(This can also help families in Wales, but please check our Wales information on the website first.)
Your LA may recognise them. Use them only to understand the type of detail needed.
This report is to help you provide information on your terms and keep the LA’s enquiry brief and proportionate.
You are not alone — we have support and a community across our socials (including our Facebook group).
If you find this guide too complex or descriptive we have created a simplified easy read version HERE
A short, typed summary explaining:
what your child is learning
what resources are used
why it is suitable (age, ability, aptitude, SEN if relevant)
how it is full-time (takes up a significant amount of time in everyday life)
how you know they are making progress
Length: usually 1–3 pages.
not an assessment or test
not a portfolio
not “evidence” packs
not photos of work
not a timetable
Do not send photos or samples of work.
Give examples in writing only.
Do not use AI.
AI often changes meaning and makes reports sound generic.
Do not handwrite it.
Typed = clear and you keep a record.
More DO NOTs at the end.
Educational philosophy
Home education style + how it is full-time
What your child has been learning (numeracy, literacy, other subjects)
SEN (if relevant)
Other informal/hands-on learning
How you know the education is suitable + how you know progress is happening
Progress (since last report, or how you will monitor progress if new)
Social & physical activities
Resources (optional separate list if not already included)
Disclaimer
Your report should include:
☐ Philosophy
☐ Style + full-time explanation
☐ Numeracy (topics + resources + level + why suitable)
☐ Literacy (topics + resources + 3 book titles + why suitable)
☐ Other subjects (including science)
☐ How it is suitable (age, ability, aptitude, SEN if relevant)
☐ How you know progress is happening
☐ Progress since last report (or how you will monitor it)
☐ Social/physical activity
☐ Disclaimer
No photos. No timetable. No logins. No future plans.
What to write:
Why home education is right for your child
What you hope they will gain
Do NOT write: why you deregistered / complaints about school.
Home education gives Alex the time and space to learn in a way that suits him, with support when needed. We want him to build confidence, develop strong literacy and numeracy, and explore his interests in depth. We believe a personalised approach will help him progress academically and emotionally.
What to write:
Name your approach (structured / semi-structured / child-led / autonomous etc) and explain what it looks like in your home.
What to write:
Explain how learning takes up a large part of your child’s time without listing hours or a timetable.
Stating it is full time is not enough info.
EXAMPLES
We follow a child led semi-structured approach. This means Patty is given freedom to choose what she learns and when, but with some expectations to learn some numeracy and literacy most days. Learning takes place all throughout the year including weekends. Patty is dyslexic, which means reading and writing time for us is structured in short sessions.
OR
Our home education is based on the school terms times, we follow a formal structured style in the mornings, with child led activities in afternoons.
Do not use the word deschooling with the LA.
If you are settling in, say:
you are “exploring how your child learns best”, and/or
mental health and stability are a priority, and
describe the learning that is happening in real life.
Further explanation of deschooling can be read here.
Include:
topics (e.g., fractions, measurement, algebra, time, money)
resources used (workbooks/sites/games/hands-on tasks)
how it’s used (independent/supported)
what level and how the level is right (age/ability/SEN if relevant)
Include:
reading + writing + spelling/grammar/comprehension
resources used
how it’s used
what level and how the level is right
3 book titles (recent is fine)
Include science plus at least 1–2 others (history/geography/art/IT/music/etc).
Give specific examples of topics or activities.
Reminder: Never attach samples. Describe instead.
Avoid vague phrases like “we do science.”
Instead say:
They learned about plant growth using a home experiment kit and recorded results in a chart.
