ISSUED FOR CONSULTATION UNTIL FRIDAY 10 OCTOBER 2003

GUIDANCE ON THE CIRCUMSTANCES IN WHICH PARENTS MAY CHOOSE TO EDUCATE THEIR CHILDREN AT HOME
Issued for consultation under Section 14 of the Standards in Scotland's Schools etc. Act 2000

REVISED DRAFT GUIDANCE

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Contents

Section 1 Introduction
Section 2 Legislative position
Children
Parents
Education authorities
Section 3 Withdrawing a child from school
Who needs consent?
Why parents withdraw their child from school
Withdrawing the child
Section 4 Developing relationships
Acknowledging diversity
Clear information
Practical support and resources
Recognised qualifications
Named contact
Written communication
Frequency
Access to the child and home
Complaints and review
Tutors
Section 5 ‘Efficient’ and ‘suitable’ education
Suggested characteristics of ‘efficient’ and ‘suitable’ education
Exceptional circumstances
Making an attendance order
Section 6 Children with special educational needs
Appendix 1 Qualifications options
Appendix 2 Contacts

Section 1 — Introduction

1.1 This guidance is issued under Section 14 of the Standards in Scotland's Schools etc. Act 2000 and must be read in conjunction with that Act and the Education (Scotland) Act 1980.

1.2 The purpose of this guidance is to encourage education authorities and home educating parents to work together to develop trust, mutual respect and a positive relationship that functions in the best educational interests of the child.

1.3 This document recognises that home education is a key aspect of parental choice. It aims to encourage good practice in relationships between education authorities and home educators by clearly setting out the legislative position, and by providing advice on the roles and responsibilities of education authorities and parents in relation to children who are educated at home. The guidance has been drawn up in consultation with interested parties.

Section 2 — Legislative position

2.1 The following section sets out a brief summary of the legal rights and obligations that relate to home education. Further details on some of the points raised in this section are expanded later in the guidance.

Children

European Convention on Human Rights - Article 2 of Protocol 1

No person shall be denied the right to education. In the exercise of any functions which it assumes in relation to education and to teaching, the State shall respect the right of parents to ensure such education and teaching in conformity with their own religious and philosophical convictions.

UN Convention on the Rights of the Child — Article 12

Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of child being given due weight in accordance with the age and maturity of the child.

2.2 Scottish Ministers support the principle in the UN Convention on the Rights of the Child that children and young people have the right to freely express an opinion in all matters affecting them, and to have that opinion taken into consideration.

Parents

Education (Scotland) Act 1980 - Section 30

It shall be the duty of the parent of every child of school age to provide efficient education for him suitable to his age, ability and aptitude either by causing him to attend a public school regularly or by other means.

Education (Scotland) Act 1980 - Section 135 (1)

The definition of a parent ‘includes guardian and any person who is liable to maintain or has parental responsibilities (within the meaning of 1(3) of the Children (Scotland) Act 1995) in relation to, or has care of a child or young person’

2.3 The responsibility for a child’s education rests with their parents. While most parents fulfil this responsibility by sending their children to school, others may choose to provide home-based education. Home education is a right conditional upon the parents providing an education suitable to the age, ability and aptitude of the child and may offer distinctive benefits for children and young people.

Education Authorities

Education (Scotland) Act 1980 - Section 28(1)

In the exercise and performance of their powers and duties under this Act, the Secretary of State and education authorities shall have regard to the general principle that, so far as is compatible with the provision of suitable instruction and training and the avoidance of unreasonable public expenditure, pupils are to be educated in accordance with the wishes of their parents.

2.4 In all their educational responsibilities, education authorities should have regard to the views of parents and the decisions that they make in relation to their child’s education. Authorities should seek to build relationships with parents that support them in the choices that they make by offering advice, information and resources where feasible.

2.5 Section 35 and Section 37 of the Education (Scotland) Act 1980 set out the education authority’s potential responsibilities in relation to home education. These provisions are explained in detail in Section 3 and Section 5 of this guidance.

Section 3 — Withdrawing a child from school

3.1 The first point of contact between local authorities and home educators often occurs when parents approach the authority to request consent to withdraw their child from school. It is important that this initial contact is constructive and positive.

Who needs consent?

3.2 Section 35 of the Education (Scotland) Act 1980 provides that parents of children who have started to attend a public school must seek the education authority’s consent before withdrawing their child. Section 35 also provides that the education authority must not unreasonably withhold consent.

