What suitable and full-time education means
Children educated at home do not have to follow the same structure as school. Learning can be flexible and designed around a child’s needs, interests and abilities.
What matters is that education is suitable and takes up a significant part of their life, helping them learn, develop and make progress over time.
Definition of suitable education
Read the definition of suitable education (PDF) for more information.
What full-time education means
There is no legal definition of ‘full‑time’ in hours. Children in school attend for a set number of hours, but this is not used as a direct comparison.
Home education may:
- take place at different times of day
- happen outside normal school hours
- be part of everyday life and activities
Because of this, education is not measured by set hours alone.
Learning structure and flexibility
Parents who home educate do not have to:
- have teaching qualifications
- teach the National Curriculum
- follow school timetables or standards
- deliver formal lessons
- make detailed lesson plans
- assess progress in a formal way
- provide school‑style social activities
- aim for specific qualifications
However, you should be able to explain how your child is learning and give a general idea of how much time they spend being educated.
If learning is very limited or does not take up a significant part of a child’s life, it’s unlikely to meet legal requirements under the Education Act 1996.
How to show your child’s learning
When we ask about a child’s education, you can choose what best shows their learning. This can include:
- examples of work or projects
- photos of learning activities
- notes or learning diaries
- reading lists or resources used
- educational visits or activities
What we expect to see
When considering whether education is suitable and full‑time, we may expect to see:
- regular involvement from a parent or carer
- learning that reflects the child’s interests, needs and goals
- experiences that encourage curiosity and engagement
- access to basic resources, such as books, writing materials and opportunities for physical and social activity
We apply these expectations flexibly and consider each child’s circumstances.