Home education: understanding your options
Clear, judgement-free information for families considering home education, starting home education or thinking about returning to school.
Why this section exists
Two of the three families in our research had home educated, including one family for eight years. This section is based on what they told us, which is why it is written from the perspective of people who have lived it.
A lot of Black parents are realising the schools are not necessarily the best place for our specific children.Parent, our family focus group
In the end, [my daughter] went back to school because I didn't know how to navigate it... if there's resources that can help us to make that decision and help us along that journey, that would be really beneficial.Parent, our family focus group
Being in the educational system, it's also seen so negatively at times... and I'm like, well, they're the parent. And if it's done the right way, there are wonderful, clear successes from it.Serving teacher, our co-working session
One child in our research returned to school not because home education had failed, but because their parent had not been shown how exams work for home-educated children. That is a navigation problem, not a family failure.
This toolkit supports families whichever direction they take. It does not tell families to leave school, and it does not judge families who choose to do so.
The legal basics
What the law in England actually says. Tap to expand.
In England, parents are legally responsible for making sure their child receives an efficient, full-time education that is suitable for their age, ability, aptitude and any special educational needs.
School is one way to meet that duty. Home education is another.
You do not need a teaching qualification or a particular reason to home educate. The law does not require home education to follow the national curriculum, use school hours or cover specific subjects. However, parents remain responsible for ensuring that the education is suitable and full-time.
If your child attends a mainstream school, write to the headteacher to say that you are withdrawing them to home educate. Ask for their name to be removed from the school roll and keep a copy of the letter.
This also applies if your child has an EHC plan and attends a mainstream school.
There are important exceptions:
- If your child attends a special school arranged by the local authority, you need the local authority’s agreement before they can be removed from the register.
- If your child attends school because of a school attendance order, the local authority needs to revoke the order first.
Each borough has an Elective Home Education team, often called an EHE team. The council may make informal enquiries about the education you are providing.
It is usually helpful to respond in writing, in your own words. A short description of your approach, learning activities and how you are meeting your child’s needs may be enough.
The council cannot set your curriculum, require you to follow the national curriculum, insist on a home visit as an automatic right or require your child to take tests.
Councils also do not usually provide teaching or fund exams for home-educated children. Plan for this before making a decision.
The two transitions, treated with proper care
Moving into home education, and moving back into school, are transitions like any other in this toolkit: moments a young person can quietly disappear from view. They also now sit in Chapter 11, alongside every other transition the toolkit holds.
Moving into home education is a significant transition. It can be especially important to plan carefully if school has felt unsafe, stressful or harmful for your child.
Many families describe the first few months as a settling or recovery period. The pace may slow before learning becomes more structured. This can be a normal part of adjusting, not a sign of failure.
What can help:
- Allow time to settle.
- Keep one or two familiar anchors, such as a sport, club, friendship group or regular activity.
- Start building a new community early, before you urgently need one.
- Talk with your child about what a good week at home might look like.
For transitions more broadly, see Chapter 11.
Returning to school can work well. One family in our research made this transition and their children settled well.
But returning can bring many changes at once: timetable, noise, friendship groups, classroom expectations and unspoken rules.
What can help:
- Ask about a phased return if it would support your child.
- Ask for a named link person from the first day.
- Ask for a conversation about where your child is in each subject, rather than assumptions based only on age.
- Use the four steps for a hard day from Chapter 9 during the first term.
Making the decision honestly
There is no single right decision for every family. The most important thing is to make a considered decision, with clear information and support around you.
- What is not working now, and have we tried the options in the Family Navigator in Chapter 19?
- What does my child say they want, when we talk outside a crisis moment?
- Who will support the adult doing the educating? See Chapter 13.
- What is our honest budget for time, money, activities, resources and exams?
- What is our plan for friendships and community from week one?
- If home education does not work for us, what would a good return to school look like?
Try this next
Choose the step that fits your role and what is possible today.
Start now
Bookmark the exams guide in Home education: exams, community and next steps. Whether or not you ever home educate, you will be able to hand the answer to a parent who needs it.
Try it with others
If you are considering it: work through the decision questions above on paper with your child's voice in the room.
Build it into your setting or community
Schools and community organisations: name home educating families in your outreach and offer what you can, such as a library card scheme, exam centre places or club access. They are part of this community, not outside it.