Education (Scotland) Act 1980 Section 35

(1) Where a child of school age who has attended a public school on one or more occasions fails without reasonable excuse to attend regularly at the said school, then, unless the education authority have consented to the withdrawal of the child from the school (which consent shall not be unreasonably withheld), his parent shall be guilty of an offence against this section.

3.3 Parents are not required to seek the consent of the education authority in order to home educate their child if:

• their child has never attended a public school
• their child has never attended a public school in that authority's area
• their child is being withdrawn from an independent school

3.4 Where parents apply to withdraw their child from school in order to make alternative educational provision such as educating him or her at home, the education authority must ensure that they allow the child to express any views in an appropriate way.

Why parents withdraw their child from school

3.5 Parents choose to educate their children at home for many different reasons. The reasons should have no bearing on whether or not consent is given as the authority’s interest lies in how the parents intend to educate their children, not their reason for doing so. The following examples are common, but not exhaustive.

• Distance or access to a local school
• Religious or cultural beliefs
• Philosophical or ideological views
• As a short term intervention for a particular reason
• Dissatisfaction with the system
• A child’s unwillingness or inability to go to school

3.6 When a parent offers an account of their dissatisfaction with the public system of education provision, the education authority may wish to use this information to improve their service.

Withdrawing the child

3.7 Procedures for considering parents' requests to withdraw their children from school should be fair, clear, consistent and without delay in order to provide a good foundation for the development of trusting relationships. The following sequence is suggested as good practice:

• Parents will inform the education authority that they wish to withdraw their child in order to educate them at home and request the authority’s consent. In order to avoid unsettling the child unnecessarily, parents should write to the education authority as early as possible in advance of the date that they wish to withdraw their child from school. The parents may or may not choose to indicate the reasons for their decision.
• The authority should acknowledge the receipt of this notification and consider quickly whether there is any available information indicating that there may be good reason to refuse consent. If no such information is available, consent can be granted immediately.
• If information is available casting doubt on whether an efficient education can be provided, the authority should seek to gather any relevant information that will assist them in reaching a decision. This should include seeking from the parents any information that they wish to provide explaining how they intend to provide an efficient education. The parents should be given the opportunity to address any specific concerns that the authority has. The child should also be given the opportunity to express his or her views. The application for consent should be processed as quickly as possible.
• In reaching a decision the authority may wish to have regard to the suggested characteristics of an efficient and suitable education set out in section 5 of this document. In these early stages parents’ proposals may not be detailed and they may not yet be in a position to demonstrate some of these suggested characteristics.
• The education authority may not unreasonably withhold consent. The authority should notify the parents in writing of their decision, setting out reasons if consent is withheld.
• If consent is withheld, the family should be given the opportunity, within a reasonably practicable period, to address the grounds for refusal and resubmit their request for reconsideration.

3.8 Wherever possible, education authorities should ensure that all of those with parental rights and responsibilities for a child have given their written agreement to any proposed educational provision that is being provided outwith the school context.

Section 4 — Developing relationships

4.1 At the centre of this document is the aim for education authorities and home educators to build effective relationships that function to safeguard the educational interests of children and young people; relationships that are grounded in mutual understanding, trust and respect. This guidance outlines a number of recommendations that are geared towards the promotion of such relationships. There is no legal obligation on education authorities or home educators to develop such relationships but doing so will provide parents with access to any support that is available and allow authorities to understand the parents’ educational provision. A positive relationship will also provide a sound basis if the authority is required to investigate assertions from any source that an efficient education is not being provided.

Acknowledging diversity

4.2 Parents’ educational provision will reflect a diversity of approaches and interests. Some parents may wish to provide education in a formal and structured manner, following a traditional curriculum and using a fixed timetable that keeps to school hours and terms. Other parents may decide to make more informal provisions that are responsive to the developing interests of their child. One approach is not necessarily any more efficient than another. Although some parents may welcome general advice and suggestions about resources, methods and materials, education authorities should not specify a curriculum which parents must follow.

4.3 Children learn in different ways and at different times and speeds. It should be appreciated that parents and their children might require a period of adjustment before finding their preferred mode of learning. Parents are not required to have any qualifications or training to provide their children with an appropriate education. They should, however, be expected to demonstrate their commitment to providing an efficient education that is suitable for their child, and provide some indication of their objectives and resources.

