What is EOTAS?
EOTAS stands for Education Other Than at School. It refers to situations where a young person is unable to attend school in the usual way, whether a mainstream or specialist setting, and therefore needs to be educated through an alternative provision. Education may take place at home, in a library, a community centre, or any other environment where the young person feels safe and able to engage.
Local Authorities have a legal responsibility to ensure that all children receive an education. When no suitable school placement is available, they can award and fund an EOTAS package. A young person’s inability to attend school does not mean they do not need or deserve high-quality educational experiences, opportunities to learn, or the chance to develop essential skills for the future.
Being educated outside a school environment may be a temporary arrangement while a pupil waits for an appropriate placement. It may also be a longer-term solution if a suitable school cannot be found, or if the young person is unable to attend due to medical needs, mental health challenges, trauma-related school refusal, or other complex factors. EOTAS can apply to children with or without Special Educational Needs.
For parents, navigating the journey toward securing EOTAS funding can be stressful and overwhelming. Although parents are entitled to request an EOTAS package from their Local Authority, many find themselves facing a significant battle to have funding agreed. This can involve legal processes, tribunals, and long periods where young people are left without any educational provision. Because the process can be daunting, time-consuming, and emotionally exhausting, it is often recommended that families seek specialist advice for example; from SEN lawyers, advocates, or independent experts who understand the EOTAS system.
How do we support EOTAS?
At ConnectED Learning, we understand that some children learn best outside of traditional school settings. Our EOTAS-aligned tutoring service provides specialist, child-centred education delivered by a qualified primary school teacher with 20 years of experience supporting diverse and complex learning needs.
Many of the children we work with experience autistic burnout, sensory overload, or have PDA (Pathological Demand Avoidance) profiles, which can make everyday demands and school routines feel overwhelming. We take time to build the foundations that create secure, trusting relationships, nurturing a genuine connection that underpins meaningful learning. We work closely with parents and other professionals to ensure we have a strong understanding of each child’s unique learning style, sensory profile, and emotional needs. This allows us to adapt teaching approaches to reduce stress, rebuild trust in learning, and restore a sense of safety, competence, and confidence.
We already collaborate with a wide range of professionals and alternative education settings. By building a consistent, multidisciplinary team around each child, we ensure that their full profile of needs is understood, and that the tutor is equipped to meet those needs forming the essential foundation for any learning to take place.
We also support families whose children are waiting for a suitable school placement or specialist provision. Our approach provides stability and continuity during uncertain periods, helping children remain engaged, confident, and connected to learning while transitions are planned.
Our focus is on helping every child feel safe and grounded through developing authentic connection and a sense of belonging, enabling them to flourish outside the traditional classroom. Where appropriate, we provide ongoing communication and progress updates to contribute to EOTAS packages, ensuring learning remains purposeful, personalised, and aligned with each child’s wider developmental outcomes.