Persistent Absence
Targeted support where attendance has reduced significantly and routine or connection to education needs rebuilding.
OUTREACH PROGRAMMES FOR LOCAL AUTHORITIES
Commissioned Outreach That Reaches Learners Where They Are
Reconnect Learning provides personalised outreach support for local authorities working with children and young people whose engagement with education has reduced or whose current circumstances make traditional provision difficult to access.
Outreach can provide a flexible first step towards education, help commissioners understand barriers more clearly and support progress towards tuition, alternative provision, reintegration, placement or another agreed educational pathway.
COMMISSIONED OUTREACH AT A GLANCE
Outreach may support learners experiencing:
Persistent or severe absence
EBSNA and school-related anxiety
SEND, EHCP or SEMH-related barriers
Exclusion risk or placement breakdown
Disengagement while awaiting placement
Complex reintegration or transition needs
Approach
Relationship-Led
Delivery
Flexible Outreach
Inclusion
SEND-Aware
Evidence
Outcome Reporting
Goal
Re-engagement
WHY OUTREACH MATTERS
Sometimes the first educational outcome is successful contact
A learner may not yet be ready to walk into a classroom, complete a full lesson or tolerate a formal education environment. They may, however, be ready to meet a trusted adult, complete a short activity or begin rebuilding routine.
Outreach creates a structured bridge between complete disengagement and more formal education by starting at a level of participation the learner can realistically access.
Our Outreach Principle
Connection comes first. Expectations increase as trust, safety, routine and participation begin to strengthen.
LEARNER COHORTS
Outreach for learners who need a different starting point
EBSNA
Low-pressure engagement where emotional barriers or school-related anxiety affect access to education.
Early Disengagement
Intervention when motivation, communication, participation or educational routine is beginning to reduce.
SEND & EHCP Needs
Adapted engagement around communication, sensory, regulation, learning and access needs.
SEMH & Low Confidence
Relationship-led support where emotional safety and trust need to develop before demands increase.
Exclusion Risk
Early support where a placement is becoming unstable or relationships with education are deteriorating.
Awaiting Placement
Structured contact, learning and routine during a placement gap or transition period.
Limited Education Access
A structured route towards greater engagement where current access to meaningful education is very limited.
Reintegration & Transition
Support preparing for return, a new placement or increased participation in education.
WHAT OUTREACH MAY INCLUDE
Engagement, education and progression within one personalised plan
The balance of outreach is agreed around the reason for referral, learner tolerance, current risks, commissioned hours and intended outcomes.
1:1 trusted-adult support
Attendance and barrier work
Learner voice
Strengths-based planning
Family engagement
Wellbeing and confidence
Emotional literacy
Goal setting
Academic re-engagement
Life skills
SEND-aware adjustments
Careers and aspirations
School and professional liaison
Reintegration planning
Progress and outcome reporting
FLEXIBLE DELIVERY
Begin in the environment the learner can currently access
Home-Based Outreach
Planned contact in the learner's home where this is suitable, commissioned and safely risk assessed.
Community Outreach
Support within an agreed neutral or community setting with appropriate safeguarding and access arrangements.
Setting-Linked Outreach
Support coordinated with an existing or receiving education setting around transition and engagement.
Online Engagement
Live online contact where this is the most manageable and appropriate initial route.
Mixed Outreach
A combination of home, online, community and setting-based engagement.
Step-Up Outreach
Outreach designed gradually to introduce tuition, mentoring or more structured education.
OUTREACH JOURNEY
A staged pathway from first contact to a sustainable next step
1
Refer
Share history, risk and outcomes.
2
Understand
Review barriers, needs and context.
3
Connect
Establish safe, consistent contact.
4
Stabilise
Build routine, trust and tolerance.
5
Re-engage
Introduce learning and increased participation.
6
Progress
Move towards the agreed next pathway.
COMMISSIONER, LEARNER & FAMILY PARTNERSHIP
Outreach should remain connected to the wider education plan
Commissioner & Professional Network
Clear communication helps keep outreach purposeful and connected to wider education planning.
Named commissioner contacts
Reason for referral and intended outcomes
Attendance and welfare procedures
Shared safeguarding information
Current professional involvement
Review and reporting arrangements
Reintegration or transition responsibilities
Learner & Family Insight
Understanding the learner's experience can help explain why engagement has reduced and what may make contact possible.
Learner voice
Interests and strengths
Family understanding of barriers
Current routines
Preferred communication
Reasonable adjustments
Feedback on what is helping
OUTREACH SAFETY & MOBILISATION
Home and community contact is planned rather than assumed
Before Outreach Begins
The provider needs enough information to determine whether the proposed outreach model can be delivered appropriately.
Learner and safeguarding information
Known risk and incident history
SEND, EHCP and communication information
Medical and access needs
Proposed location
Adults expected to be present
Emergency contacts
Professional escalation routes
Home & Community Visits
Appropriate venue, lone-working, travel, access and environmental risk arrangements are considered before delivery.