Clear information

4.4 The provision of clear information has an important role to play in the promotion of positive relationships. Education authorities should provide written information for parents on home education that is clear and accurate and which sets out the legal position. Contact details for home education support organisations should also be provided. These details are included in Appendix 2. All written information should be made available to parents in community languages and alternative formats on request.

Practical support and resources

4.5 Although authorities are not legally obliged to provide any resources for home educated children, they may choose to do so and authorities should adopt a reasonable and flexible approach in this respect, particularly where there are minimal resource implications. Information should be provided on any resources that are available from the education authority and how they can be accessed.

4.6 Some of the ways in which authorities might support home educating families without incurring unreasonable expense include:

• providing general advice
• allowing access to learning centre resources
• allowing access to school resources where feasible
• facilitating access to any discounted rates for educational materials
• providing access to local community and sports facilities on the same basis as school children.

4.7 If parents are considering home education as a temporary measure, and want their child to return to school at some point in the future, they may choose to provide education that is broadly based on a school curriculum. In these circumstances, the authority might be content to allow school staff to be involved in planning temporary home education provision with the child's parents to help ensure a smooth transition both when the child leaves and when the child returns to school.

Recognised qualifications

4.8 There is no legal requirement for children who are educated at home to take a particular set of qualifications. The internal assessment component of many qualifications such as Standard Grades, National Qualifications, and GCSEs can restrict the certification of external candidates. This is usually because written performance alone is insufficient to assess students’ attainments. These are not, however, the only qualifications which external candidates can take, and authorities should offer parents and their children information about alternative qualifications and the arrangements that they would need to make for the children to take them. Some of the options available are set out in Appendix 1.

4.9 Authorities are not required to meet any costs associated with external candidates taking examinations or other qualifications. Authorities are, however, expected to take a reasonable approach and make available any resources or support that they can offer.

Named contact

4.10 Education authorities should provide parents who are, or who are considering, home educating with a named contact within the authority who is familiar with home education policy and practice and has an understanding of a range of educational philosophies. The authority may invite the parents to meet with a named education authority officer to discuss their proposals or provision. Any such meeting should take place at a mutually acceptable location. The child should be given the opportunity to attend that meeting, or otherwise to express his or her views. Either during such a meeting, or otherwise, the parents and the authority should consider and agree what future contact there will be between them.

Written communication

4.11 Following any meeting with parents, a report should be prepared by the authority, setting out any recommendations that have been discussed and made, with the reasons for those. The report should be copied to the parents, and where appropriate, the child. In exceptional cases, where there is a reasonable concern that a passage in the report might cause serious harm to the physical or mental health or condition of the applicants or a named third party, consideration may be given to withholding that part of it. This is the approach taken in data protection principles.

Frequency

4.12 The frequency with which authorities will contact parents to discuss their ongoing home education provision will vary depending on the individual circumstances of each family.

4.13 It is recommended that the authority should ordinarily make contact on an annual basis. Where there are concerns about the efficiency or suitability of the education being provided for the child, more frequent discussion may be required. In those circumstances, any concerns should be discussed with the child’s parents with a view to helping them improve their provision in the best interests of the child.

Access to the child and home

4.14 Authorities should acknowledge that learning takes place in a wide variety of environments and not simply in the home. Where the education is taking place in the home, it may be thought desirable for an education authority to have the opportunity to see the child in that learning environment, to enable them to see the provision at first hand. Seeing the child responding to the educational provision of the parents may provide a strong indication that efficient education is being provided. The authority does not have any right to do so however. Some parents may not feel comfortable in allowing an education officer access to their child or family home. Trusting relationships may need time to develop before a parent is happy to invite an authority officer to visit. It is only the context of a supportive and trusting partnership that will provide the opportunity to meet the child and visit the home.

4.15 Although it is recognised that the learning environment can have a bearing on the effectiveness of learning, education authorities should, in the vast majority of cases, be able to discuss and evaluate the parents’ educational provision by alternative means. (See Exceptional circumstances in Section 5 of this guidance)

Complaints and Review

4.16 Authorities should review all of their procedures and practices in relation to home education on a regular basis to see if improvements can be made to further develop relationships and meet the needs of children and parents. Home education organisations and home educating parents should be involved in this process of review. Effective reviews, together with the sensitive handling of any complaints, will help to secure effective partnership.

