Beyond Mainstream: Alternative Education and Home-Schooling Support at Raedan Institute

Introduction: Redefining Educational Pathways

The British education system, while serving millions of children effectively, does not suit every learner. Research by the Education Policy Institute reveals that increasing numbers of families are seeking alternative educational provision, with home education registrations growing by 40% between 2016 and 2020 (EPI, 2020, p.34). This growth reflects not rejection of education’s value but recognition that mainstream schooling—with its standardized curricula, large class sizes, rigid structures, and one-size-fits-all approaches—fails to meet diverse learning needs, neurodivergent profiles, and individual circumstances that characterise real children and families.

At Raedan Institute, our Alternative Education and Home-Schooling provision recognises that educational excellence can be achieved through multiple pathways. We provide comprehensive support for families choosing home education, supplementary education strengthening mainstream provision, and alternative pathways for students who have experienced school breakdown, exclusion, or persistent difficulties in conventional settings. Our approach is grounded in fundamental belief: every child deserves education that honours their uniqueness, develops their potential, and prepares them for fulfilling futures—whether delivered in schools, homes, or community settings.

As educational philosopher Sir Ken Robinson eloquently argued, “We have sold ourselves into a fast-food model of education, and it’s impoverishing our spirit and our energies as much as fast food is depleting our physical bodies” (Robinson, 2010, p.45). Our alternative provision represents a commitment to educational approaches that nourish rather than standardize, that celebrate diversity rather than enforce conformity, and that recognize that different learners thrive in different environments with different pedagogical approaches.

Raedan Institute Supplementary Education Services: Structured Excellence

Programme Structure and Schedule

Our supplementary education operates Monday through Wednesday from 9:30 AM to 1:00 PM, providing structured learning opportunities for students requiring additional support beyond mainstream provision or those being home educated who seek expert instruction in core subjects. This carefully designed schedule offers consistency and routine while maintaining flexibility for families managing their own educational programmes.

The programme focuses on three essential areas:

Literacy and English: Comprehensive literacy instruction addressing reading comprehension, written composition, grammar and punctuation, vocabulary development, literary analysis, and examination preparation. Our evidence-based approach draws on the Simple View of Reading framework and structured literacy methodologies proven effective for diverse learners including those with dyslexia and other specific learning difficulties (Gough & Tunmer, 1986, p.7).

Technology Studies: Digital literacy and computational thinking appropriate for the 21st century, covering computer programming and coding fundamentals, digital creativity and multimedia production, information literacy and online research skills, cybersecurity and digital citizenship, and practical applications of technology across disciplines. Research demonstrates that computational thinking develops problem-solving skills transferable across all learning domains (Wing, 2006, p.33).

Sports and Physical Education: Physical development and wellbeing through structured sports activities including football, basketball, and other team sports, individual fitness, and movement skills, understanding of health, nutrition, and active lifestyles, teamwork, leadership, and sportsmanship values, and competitive opportunities appropriate to skill levels. The importance of physical activity for cognitive function, mental health, and academic achievement is well-documented, with active children demonstrating superior concentration, memory, and classroom behaviour (Hillman et al., 2008, p.1967).

Transformational Educational Philosophy: Developing the Whole Child

Raedan Institute’s educational approach transcends narrow academic focus to develop well-rounded individuals equipped for complex, interconnected global challenges. Our transformational education framework nurtures students across multiple dimensions of human excellence.

Creative and Innovative Thinkers

We cultivate creativity—the capacity to generate original thoughts and ideas that have genuine value, inspired by imagination and innovative thinking. Contrary to common misconceptions that creativity is innate talent distributed unequally, research demonstrates that creativity is developable through appropriate pedagogical approaches emphasising divergent thinking, risk-taking in intellectual exploration, exposure to diverse perspectives and disciplines, and valuing originality over conformity (Robinson, 2011, p.67). Our educational practices deliberately foster these conditions, helping students become genuine innovators rather than mere consumers of others’ ideas.