A visit may be delayed, paused or ended where safe delivery cannot be maintained or where circumstances differ materially from those agreed.
Arrival and departure arrangements
Lone-working procedures
Professional boundaries
Check-in arrangements
Incident reporting
Review following changes in circumstances
FROM OUTREACH TO EDUCATION
Outreach can become the bridge to more structured provision
The purpose of outreach is not necessarily to remain outreach indefinitely. As confidence and participation increase, the next stage can be introduced gradually.
The appropriate progression depends on the learner's needs, current circumstances and the wider education plan.
Progression may include:
1:1 tuition
Alternative provision
Home tuition
Online learning
Functional Skills or GCSE support
Reconnect 12™
Phased school reintegration
Transition to another placement
COMMISSIONER REPORTING
Clear evidence of contact, engagement and progress
Contact & Attendance
Planned contact, completed sessions, cancellations and reasons for non-participation.
Engagement
Communication, trust, participation and tolerance of support.
Routine
Developing consistency, preparation and ability to engage at agreed times.
Wellbeing & Confidence
Relevant changes in confidence, emotional readiness and willingness to participate.
Academic Re-engagement
Activities attempted and readiness for more structured learning.
Learner Voice
The learner's views, experience and understanding of barriers can inform review.
Safeguarding & Risk
Relevant concerns and changing risks communicated through agreed professional routes.
Outcome Progress
Evidence against the purpose and agreed objectives of the intervention.
Next Steps
Recommendations for outreach, tuition, AP, reintegration or transition.
INTENDED OUTCOMES
Progress towards safe and meaningful participation
Improved Contact
More consistent and constructive engagement with a trusted professional.
Greater Confidence
Increased willingness to communicate and attempt activity.
Improved Routine
More predictable contact, preparation and participation.
Better Understanding
Clearer evidence about the barriers affecting education access.
Academic Re-engagement
Greater readiness for tuition or structured learning.
Improved Communication
Greater confidence expressing needs and engaging with adults.
Reintegration Readiness
Progress towards increased participation where appropriate.
Positive Next Step
Transition into suitable education or commissioned provision.
SAFEGUARDING & QUALITY ASSURANCE
Professional controls behind outreach 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, venue, home, lone-working, travel and activity risks considered where relevant.
Staff Matching
Matching considers learner profile, SEND experience, communication needs and relational fit.
Case Briefing
Clear information around barriers, risk, safeguarding, objectives and professional contacts.
Delivery Monitoring
Contact, attendance, records, engagement and progress support ongoing oversight.
Practice Review
Quality checks may include observation, case review, feedback and improvement activity.
Complaints & Escalation
Defined routes support service concerns, complaints, low-level concerns and allegations.
Policies & Compliance →Data Protection
Information is handled for agreed education, safeguarding and commissioning purposes.
Suitability, scope and statutory responsibility
Outreach is a commissioned education and engagement intervention. It does not replace emergency safeguarding action, statutory attendance functions, clinical treatment, social-care assessment or the requirement for a suitable education plan.
The local authority, school or other responsible body retains statutory responsibilities that have not been lawfully transferred.
A referral does not automatically confirm acceptance or an immediate start. Provision remains subject to suitability, safeguarding, risk, staffing, delivery location, specialist availability and agreed commissioning arrangements.
OUTREACH FOR LOCAL AUTHORITIES FAQs
Questions commissioners often ask
What is commissioned outreach support?
It is personalised engagement and education support designed to reach a learner who cannot currently access more traditional provision consistently.
Can outreach start at the learner's home?
Potentially. Home-based outreach must be appropriate to the referral, commissioned and supported by suitable risk and safeguarding arrangements.
Can outreach take place in a community venue?
Yes, where the venue is suitable and access, safeguarding and risk arrangements have been agreed.
Can online contact be used as the starting point?
Yes. Live online contact may be used where this is the most appropriate and manageable initial route.
Can outreach include academic learning?
Yes. Academic activity can be introduced gradually according to learner readiness, need and intended outcomes.
Can outreach support EBSNA?
Yes. Outreach can provide low-pressure engagement and a staged route towards wider education support.
Can outreach support SEND or EHCP outcomes?
Relevant educational and developmental outcomes can inform the intervention where these form part of the commissioned provision.
Can outreach be used while a learner is awaiting placement?
Yes. It can help maintain contact, routine and engagement during a placement gap.
What reporting can commissioners receive?
Reporting may include contact, attendance, engagement, learner voice, wellbeing, academic re-engagement, safeguarding information and next-step recommendations.
Can outreach progress into tuition?
Yes. Where appropriate, a learner may move gradually from outreach into 1:1 tuition, alternative provision or another structured education package.
Can outreach support reintegration?
Yes. Outreach can contribute to preparation for a phased return, transition to a new setting or another agreed educational destination.
Does outreach guarantee reintegration?
No. Outreach can support progress towards an agreed destination, but successful transition depends on the learner, receiving setting and wider arrangements.