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Worried about what the EOTAS reforms could mean for your child?
We break down what’s being proposed, why families and providers are concerned, and how to have your say before the consultation closes on 18 September 2026.
On 10 July 2026, the Department for Education (DfE) opened a consultation on Education Otherwise Than At School (EOTAS). It could bring one of the biggest changes to SEND support in years. The consultation runs until 11:59 pm on Friday 18 September 2026. For now, these are proposals. Nothing is set in stone yet.
The stakes are high. Around 16,000 children and young people rely on EOTAS today. Many have complex medical, mental health, or SEND needs. Mainstream schools often can’t meet those needs. So this consultation could shape how vital support works in future.
EOTAS stands for Education Otherwise Than At School. It’s education that a local authority sets up outside a normal school or college. It forms part of a child’s Education, Health and Care Plan (EHCP). A council uses it when no mainstream or specialist school fits the child’s needs.
It helps to know how EOTAS differs from other options. Elective Home Education (EHE) is a parent’s choice. It comes with less council oversight. EOTAS is not like that. The council arranges it and pays for it in full.
EOTAS is also different from Section 19 alternative provision. That option is for children who can’t attend school for a short time, often due to illness or exclusion. And it’s different from online alternative provision, where approved providers teach online within set frameworks.
For some children, no school works at all. This is often true for those with complex medical or mental health needs. Here, EOTAS becomes a lifeline. It may be the only way to give these children a suitable education. It makes sure vulnerable children are not left behind when normal routes fall short.
One proposal would link EOTAS to a formal Specialist Provision Package in a child’s EHCP. This could raise the bar for getting EOTAS. Many people in the sector are worried.
Their concern is simple. Some children cannot cope with any school setting. This may be due to anxiety, trauma, or other factors. These children might not meet the new criteria. That’s a real risk if their needs don’t fit neatly into a set package.
The result could be serious. Some of the most vulnerable children might be left with no clear route to education. There’s another worry too. Campaigners are looking at the idea that “value for money” could shape decisions about a child’s EOTAS. Critics say this puts budgets before a child’s right to a suitable education. They fear some children could fall through the cracks.
One idea is a named school or college model. Under it, every child on EOTAS would stay on the roll of a specific mainstream school or FE college. That school or college would take the lead on managing the child’s education. The aim is clearer accountability, with each child tied to a set place.
Two models are on the table for how this would work.
This shift could affect alternative provision (AP) providers in practical ways. Depending on the model, it may change who you contract with, invoice, and report to. It could also bring new rules for records, communication, and accountability. So AP providers should get ready for change now. Spotting these shifts early helps you stay flexible as the system moves.
The proposed national standards would set clearer benchmarks for AP providers. They focus on a few key areas:
For families, this is a welcome step. Providers that already work to a high standard, like Bright Heart, are glad to see clear expectations.
Clear standards bring more trust and reliability. Parents can feel sure that good education and care are in place. Bright Heart has long put excellence first. It goes beyond the current voluntary standards for AP. Its work on safeguarding, a broad and personal curriculum, and real progress means families already gain from these core ideas.
Still, success depends on consistency. The standards must be applied the same way across every council and setting. Bright Heart has written about these voluntary standards in a past blog. That shows its proactive approach and its readiness to thrive under firmer rules. Families can trust Bright Heart to keep leading on reliable, high-quality provision.
Under the plans, EOTAS would face more regular, structured reviews. These would go beyond the standard annual EHCP review. The goal is to keep support effective and in step with the child’s changing needs.
Reintegration into a school or college would still be an option. But it would only happen where it suits the child’s best interests. It would not be the default outcome for every child.
Instead, each decision would follow a clear needs-led approach. It would rest on the child’s own needs. Families would help shape these choices. That keeps the process joint and child-centred, not driven by what places happen to be free.
A key part of the consultation looks at how families could challenge EOTAS decisions. Under the plans, there would be no right of appeal to the SEND Tribunal specifically about whether a child’s provision should be EOTAS, or against a local authority decision to change or cease EOTAS arrangements.