EXAMPLE
Content of learning
Numeracy
Luke has completed the KS2 (age 8) CGP workbook for maths since our last update. He uses BBC Bitesize to quiz himself on the content and is now confidently starting KS3 books. He is currently learning about Pythagoras and has completed topics such as simple algebra, area and perimeter and squared numbers. He mostly learns independently but will ask if he needs support. I can see what he has learned and whether he has understood it from the quiz results.Literacy
Luke requires very little supervision with regards to literacy, he watches the Oak Academy year 5 videos, and then uses the Letts workbooks to practice what he has learned He has recently completed the sections on spelling, grammar and punctuation, reading comprehension and story writing. He is currently reading Horrid Henry books.Other subjects
In recent months Luke has been using a science kit to carry out experiments, first watching them on YouTube then with supervision he has carried them out, we discuss in detail what the experiment is for and what the results mean, he has been drawing graphs and charts in relation to these experiments, such as building a bicarbonate of soda powered rocket and plant chromatography.Luke has also visited various castles, and coastal areas and had discussions about history and coastal erosion.
OR
Literacy
Mauri thrives with one to one learning time when it comes to literacy. We will have long discussions about a book he has read, for example he recently read Macbeth, he has been explaining each character in great detail as well as what the author was trying to make the reader feel. Mauri would like to sit his IGCSE literature next year so the learning is in preparation for that. I use the questions on practice exam papers to encourage appropriate discussions.Mauri has been using English Language IGCSE papers and the Catherine Mooney text books to prepare for his exam next year.
Numeracy
Mauri left school with limited maths skills, he was learning at approximately an 8 year old, therefore numeracy has gone back to basics to ensure no basic principles are missed. I noted that he did not understand area and perimeter so he has been learning from hands on tasks doing a DIY project in the garden. He is now solidifying his learning of multiplication with baking and cooking tasks. As his confidence has been building he has been putting pen to paper more but much prefers the Khan academy quizzes to check he has understood a concept.
If you have no formal learning in your Home Education it is vital that you explain how what the child does is educational and how you ensure numeracy and literacy skills are incorporated, plus other subjects.
Include lots of specific examples such as what discussions, TV programmes, outings, websites, games etc they have taken part in.
Ensure you describe how all learning is suitable to their age and ability and aptitude and SEN, and how you are able to know that your child is progressing.
Your description needs to be adequate to describe a full time education.
EXAMPLE
Having played Minecraft Rory asked how you can quickly work out how many blocks to use, so we discussed basic multiplication, followed by Rory doubling a baking recipe, we followed that up with discussion on proportion and dividing. They have also used Lego and maths blocks to further practice these skills.
Over the last year Rory has been fascinated with animals, they have watched many documentaries such as Blue Planet. They have created posters with information about different endangered animals using information they have found online. I have noticed throughout the year that their comprehension skills have improved to the point they no longer ask me for clarification of information.
Rory enjoys creative writing, and uses story cubes to encourage including content they may not have thought of themself. I have noticed in the last few months there are fewer spelling mistakes as well as an improvement in the complexity of the language being used. This is likely because they love reading, and recently completed all 12 books in the Skullduggery Peasants series.
Include only what affects education.
If EHCP:
refer to needs (Section B) and how you meet them
you are not required to replicate school provision
If no EHCP:
explain the needs and the practical support you use
EXAMPLES
Jess is autistic and thrives on routine so we have ensured the Home Education has a predictable daily routine, we are encouraging them to explore small changes once a day.
OR
Jess is dyslexic, we have found x website and x workbooks help support his learning style, they provide explanations in ways he can understand.
Show variety and flexibility (even in structured education). Home education is not just workbooks, some families do not even use them.
Include things like:
Baking
Lego
Gardening
Forest school
Board games
Clubs
Briefly explain what they did and what skills were learned.
Please note: A 100% formal structured education with no input from the child is most likely to be deemed unsuitable as most children need some flexibility.
This is one of the most important parts of your report.
You must explain not just what your child is learning, but why it is right for them.
The education must be suitable to:
Age
Ability
Aptitude (strengths/interests)
SEN (if relevant)
You can explain this within each subject, or include a short summary paragraph.
Include at least 1–2 ways you check understanding, for example:
discussion and explanation back
quizzes / end-of-topic checks
observing independence over time
moving onto harder material when secure
practical application in real life
You do not have to follow the National Curriculum. However, it is sensible to:
Have a general awareness of what children of a similar age might typically be learning.