4.17 Although there is no statutory right to appeal against an authority’s decision in relation to home education, all decisions should be reviewed internally on request. Education authorities should provide parents with details about their complaints procedure and how to apply for review of a decision about their proposed or ongoing home education provision. Decisions made by authorities are also subject to external review by the Courts through the judicial review process.

Tutors

4.18 Parents may choose to employ other people to educate their child, though they themselves will continue to be responsible for the education provided. They will also be responsible for ensuring that those they engage are suitable persons to have access to children. Further information about Disclosure checks is available from Disclosure Scotland.

Section 5 — ‘Efficient’ and ‘suitable’ education

5.1 The approach home educating parents take to assessing their child’s progress is likely to be dictated by their own philosophy or views, and in many cases, the absence of formal assessment may be a feature of the education provision. Progress, over the long-term, may take a variety of forms.

5.2 The education authority should assume that efficient educational provision is taking place, which is suitable for the child, unless there is evidence to the contrary. If there is reason to believe that an efficient education is not being provided, the authority has a duty to intervene. This duty applies equally in relation to all children, regardless of whether or not they have previously attended a local authority school in the area.

Education (Scotland) Act 1980 Section 37(1)

(1) Where a child of school age has not attended a public school in the area in which his parent is residing, or has attended such a school and has been withdrawn therefrom with the consent of, or excluded by, the education authority, then, if the authority are not satisfied that the parent is providing efficient education for him suitable to his age, ability and aptitude, it shall be the duty of the authority to serve a notice on the parent requiring him within such time as may be specified in the notice (not being less than seven or more than fourteen days from the service thereof) either -

(a) to appear (with or without the child) before the authority and give such information as the authority may require regarding the means, if any, he has adopted for providing education, or

(b) in the option of the parent, to give such information to the authority in writing.

Education (Scotland) Act 1980 Section 37(2)

If a parent on whom a notice has been served in pursuance of subsection (1) above fails to satisfy the authority that he is providing efficient education for the child suitable to his age, ability and aptitude or that there is a reasonable excuse for his failure to do so, the authority shall make an attendance order in respect of the child in accordance with the provisions of section 38 of this Act.

5.3 There is no specific requirement in the 1980 Act for education authorities to investigate actively whether or not parents are complying with their Section 30 duty.

5.4 If, from whatever sources, the authority becomes aware of concerns about the home education of any child, they will need to gather the necessary information in order to form a view on whether the parents are providing an efficient education suitable to the age, ability and aptitude of the child. The guidance below applies to these situations.

Suggested characteristics of ‘efficient’ and ‘suitable’ education

5.5 In their consideration of parents’ provision of education at home, education authorities may reasonably expect the provision to include the:

• Consistent involvement of parents or other significant carers — it is expected that parents or significant carers would play a significant role, although not necessarily constantly or actively involved in providing education.
• Presence of a philosophy or ethos (not necessarily a recognised philosophy) — it is expected that the parents have thought through their reasons, showing signs of commitment and enthusiasm, and recognition of the child’s needs.
• Opportunities for the child to be stimulated by their learning experiences.
• Involvement in activities — a broad spectrum of activities to cater for wide varieties of interests appropriate to the child’s stage of development.
• Access to resources / materials required to meet the objectives of the parents — such as paper and pens, books and libraries, arts and crafts materials, physical activity, ICT and the opportunity to interact with peers and with other adults.

5.6 If, on considering the educational provision, one or more of the characteristics listed above appear to be lacking, the authority may choose to further investigate whether or not an efficient education is being provided. The authority should discuss their concerns with the parents and, if appropriate, clearly articulate their concerns in writing. If the authority concludes that efficient education is not being provided, and the parents, having been given an opportunity to improve their provision, have not done so, the authority should activate the formal attendance procedure in accordance with the Section 37 provisions of the 1980 Act.

Exceptional circumstances

5.7 In exceptional circumstances, where there are serious concerns about parents' educational provision, the education authority may consider it necessary to request access to the child’s learning environment to help inform their decision about the efficiency of the education provision being made. In these circumstances, the authority must have demonstrable grounds for concern and must outline those grounds to the parents when requesting access to their home. If the parents refuse to allow access to their home, the authority might reasonably conclude in these circumstances that they have insufficient information to satisfy themselves as to the efficiency of the parents' education provision, and consequently serve a notice on the parent under Section 37 of the 1980 Act.