This is a significant change. Many families currently rely on the Tribunal to hold local authorities to account and secure the right support. So the proposal has caused real concern among families and sector groups.
Any new system will need to be meaningful and open. Families must feel their voices still count. And disputes must be settled in a fair, effective way.
Many families want to know what these changes mean for children who already have EOTAS. The consultation sets out proposed protections, and they differ by age and phase.
For children already in secondary or post-16 education, the proposals lean towards protecting existing arrangements. Most would be able to continue as they are, and would be offered voluntary support if they wish to return to a school or college. The aim is to avoid disruption for young people who are settled and making progress.
For children in early years or primary, the picture is less certain. The proposals raise the possibility of reassessment at phase transfer, such as the end of primary school. This means a child’s EOTAS package could be reviewed as they move between stages, rather than carried forward automatically.
Whatever the final rules, continuity matters. A sudden change in provision can undo months of progress in engagement, confidence and trust. Strong transition planning, with the family involved and the child’s needs at the centre, will be essential to protect what is already working.
One key aim is earlier help for pupils with health needs, both physical and mental. This calls for clearer roles between schools, councils, and health services.
Naming mental health needs next to physical ones is important. It recognises the full range of issues that can block a child’s learning. When the system tackles these needs early, it can offer timely, targeted support. That helps pupils stay engaged.
There’s one point worth making clear about online provision. Any proposed limits, such as caps on how long it can last, apply only to stand-alone online AP. They do not automatically apply to online learning inside a statutory EOTAS package. A mix-up here could cause problems, especially for families who rely on tailored EOTAS.
Limits on online provision apply specifically to stand-alone alternative provision and not to blended or online learning within a statutory EOTAS package. This gives families and staff the flexibility to meet their duties well.
The DfE has launched a consultation called “SEND reform: education otherwise than at school”. It invites replies from families, young people, schools, councils, and providers. This is a real chance to shape the future of EOTAS, based on lived experience. The DfE has been clear that no decisions are final. So your input truly matters.
The consultation is open until 11:59 pm on Friday 18 September 2026. You can read it and send your response through the GOV.UK consultation page.
The proposed reforms aim to raise quality and bring more consistency. But they also raise real concerns. These include who qualifies, how EOTAS is overseen, and how families can appeal.
It’s worth noting that nothing changes right away. Even if approved, full rollout wouldn’t happen before 2030.
For now, the focus is on hearing from the people these plans affect most. So read the full consultation. Think about what these changes could mean for your child, school, or organisation. Then send your response by 18 September 2026. If you’d like help making sense of it all, Bright Heart is here for you. Please get in touch.
No. EOTAS (Education Other Than at School) is not the same as elective home education. With EOTAS, the council arranges and funds tailored education for a child who can’t attend mainstream school. Elective home education is chosen and run by the family.
No. These reforms are not law yet. The government is still in the consultation phase. Nothing changes until it reviews the feedback and finalises any plans. So families still have time to raise concerns and shape the result.
That is one of the proposed changes. Under it, a child could still receive their education away from a school or college while remaining on the roll of a named setting. The aim is clearer accountability. Nothing is confirmed, and the consultation is asking for views on how this would work.
The consultation proposes changes to dispute routes, including no specific right to appeal to the SEND Tribunal over whether a child’s provision should be EOTAS. This is likely to be a major concern for families and sector organisations, who see the Tribunal as a key route to secure the right support. Clear, timely and meaningful ways to challenge decisions will be essential.
Be careful here. The proposed 12-week and two-day limits relate to stand-alone online alternative provision. They do not automatically apply to online learning that forms part of a statutory EOTAS package. Families relying on tailored EOTAS should not assume the cap applies to them.
If your current EOTAS setup meets your child’s needs, you don’t need to change anything now. Keep evidence of what is working. That includes engagement, confidence, regulation, progress, attendance or readiness, and the child’s own voice. It helps to share your good experience during the consultation. That way you can show what works and why it matters.
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