EOTAS (Education Otherwise Than at School) is a legal provision in the UK allowing specific children with Special Needs to be educated in an alternative setting away from the school environment. When a child reaches a point where they cannot be taught within a school setting, for whatever reason, EOTAS can be a good alternative.
Benefits of EOTAS could include:
- An education specifically tailored to a child’s needs
- An opportunity for increased emotional regulation
- An exclusion of elements of school culture that have been exacerbating the student’s SEND
- Timetabling flexibility – rules and targets can be adjusted daily according to the needs of the student
- Specialised support from other agencies can be factored in, such as occupational therapy.
Sandy
Sandy is 4. She is autistic, and pre-verbal with profound, multiple learning difficulties. She has global developmental delay and is unable to see or walk. She has been tutored by SENsational Tutor Becky and one other tutor since October. Sandy has a very erratic sleep pattern; as such she may sleep during the day and can be wakeful at night. Sandy spends a lot of time lying on her back.
EOTAS is a temporary arrangement for Sandy. Her journey took a slightly unusual route; when her EHCP came through, a mainstream school had unexpectedly been allocated to her. Her family declined the place and took her case to a tribunal. Their request was for Sandy to attend a special school.
The panel at the tribunal concluded that an EOTAS package would be agreed upon for Sandy until the end of the academic year. Following this, she would join a special school in September 2025.
Location and Timetable
Lessons are for up to 12 hours each week and take place on the floor area in the living room at Sandy’s home. Becky initially began with a reduced timetable, with the intention to build up the hours slowly.
Sandy responds to sensory activities that focus on her ability to touch, hear and move. Her timetable is aligned with this in mind and with the objective to encourage Sandy to connect with and get used to an adult who is not a family member.
Activities typically include the following:
- Choosing from an activity bag: “Touch & Feel”
- Playing with soft toy characters
- Nursery Rhymes/Songs with Actions
- Naming parts of the body
- Percussion Instruments
- Sniffing and tasting food
- Books: “Touch/Feel/Sound”
- Listening to counting to 5
Plans are underway for Sandy to soon have some outdoor time included in her timetable. In addition, learning braille could be added to her schedule at a later stage.
Below is Sandy’s timetable each week. However, her schedule is very changeable depending on the day. The timetable operates on a “play it by ear” basis, depending on Sandy’s response to activities, which can be very variable.
Specific Focus
Music is a huge part of Sandy’s education. She becomes lively, with her facial expressions clearly indicating her enjoyment. She connects with the rhythm of songs through limb movements. She particularly enjoys nursery rhymes and readily recognises the familiar themes. Sandy responds to classical music by listening intently and becoming visibly calmer.
Successes
- Whilst Sandy had originally been allocated to a mainstream school, the EOTAS package provides a more suitable, personalised education that can effectively address her individual needs.
- The sensory bag is a huge success during sessions. Sandy has been able to gather so many sensory experiences from the huge range of objects she touches, smells, shakes and hears.
- The high level of music content allows Sandy to be at her most relaxed and engaged, as she can connect to the music and her tutor at the same time.
- The package is allowing her to create a solid bond with an adult outside of the family circle, which will bode well for her when she joins her special school in September.
- Singing has provided her with a great means of communication and expression.
Progress
- Sandy’s motor skills are developing through her musical experiences. A recent milestone occurred when she engaged and laughed with Becky while playing instruments. Sandy is increasingly becoming more familiar with Becky’s presence and frequently greets her with a smile as soon as she hears her voice.
- Sandy now turns her head towards the direction of Becky’s voice when she enters the room. She senses Becky’s presence; on some days, her face lights up as if she knows what will be happening for the next few hours.
- Sandy has become particularly skilled at playing the castanets. She responds facially and physically as she hears the noise she can make with the instrument.
- Sandy has formed a bond with her tutor which has consistently strengthened.
Extracts from her progress reports can be seen below:
November 17th – Today she preferred a set of handbells which she shook at varying speeds. Sandy listened while I sang nursery rhymes, and she shook the bells. Sandy pressed the sound buttons on the books we shared without any help.
January 7th – Sandy entered a phase of great excitement; she was smiling, lifting her body up by pulling her legs up underneath her and wiggling, her mouth was open while she focused on the songs and the castanet.
February 1st – We listened to Frosty the Snowman together, Sandy sat up and showed her pleasure through stimming. She particularly enjoyed Old MacDonald Had a Farm and giggled when we got to “with a neigh-neigh here”. The session ended with some calm, classical music – Sandy became quiet and still.
Reviewing The EOTAS Package
Sandy’s plan is scheduled for review in March. Tutoring sessions are summarised daily in a report and fed back to the local authority to keep them updated on her progress.
Conclusion
Compared to mainstream schools, EOTAS offers a significantly better temporary solution for Sandy. This environment provides a structured routine, enabling her to better understand her world, whilst developing strong bonds with a trusted caregiver.