5.8 The welfare and protection of all children, both those who attend school and those who are educated by other means, is a paramount concern. It is no more likely that child protection issues will arise in relation to home educated children than school educated children. However, if such concerns do arise, they should be referred to the appropriate authorities.

Making an attendance order

5.9 Parents' wishes to educate their children at home should be respected and where possible effort should be made to resolve issues about provision by a process of ongoing dialogue before Section 37 is invoked. Only in extreme cases, where the education is clearly not efficient and suited to the age, ability and aptitude of the child, should notice be served.

5.10 Under Section 37, notice will give between seven and fourteen days to the parent to provide the education authority with whatever information they require to satisfy themselves about the suitability of the education. The parent may choose to do this by meeting with the authority in person, or by supplying the information in writing. Where the parent, on whom notice has been served, fails to satisfy the authority that efficient education is being provided, suitable to the age, ability and aptitude of the child, or that there is reasonable excuse for his or her failure to do so, the authority shall make an attendance order.

5.11 Once an attendance order has been served, the parent has two weeks to appeal to the sheriff, who may confirm, change, or annul it.

Section 6 — Children with special educational needs

6.1 Parents' right to educate their child at home applies equally where that child has special educational needs. Some children with special educational needs have a Record of Needs, but others do not. The fact that a child has special educational needs should not, in itself, be a reason to refuse an application to educate at home. Additional considerations do, however, apply. It is reasonable for an education authority to ask parents to indicate how they propose to cater for their child’s special educational needs at home.

6.2 When considering an application for consent, or considering whether the education is suitable for the child, taking account of his or her age, ability and aptitude, the authority may need to consider the environment in which the child is to be educated in relation to the individual child. With the agreement of the parents, an educational psychologist might be involved in assessing the proposed provision for a child with special educational needs.

6.3 Under Section 60(2) of the Education (Scotland) Act 1980 (as amended), a child who has pronounced, specific or complex special educational needs which require continuing review requires a Record of Needs to be opened and kept. A Record of Needs will usually nominate the school that the child concerned should attend — the basis of the nomination being that the education authority believes that school has the expertise and resources to meet the child's needs. However, home education is not precluded where there is a Record of Needs, and there should be discussion between the authority and the parents, with a view to drafting the Record appropriately.

6.4 Education authorities have no statutory obligation to provide financial or other support for children with special educational needs who are educated at home. However if the authority specifies measures in a Record of Needs with the stipulation that they must be effected in the home then the authority would be expected to take a reasonable approach.

6.5 In the case of Recorded children, education authorities must keep under consideration the child’s Record of Needs. The child's parents can specifically request the authority to carry out a review of their child’s Record, so long as this is not within a year of a previous review. Under section 65A of the Education (Scotland) Act 1980 (as amended), authorities have a duty to review a child’s Record to determine whether it continues to be appropriate. This duty also applies in the case of children who are being educated at home. Once home-based education has begun, the child's parents and the authority may agree that it is no longer necessary for a Record to be maintained or that the information in the Record should be changed. Where the Record remains open, the child’s parents continue to have responsibility for the education provided. In addition, the authority continues to have a legal duty to satisfy themselves that the education the child is receiving is suitable, taking account of those needs.

6.6 For each child with a Record of Needs, the education authority must consider and make a report on what provision would benefit that child after he or she ceases to be of school age. However, before they may do that, they must comply with the requirements for assessment of the child, and request an opinion from Social Work Services as to whether that child may have a disability. This Future Needs Assessment should take place at some point between the age of 14 and 15 years 3 months.

6.7 Please be aware that under proposals for new legislation the above are likely to alter. Consultation has recently taken place on a draft Education (Additional Support for Learning) (Scotland) Bill, which replaces the system for the assessment and recording of special educational needs.

Appendix 1

The following information sets out some of the options available to home educating families who wish to provide opportunities for their children to study for recognised qualifications outwith school. This is not an exhaustive list, but sets out the main options available and provides contact details for relevant organisations.

STUDY OPTIONS FOR STANDARD QUALIFICATIONS

Enrolment at a Further Education College

Some colleges may, at the discretion of the Principal, be willing to accept students aged between 13 and 16 years for full and part-time courses. This approach has the advantage that all the work and entry for qualifications is organised by the college, but it does require at least some attendance at classes which will not appeal to all home educating families. If a student who is under 16 years of age enrols at a FE college, their parents will be liable to pay all of the course fees themselves unless the education authority is willing to provide funding.