Analytical Problem-Solvers

Analytical thinking—the capacity to create logical connections between ideas, identify and evaluate problems systematically, and generate effective solutions through critical reasoning—represents essential capability for academic success and life effectiveness. Our instruction explicitly develops these skills through teaching logical reasoning and argumentation, practicing systematic problem decomposition, evaluating evidence quality and relevance, identifying assumptions and biases, and applying analytical frameworks across disciplines. Research demonstrates that explicit instruction in critical thinking produces measurable improvements in reasoning ability transferable across contexts (Abrami et al., 2008, p.1102).

Resolute and Resilient Learners

Resilience—the capacity to persist through challenges, recover from setbacks, and maintain commitment to goals despite difficulties—predicts long-term success more reliably than measures of innate ability. Our approach deliberately builds resilience through appropriate challenge that stretches without overwhelming, supportive relationships providing encouragement during difficulty, explicit teaching of growth mindset principles, celebrating effort and progress alongside achievement, and normalizing struggle as inherent to genuine learning. Carol Dweck’s seminal research demonstrates that students believing intelligence is developable through effort (growth mindset) achieve superior outcomes compared to those believing ability is fixed (fixed mindset), particularly when facing academic challenges (Dweck, 2006, p.34).

Inquisitive Inquirers

Natural curiosity—the drive to understand, question, and explore—represents perhaps the most fundamental learning disposition. Yet traditional schooling often suppresses curiosity through emphasis on predetermined answers over genuine questioning. We cultivate inquisitiveness by encouraging student questions and self-directed inquiry, providing time and space for exploration beyond prescribed curricula, modelling curiosity through teachers’ own wondering and investigation, connecting learning to students’ interests and experiences, and celebrating discovery and intellectual adventure. Research confirms that curiosity enhances learning, memory, and academic achievement while also contributing to wellbeing and life satisfaction (Kashdan & Silvia, 2009, p.368).

Empathetic Global Citizens

Empathy—the capacity to understand and share others’ feelings and perspectives—is foundational to ethical behaviour, effective relationships, and social responsibility. Our educational approach develops empathy through community service and good works connecting students with diverse others, discussion of moral and ethical questions, exposure to diverse perspectives and lived experiences, developing perspective-taking abilities, and building awareness of social justice issues. Research demonstrates that empathy is learnable through appropriate educational experiences, with empathetic individuals more likely to engage in prosocial behaviour, experience satisfying relationships, and contribute positively to communities (Decety & Cowell, 2014, p.664).

Globally Aware and Culturally Competent

In an interconnected world facing complex transnational challenges, global competence—understanding of international issues and capacity to engage effectively with people from diverse backgrounds—has become essential. Our curriculum cultivates international-mindedness through examination of global issues including poverty, conflict, migration, climate change, and inequality, developing understanding of diverse cultures, religions, and worldviews, building foreign language capabilities and intercultural communication skills, connecting with international partners and perspectives, and fostering commitment to unity through diversity. Research identifies globally competent individuals as better prepared for higher education, employment, and civic participation in diverse societies (Mansilla & Jackson, 2011, p.13).

Critical Global Issues: Equity, Cohesion, and Sustainability

Our local and international curricula engage students in critical analysis of three interconnected global challenges that will define their generation’s experience.

Equity and Social Justice

Growing global inequality—in income, educational opportunity, digital access, and life chances—represents fundamental injustice threatening social cohesion and democratic governance. Students examine how increased income imbalance creates societies where birth circumstances determine life outcomes, unavailability of quality education for disadvantaged populations perpetuates intergenerational poverty, the digital economy fundamentally alters employment nature and livelihood security, and systemic discrimination based on race, gender, class, and other characteristics limits human potential. Through this examination, students develop commitment to equity and understanding that creating just societies requires conscious effort to dismantle structural barriers and ensure opportunity for all (Piketty, 2014, p.571).

Global and Social Cohesion

Mass migration from countries experiencing war, poverty, and environmental catastrophe creates unprecedented challenges requiring global cooperation and local integration efforts. Students explore complex causes of migration and displacement, challenges of integrating diverse populations, dangers of extremist ideologies exploiting social divisions, and strategies for building cohesive multicultural societies. This learning develops nuanced understanding transcending simplistic narratives while building commitment to inclusion and social harmony (Castles et al., 2013, p.34).