Be able to explain why your child’s learning is appropriate.
If using workbooks or websites, you can mention the level.
If working above or below age level, explain why.
Ella is using KS2 maths workbooks, which match her age group. She completes the work confidently, showing the level is appropriate.
When Jack left school he had gaps in numeracy, so we revisited place value and multiplication to build strong foundations. This is suitable to his current level and confidence.
You can explain age suitability by describing topics.
Through cooking and budgeting, Sam has been learning fractions, ratio and money handling, which are typical skills for his age. Although we do not use formal workbooks, these topics are age-appropriate and applied in practical ways.
Explain how the work matches what your child can manage.
Show that:
You support them if something is difficult
You move on when they are secure
In literacy, Mia works independently and reads novels confidently. In numeracy, she prefers support with new topics so she can ask questions. This keeps learning at the right level for her ability.
Explain how you build on strengths and interests.
Harry has a strong interest in animals. We use this interest in science projects, research tasks and creative writing, which keeps him engaged and deepens understanding.
Only include this if SEN affects learning.
Explain:
What the need is
What adjustments you make
Amelia is dyslexic, so we use audiobooks alongside print and keep writing tasks short. This ensures literacy learning is accessible and suitable for her needs.
You may wish to add a short paragraph like this:
The education provided is suitable because the level matches my child’s age and current ability. Learning is adjusted where necessary to support challenges and extend strengths. Regular discussion and quizzes show understanding and ongoing progress.
After describing each subject, add one sentence:
“This level is suitable because…”
That one sentence often makes the difference between a clear report and one the LA says is unclear.
Say how you will know progress is happening (discussion, quizzes, moving on when secure).
Say what has improved since last year/since starting:
confidence/independence
moving levels (KS2→KS3 etc if relevant)
specific skills gained
broader understanding in informal subjects
EXAMPLE
Since last year’s report Paris has progressed through year 8 level learning in maths, English and the sciences using CGP workbooks, she is now working on year 9 workbooks. Her understanding of the none formal learning, such as history and art has also progressed as she shows a deeper understanding of the topics. I have included specific details of topics previously in the report.
OR
Last year April was able to use the number blocks to do simple multiplications such as the 2 and 5 times tables, she can now do any multiplication with 2 digits. They are now able to do this independently. Other mathematical skills such as comparing and ordering numbers, and recognising place value have been learned through play, these are advances from when we started home education.
Make sure you refer to progress made in other subjects including numeracy and literacy.
Explain how your child socialises, takes part in sports or other physical activities. 2-4 lines of information is all that is needed.
EXAMPLE
Michelle goes to a weekly Home Education group where they mix with children and adults of all ages, they enjoy the opportunity to play as well as take part in their educational outings to the museums.
OR
Michelle has a couple of close friends who he regularly spends time with, playing games or riding bikes. Michelle is with his siblings and cousins daily.
If your child is unable to socialise due to anxiety for example, explain this in a positive way
EXAMPLE
Due to Michelle’s anxiety they are unable to attend groups, but they regularly speak with our neighbour and see their cousins weekly. Social opportunities are always available but they choose to take part in quieter activities with people close to them such as going to the park during the day with their brother.
IT'S OK TO NOT WANT LOTS OF FRIENDS
Remember not all children need or want to go to groups or have lots of friends. You shouldn’t say anything negative here, but it is ok to say something like Michelle has been working hard on their social skills and has recently been able to play alongside other children in the park. Or whatever is right for your child.
PROTECT EVERYONE'S PRIVACY
Do not give details of specific friends or groups.
Either:
include resources within each subject section (preferred), or
add a short list here
Include examples like:
book titles
workbooks + level
learning websites
library use
equipment used (science/art/music/sport)
Only include what is currently used / used since last report, not future plans.
EXAMPLE
Jackson has been reading the Biff and Chip level 3 books.
OR
Jackson uses a CGP KS3 numeracy workbook recently covering trigonometry
Or
Jackson does science experiments with a chemistry kit, recently using it to create a volcano
‘The above is not an exhaustive list and is subject to change at any time as my child’s needs change. We expect this is adequate information to satisfy your informal enquiry, please confirm receipt.’