Self-Study

Many home educating families prefer not to enrol for attendance at a further education college, and choose instead to work independently towards qualifications. Because of compulsory internal assessment components, there are many subjects and qualifications which are not available to external candidates unless an appropriate arrangement can be made with an approved centre which meet with the examining board’s requirements. Some centres and examining boards may be willing to accept coursework which has been marked and authenticated by a private tutor.

Families who study for qualifications from home will need to:

• contact the relevant examination board to find out about their requirements;
• register with an approved centre for their child to sit the examinations; and
• pay a registration fee for each subject their child will take.

Correspondence Courses

Correspondence courses can be an option for students who prefer to work independently, though they will be required in most cases to follow a structured curriculum and programme of work. Correspondence courses offer a wide range of qualifications at different levels and the organisations offering these courses will advise about arrangements which need to be made for registering with an examination centre and for marking and authenticating coursework. The cost of this option varies depending on the organisation and the qualification chosen, but can prove expensive.

There are an increasing number of organisations offering open and distance learning courses. The following contacts provide a useful start in finding a suitable course and organisation:

• The Open and Distance Learning Quality Council (ODLQC) is an independent body which accredits open and distance learning courses. The ODLQC produces a free information leaflet which lists all approved organisations and their courses.
  

The Association of British Correspondence Colleges (ABCC) is a voluntary association of colleges which comply with a code of ethics.

• The British Association for Open Learning (BAOL) promotes quality and best practice in open, flexible and distance forms of learning. BAOL members work to a code of practice for open learning and are listed on the BAOL website.

ALTERNATIVE QUALIFICATIONS

The internal assessment component of many standard qualification courses such as Standard Grades, National Qualifications and GCSEs can restrict the choice available to home educated students. The following qualifications have, however, been identified as particularly suited to home study students as they are not dependent on internal assessment and moderation.

International General Certificate of Secondary Education (IGCSE)

The IGCSE is a 2 year curriculum programme leading to a certificate which is internationally recognised as equivalent in standard to the British GCSE and the International GCE O Level examinations. Coursework assessment is not available to external candidates, but is only compulsory in Agriculture, Child Development, Computer Studies, Design and Technology, Food Science and Music. All other syllabuses offer an alternative to coursework in the form of a further written examination paper.

The IGCSE is administered by Cambridge International Examinations which is part of the University of Cambridge Local Examinations Syndicate.

Advanced International Certificate of Education (AICE)

Like GCE A-Levels, the AICE has been designed as a pre-university course of study, progressing from IGCSE. AICE and IGCSE together constitute a fully integrated curriculum for students in their last three or four years of secondary education.

National Christian Schools Certificate (NCSC)

The NCSC gives students a diploma equivalent to 5 GCSEs after sufficient study at the correct level, and offers the opportunity to progress to a diploma equivalent to 3 A-Levels in addition to 8 GCSEs. There are tests at home rather than formal examinations, but the course is highly structured.

EXAMINING BOARDS

The Scottish Qualifications Authority (SQA)

The SQA is the national body in Scotland responsible for the development, accreditation, assessment, and certification of qualifications other than degrees.

The Assessment and Qualifications Alliance (AQA)

The AQA is one of three unitary examining bodies in England incorporating the now merged Associated Examining Board and the Northern Examinations and Assessment Board. The AQA also has responsibility for the City and Guilds' GNVQ qualification.

Oxford Cambridge & RSA (OCR)

OCR is one of three unitary examining bodies in England incorporating the RSA (Royal Society of Arts), UCLES (University of Cambridge Local Examinations Syndicate), and MEG (Midland Examining Group).

Edexcel

Edexcel was formed in 1996 by the merger of BTEC and The University of London Examinations and Assessment Council (ULEAC). Edexcel is one of the main examination boards for England and Wales.

Appendix 2 Contacts

Education Otherwise

A UK-wide charity network offering support and information to home educating families and those considering home education.

Highland Home Educators

Home Education Advisory Service

A UK-wide organisation for home educators and those thinking about home educating.

Schoolhouse Home Education Association

A Scottish organisation which offers information and support to families who have chosen or are contemplating home education.

Learning & Teaching Scotland

Learning and Teaching Scotland is a national public body sponsored by the Scottish Executive Education Department. LT Scotland's remit is to provide advice, support and resources to enhance the quality of educational experiences in Scotland.