Support & FAQs
We believe that success stems from strong collaboration between our team, parents, and authorities. Finding the right placement for your child is always our priority, ensuring their wellbeing and unique needs come first.
Navigating the landscape of specialist placements and securing appropriate funding can often feel challenging and complex for parents. We have compiled a list of the most frequently asked questions to help demystify the process and provide clear answers. Below you will find detailed information about commissioning a place with Out to Learn, covering everything from funding responsibility to our operational approach.
If you have further questions, please get in touch – we are happy to help.
HOW DO I START THE PROCESS FOR MY CHILD TO ATTEND OUT TO LEARN?
The process begins with an informal chat to discuss your child’s needs and ensure we are the right fit. The next steps depend on the funding route:
If your child is supported by the Local Authority (LA) — If your child has an Education, Health, and Care Plan (EHCP) or requires specialist provision outside of school, please contact your LA Case Worker directly. They will manage the request to add Out to Learn to the placement agreement. We will then work directly with the LA to finalise the provision details.
If your child attends school — If your child’s school is open to funding a specialist placement, we can engage directly with them. We arrange a free trial and, if the placement is agreed upon, we issue the school with a Service Level Agreement (SLA) before your child begins with us.
If you are Electively Home Educating (EHE) — You can choose to self-fund the place. We start by arranging a free trial. Following this, if all parties agree on the suitability, your child will be offered a place.
DO WE NEED AN EDUCATION HEALTH & CARE PLAN (EHCP) TO ACCESS YOUR PROVISION?
No, an EHCP is not required to access our provision.
However, it is important to note that most placements managed by the Local Authority (LA) are a direct result of an EHCP. There are rare cases where the LA needs to place a child due to extreme circumstances even without an EHCP. Alternatively, if you are Electively Home Educating (EHE) your child, self-funding is an option that does not require an EHCP.
WHO IS RESPONSIBLE FOR FUNDING THE PLACEMENT?
The funding responsibility for a placement can fall to one of three parties, or often a combination of them, depending on the needs of the child and the circumstances of the referral.
The primary funding responsibility rests with:
1. The Local Authority (LA) The LA is legally responsible for funding the provision for a child who has an Education, Health and Care Plan (EHCP). Once an EHCP names an Alternative Provision (AP) like ours, the LA must ensure the placement is funded, typically drawing on their High Needs Budget. For children who do not have an EHCP, the LA is still legally obliged under its Section 19 duty (Education Act 1996) to provide suitable, full-time education if the child is unable to attend school due to illness, exclusion, or other reasons. This duty to provide Education Otherwise Than At School (EOTAS) means the LA can commission and fund a placement even without a formal EHCP, though these cases tend to be less common than EHCP-driven placements.
2. The Child’s School A child’s current school (mainstream or academy) can commission and fund a place directly from its budget. This is the most common route for preventative and short-term intervention placements.
3. Parent/Guardian (Self-Funded) If you have chosen to Electively Home Educate (EHE) your child, you are responsible for securing and funding your child’s education, and you can self-fund a placement with us. This is done entirely outside of the statutory school/LA funding system and does not require any involvement from the LA or an EHCP.
DOES THE SCHOOL NEED TO BE INVOLVED IN THE REFERRAL PROCESS?
No, not always. The need for school involvement depends entirely on the student’s status and the party responsible for commissioning (funding) the placement:
If the child is currently on the school roll and the school is funding: Yes, the school must be involved. The school remains responsible for the student’s overall provision and must carry out due diligence checks and engage us directly. We then report to the school on attendance and progress.
If the Local Authority (LA) is commissioning: If the placement is funded directly by the LA (typically due to an EHCP or statutory duty), the LA Case Worker manages the formal referral process. The school’s involvement then shifts to consultation and provision of background information, rather than commissioning.
HOW DOES YOUR SETTING SUPPORT MY CHILD’S EMOTIONAL WELLBEING AND MENTAL HEALTH?
Our entire approach is built on a Trauma-Informed and relational foundation designed to reduce anxiety and rebuild self-esteem.
Low-Demand Environment: The small group size and bespoke, project-based curriculum (like woodworking and engineering) create a safe, low-stress space where the child feels secure enough to re-engage with learning.
Therapeutic Activity: Using our outdoor and indoor learning spaces, hands-on activities provide tangible achievement and aid emotional regulation through physical and focused engagement.
Expert Monitoring: All staff are highly experienced, SEND-trained, and receive regular CPD. The team works intimately with each child, allowing us to quickly notice any signs of emotional decline and adapt the support programme instantly.
DO YOU OFFER ONE-TO-ONE MENTORING OR THERAPEUTIC SUPPORT?
Yes, we offer bespoke one-to-one relational mentoring and pastoral support.
If a child requires dedicated, individualised support beyond our small-group setting, we are absolutely able to design a specific bespoke package to meet that need. This intensive support is delivered by our existing team of experienced mentors, teachers, and tutors. We continually monitor student needs and, if it becomes necessary, we can deploy one-to-one support from our pool of vetted and experienced team members. Please note that any additional bespoke support of this nature will incur an additional cost, commissioned outside of the core agreement.
Crucially, while our approach is always Trauma-Informed and focuses on relational safety and emotional regulation (which is often therapeutic in effect), this support is not a formal, clinical therapy service. Our primary role is to provide intensive, high-quality bespoke education and pastoral care.
HOW OFTEN WILL I BE UPDATED ON MY CHILD’S PROGRESS?
Our standard academic and personal progress report is provided half-termly (every 6–7 weeks).
However, our reporting is always case-dependent and can be adjusted by arrangement, depending on the specific needs of your child or the commissioning body (Local Authority or School).
Most importantly, we maintain an open-door policy and are always available to have informal conversations with parents or commissioning bodies regarding progress, attendance, and any emerging concerns between formal reports.
DO YOU PROVIDE TRANSPORT TO AND FROM THE PROVISION?
No, we do not provide or fund transport to or from our provision under any circumstances.
For all students, transport remains the responsibility of the parent or the commissioning body (the Local Authority or the school that placed the child).
CAN STUDENTS JOIN PART-WAY THROUGH AND ACADEMIC YEAR OR TERM?
Yes, students can join us part way through an academic year or term.
Due to the nature of Alternative Provision, we have continuous intake throughout the year. Any mid-year or mid-term entry must adhere to our standard terms and conditions, including our notice periods and the requirement for a successful period of Pre-Placement Due Diligence to confirm our provision is suitable for the student’s needs.
We offer the flexibility and understanding required to effectively support young people who have found traditional educational settings challenging.