Eotas Information – STRM Support

We have had many emails asking if our charity can help create Eotas packages.

Unfortunately, we cannot offer this service, and we feel that parents should be supported by multi-agency teams or professionals with this option.

With this in mind, we have prepared some key points on our website to help.

We always recommend that families refer to their Local Authority's Eotas policy and ask for a copy for their own peace of mind. You can use the information below to help you understand more.

What is an Eotas package?

An EOTAS package refers to educational support services provided under the Education Other Than At School (EOTAS) framework. This framework is designed to cater to children and young people who are unable to attend mainstream or special schools due to various reasons, such as medical conditions, mental health issues, or unmet needs.

An EOTAS (Education Other Than At School) package should be tailored to the specific needs of the child or young person who cannot attend a mainstream or special school.

It should provide a comprehensive, flexible, and individualised education plan that ensures the learner receives suitable education.

Key Components of an EOTAS Package

1. Individualised Education Plan (IEP) or EHCP Support: A detailed plan outlining the student’s learning needs, goals, and support requirements for a child or young person who has an Education, Health, and Care Plan (EHCP), the EOTAS package must align with its objectives.

2. Teaching and Learning Provision

One-to-one or Small Group Teaching: Delivered at home, online, or in a specialised setting.

Alternative Curriculum: Tailored learning paths, including academic subjects, vocational training, or life skills.

Specialist Teaching: If required, such as dyslexia support, speech and language therapy, or assistive technology.

3. Therapeutic and Wellbeing Support

Mental Health and Emotional Wellbeing Support: Access to counselling, therapy, or mentoring.

Occupational Therapy or Physiotherapy: If the child has physical or sensory needs (Section B/H)

Social Skills Development: Programs to help with social interaction and emotional regulation.

4. Flexible Learning Environments

Home-Based Learning: If the child cannot attend external settings.

Alternative Education Providers: These could include forest schools, vocational training centres, or community-based education.

Online Learning: Virtual lessons, online tutoring, subscriptions or digital resources.

5. Social and Personal Development Opportunities

Peer Interaction: Activities or group learning sessions where possible.

Extracurricular Activities: Opportunities for sports, arts, educational visits or work experience.

Independence and Life Skills Training: Support for transitioning into adulthood, employment, travel training or further education.

6. Multi-Agency Support and Collaboration

Involvement of Education, Health, and Social Care Services: To ensure a holistic approach.

Regular Reviews and Assessments: Progress monitoring to adjust the package as needed.

Parental and Student Input: Ensuring the child and family are involved in decision-making.

7. Clear Funding and Resource Allocation

Defined Budget: Clarity on how the EOTAS provision is funded.

Provision of Resources: Access to materials, technology, and support staff.

8. Goals: To help the student reintegrate into flexible or “suitable” education or transition to further education, training, or employment.

Why a Local Authority Should Have an EOTAS Policy?

Local authorities should have an EOTAS policy to ensure they meet their statutory obligations and provide clear, consistent guidance on supporting children and young people who require Education Other Than At School (EOTAS) and have an EHCP. A well-defined policy is essential for transparency, accountability, and ensuring that the needs of vulnerable learners are met effectively.

A robust EOTAS policy ensures that local authorities provide appropriate education to those who need it most, fulfilling their legal and moral responsibilities.

1. Legal Obligation: Local Authorities in many regions (e.g., England and Wales) are legally required to ensure that all children of compulsory school age have access to suitable education, even if they cannot attend school. In the UK, this obligation is outlined in Section 19 of the Education Act 1996.

2. Clarity and Consistency: A formal policy helps clarify the process for accessing EOTAS, including assessment criteria, referral processes, and funding arrangements.
Ensures consistent application across all cases and prevents delays in providing support.

3. Support for Parents and Professionals: Provides parents, guardians, and schools with a clear understanding of their rights, responsibilities, and available support.
Assists professionals in making informed decisions about referrals and interventions.

4. Promotes Equality: Ensures that all children, regardless of their circumstances, have equitable and flexible access to education tailored to their needs.

5. Guidance for Multi-Agency Collaboration: Establishes a framework for collaboration between education, health, social care, and other agencies to deliver comprehensive support.

6. Monitoring and Accountability: A policy provides a basis for monitoring the quality and effectiveness of EOTAS provisions.

Allows for review and improvement of services over time.

Further information:

EOTAS – 5 Things you need to know – Sunshine Support

Education otherwise than at/in a school (EOTAS) | (IPSEA) Independent Provider of Special Education Advice

Not Fine in School – Education, Alternatives

Support in the EHCP Process | The ehcp lady

Requesting EOTAS

To request an EOTAS package, a child must either have an EHCP in progress or one already in place.
The request can be made during the initial EHCP process, at a reassessment of the EHCP, or at an annual review.
The Local Authority considers the request in consultation with the parents or carers and, if appropriate, the young person.
The Local Authority must establish that EOTAS is necessary and that the provision within an educational setting is inappropriate.

Tips & Advice

1. Stay on roll as long as possible
2. Journal the facts – keep a record
3. Start collecting evidence from professionals
4. Try alternatives – find what works for your child and family
5. Remember – you know your child the best!

EHCP & EOTAS

If an EOTAS package is agreed, Section I of the EHCP should be left blank, as the child will not be enrolled in a formal educational setting.

Section F of the EHCP should detail the provision related to the EOTAS package, specifying the required provision.

Section F should be specific and quantifiable, outlining the type of provision to be provided.

Health-related Absences:

If a child is medically unfit to attend an educational setting due to health needs or mental health issues relating to their disability, the Local Authority has specific duties to provide alternative education.

The guidance for Local Authorities outlines that if a child is absent for more than 15 days due to health needs, the school must inform the LA, ensuring suitable education is provided based on the child’s needs.