Do not include:
photos, samples of work, videos, logins (If your LA demands supporting evidence after receiving your report please use our template letters and reach out to us if you require support.)
a timetable or number of hours
personal family circumstances (divorce, bereavement, health, etc)
tutor names, group names, addresses, venues
negative commentary about school
future plans (including “temporary home education”)
your qualifications or work history
school terms like SATS/EYFS unless truly relevant
Keep communication in writing.
Do not:
Despite LA claims of offering support we are afraid to say this is very rare and often damaging.
We advise against sharing your concerns with the EHE team, instead reach out to us or other Home Educators via our Facebook group or website.
Long reports can still fail if they don’t clearly say:
what is being learned
at what level
why it suits the child
how it’s full-time
how progress is seen
This structure forces those points to appear.
Home Educational update of provision and resources for Lorelai aged 12.
Our educational philosophy.
We believe Home Education allows Lorelai the opportunity to go completely nuts, it is best suited to them because of the freedom to bang their own drum along with suitable guidance when required.
Our style of Home Education.
We follow a mostly clown style, which means Lorelai can take charge of her clown car, whilst also being guided by the elephants to ensure core learning takes place and ensuring she can blow up balloons without them going pop! This suits Lorelai at present as they enjoy the freedom and challenges.
A full-time education.
Lorelai is at circus camp every morning and in the afternoons practices at home or with friends. They are also interested in JCB driving, so will spend many an hour digging up the back garden and uncovering interesting things that they then spend time researching or asking about.
What they have been learning.
Literacy: Clown,com online and Circus workbooks for level 3. She has recently covered the topics in tightrope walking, juggling and clown expressions.
These are then supported with in person clown workshops.
Lorelai will choose to read manuals on how to erect a circus tent and has been reading up on becoming a lion tamer, she has chosen these herself.
Numeracy: Lorelai has been working on juggling 4 balls, which is amazing progress from being able to do 2 last year.
She has learned how to calculate how many clowns will fit in a car at level 4 as well as making good progress through the workbooks for circus maths level 4
Maths is incorporated into her normal daily life with experiences such as custard pie making, having to calculate the ingredient proportions for the perfect consistency to cause the biggest splat!
Other subjects
Lorelai uses the internet for research on the items they find whilst digging, as well as many family and friends who they phone/visit to ask questions.
Lorelai has access to and regularly uses mud for painting, a tool kit for exploring how the JCB engine works, juggling balls, fire sticks and wigs.
Age, ability, aptitude and SEN
Lorelai has an aptitude and natural ability with counting clowns and therefore is learning at a level advanced for her age.
Learning to paint with mud has not been so easy, with lots of support she is now able to work at a level suitable to her ability and SEN. Being a non clown means she has to work harder to achieve the same as her peers, but she is well supported and determined to succeed.
How we ensure progress and the learning is suitable.
As mentioned, Lorelai is progressing well, we are able to see their progress as they improve their skills and move onto harder levels. A year ago she could not juggle without support, and has moved on from walking the tightrope a foot from the floor to being up high. Lorelai is confident in literacy and numeracy, but is given extra support with mud work.
Social
As a family we attend regular circus outings with other families where Lorelai will engage with children and adults. She has many friends who she sees a few times a week sometimes as part of the clown sessions, and also to go skydiving or causing riots together. She engages confidently with those she knows and with our support is starting to be able to laugh with people she has not met before.
The above is not an exhaustive list and is subject to change at any time as their needs change. We expect this is adequate information to satisfy your informal enquiry, please confirm receipt.
It is vital you protect your right to home educate by knowing what you must do as a home educator and what the LA can and shouldn't do.
Our site includes:
how to deregister
where to start
what to expect from the LA
styles of Home Education
template letters and reports
blogs
resources
groups
and much more.
PLEASE HEAD TO THE MENU TO READ THROUGH IT ALL
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