Education Otherwise Than at School (EOTAS) was first recognised by Parliament during the preparation of the Children and Families Act 2014. Subsequently, Section 61 of the Act allows alternative educational provision (AP) for young people, who, due to their learning needs, are not suited to a mainstream school environment. Developmental website “Learning Disability Today” state that, “According to the Department of Education, there are 8,400 children with EOTAS instead of a school place.”
Each of these children will have an EOTAS plan: a unique package organised just for them. It will include alternative provision to mainstream schooling outlined as a legal requirement for the child. The provision provided will be bespoke as far as possible to specifically meet that child’s needs.
What Should an EOTAS Plan with Alternative Provision Look Like?
When initially planning alternative provision for a child, it may feel like stepping into the unknown. There will be information to process and you may have questions. As you proceed, you may want to consider the following:
- How many hours of AP are needed?
- What subjects are required?
- What qualifications or experience does the tutor need?
- Location of AP.
- Therapy requirements, if applicable.
- What resources will be used?
- Advisable educational trips.
- Additional staff.
- Accurate costings of the plan.
Any of the professionals assigned to support the child can be included in the organisation of alternative provision. It will depend on each individual case as to who has the most involvement in finalising a location, selecting tutors and planning a timetable for the child’s education.
An EOTAS plan with AP provides flexibility. It will incorporate:
- Bespoke Learning: The AP must meet the child’s specific needs and ability.
- Therapy: It can offer therapies or interventions to address the child’s medical, mental health, behavioural or physical needs.
- Interactive Opportunities: These can be included if appropriate or contemplated as a future addition to encourage opportunities for social interaction and peer relationships.
AP can ensure an enhanced education is provided by including:
- Qualified SEND Professionals
- A Specific Curriculum and Assessment Framework
- Reviews of the EOTAS Plan
Jack’s EOTAS Provision:
Jack is 6 and has been on an EOTAS plan for four months. His experience at school was not good and as a child with complex needs, it soon became apparent that he would only thrive in a setting that was not a school based environment.
With an EHCP in place, his alternative provision took the form of one-to-one tutoring via three teachers at his home in London. Learning for Jack is pupil-led with a variety of options, including physical play using ice, shaving foam, sand and cookery tasks to engage his focus, whilst addressing his sensory needs.
Jack is now thriving and accessing new learning experiences. More recently, for one day per week, he has begun visiting a farm to expand his education in a new environment, experiencing a freedom that can’t be achieved in many other settings. As a vocally expressive child, the idea of acres of land in which he can explore and discover is idyllic, allowing for sensory integration out in a rural part of Tunbridge Wells. Known for its rolling hills and open heaths, this is a far cry from school culture. More activities are planned to suit his passion for dinosaurs, such as treasure hunts where he can locate his prized, ancient reptiles.
Jack’s alternative provision allows him the freedom to roam, imagine, regulate and explore
The beauty of Jack’s alternative provision allows his day to take a detour as and when, without any chaos erupting, so keeping emotional dysregulation to a minimum.
Jack is now in a good place, away from the school environment and within a comfortable space where he is surrounded by people who can always adapt to his needs.
James’ Alternative Provision:
James is 17. He suffered from anxiety since his early years, but it wasn’t until year 8 that he showed a real resistance to school culture. Lockdown followed, and whilst school was no longer an issue, he was confronted with online learning. Feeling conscious he was behind his peers, coupled with the surreal walls of lockdown, James felt so alienated that he completely withdrew from online education.
James desperately needed an EOTAS plan with alternative provision. His EHCP was delayed and his Local Authority (LA) moved slowly. It was a very long haul with many ups and downs.
Now, James has an EHCP and an EOTAS plan funded by the LA. His plan is currently based on one-to-one online learning in English, maths and coding. James has a passion for gaming, so the coding feature in his education is a perfect addition, giving a nod towards a possible career path.
His education is directly linked to a local SEND setting that specifically helps young people who have resisted school, with a view to preparing them for life and work. The set-up there is calm, with small group teaching.
The programme for James has been carefully tailored to keep his anxiety to a minimum whilst also reintroducing him to an accessible curriculum in conjunction with a more regular lifestyle. Soon, he will “buddy up” with someone from the centre who will visit, befriend and support him. In time he will be encouraged to visit the centre with a view to gradually continue his learning there. The horizon for James is now much brighter; from his experience in year 8 where he was unable to access any learning, he now has a plan of alternative provision directly relevant to his needs.
An EOTAS plan with alternative provision can be a godsend. As with many areas of SEND culture, it may not be a breeze to organise, and there will be hoops to jump through. However, once it is in place you will know your child has the best possible education that is available to match their needs.
Please note: The information provided within this blog, by SENsational Tutors, is for general information purposes only. We appreciate that every person is unique, and any advice/experiences mentioned within the content of each blog may not be reflective of your own personal experience. All information on the site is provided in good faith and is for educational informational purposes only. It is not a substitute for professional advice. Before taking any actions based upon such information, we encourage you to consult with appropriate professionals.
