and intended outcomes.
How quickly can provision begin?
Timescales depend on referral completeness, suitability, home and lone-working risk review, staffing and commissioning approval.
Does an adult need to remain at home?
This depends on the learner's age, needs, risk assessment and agreed arrangements and should be confirmed before delivery begins.
Can tutors deliver GCSE and Functional Skills?
Yes, where suitable tutors are available and the learner's subject, level, specification or qualification route is clearly agreed.
Does home tuition include exam entry?
Not automatically. Examination entry, approved-centre services and access arrangements must be confirmed separately.
Can reports align with local-authority requirements?
Yes. Reporting format, frequency and required information can be agreed within the commissioned arrangements.
Can Reconnect Learning attend review meetings?
Where agreed within the commissioned service, relevant progress and education information can be provided and Reconnect Learning can contribute to review.
What happens if the home environment becomes unsafe?
The session may be delayed, paused or ended and the issue will be escalated through the agreed safeguarding and operational routes.
Can home tuition guarantee reintegration or qualification results?
No. Reconnect Learning supports progress towards agreed outcomes but cannot guarantee external decisions, placements or examination results.