Environmental Sustainability

Climate change, environmental degradation, overconsumption, and unsustainable resource use threaten future generations’ wellbeing and survival. Our curriculum prioritises investigation of sustainable development—meeting present needs without compromising future generations’ capacity to meet their own needs. Students examine scientific evidence regarding environmental challenges, economic and social dimensions of sustainability, individual and collective action possibilities, and the moral imperative to protect planetary systems supporting all life. This learning builds environmental literacy and commitment to sustainable living essential for planetary flourishing (Sterling, 2001, p.23).

Additional Core Competencies: Ethics, Health, and Digital Literacy

Ethical Decision-Making

Ethical capacity—accountability for actions, honesty, integrity, equality, fairness, and human dignity—guides moral behaviour and responsible citizenship. Our approach develops ethical thinking through discussion of moral dilemmas and ethical questions, examining consequences of choices for self and others, understanding diverse ethical frameworks and cultural values, practicing ethical reasoning in academic and personal contexts, and building habits of honesty, integrity, and responsibility. Research demonstrates that moral reasoning develops through exposure to ethical challenges and discussion, with education playing crucial roles in ethical development (Kohlberg, 1984, p.45).

Health and Wellbeing Consciousness

Physical and mental health fundamentally enable learning, achievement, and life quality. We develop health consciousness through education about nutrition, exercise, and healthy living, opportunities for physical activity and sports, mental health awareness, and emotional regulation skills, understanding of substance risks and healthy decision-making, and development of lifelong active lifestyle habits. The positive relationship between physical activity, mental health, and academic achievement is well-established, with active, healthy students demonstrating superior concentration, lower anxiety, and better academic outcomes (Rasberry et al., 2011, p.521).

Digital Literacy and Responsible Technology Use

Digital technologies profoundly shape contemporary life, requiring sophisticated capabilities for effective, safe, and responsible engagement. Our digital literacy curriculum develops ability to evaluate online information quality and reliability, create and share digital content effectively, collaborate using digital platforms, protect privacy and practice cybersecurity, understand algorithms and digital systems shaping information environments, and navigate ethical challenges of digital life. Research emphasizes that digital literacy extends beyond technical skills to critical understanding of how digital technologies shape society and individual experience (Hobbs, 2010, p.17).

Demonstrated Student Outcomes: Evidence of Impact

Students participating in our programmes develop transformative capabilities positioning them for academic and life success:

Enhanced Learning Independence: Students build confidence managing their own learning, developing metacognitive awareness, self-directed study skills, and capacity for lifelong learning. Research demonstrates that learner autonomy correlates with academic achievement, motivation, and career success (Zimmerman, 2002, p.65).

Experiential, Connected Learning: Our pedagogy emphasizes learning by doing, connecting classroom learning to real-world applications, integrating knowledge across traditional subject boundaries, and solving authentic problems. This approach produces deeper understanding and better knowledge transfer compared to abstract, decontextualised instruction (Kolb, 2014, p.234).

Superior Critical Thinking: Students outperform traditional school students in critical academic skills including analytical reasoning, creative problem-solving, effective communication, and independent inquiry. These capabilities predict success in higher education and professional contexts (Arum & Roksa, 2011, p.35).

Examination Excellence: Our students consistently achieve greater examination success, with results typically exceeding predictions by 1-2 grades. This reflects both strong subject knowledge and effective examination technique—areas we deliberately develop.

Engagement and Motivation: Our positive learning culture engages and motivates students to excel, fostering intrinsic motivation—desire to learn for its own sake—rather than mere compliance. Research demonstrates that intrinsically motivated learners achieve superior outcomes and experience greater wellbeing (Ryan & Deci, 2000, p.68).

Global Citizenship Commitment: Students develop sophisticated understanding of global challenges and genuine commitment to acting as responsible citizens contributing to just, sustainable, peaceful world. This preparation for engaged citizenship represents education’s highest purpose.

Home Education Legal Framework: Understanding Your Rights and Responsibilities

Legal Foundation in England and Wales

Home education in England and Wales operates under clear legal framework providing substantial parental rights while ensuring children’s educational welfare. Section 7 of the Education Act 1996 states: “The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable a) to his age ability and aptitude, and b) any special educational needs he may have, either by attendance at a school or otherwise” (Education Act, 1996).

The crucial phrase “or otherwise” explicitly permits home education as legitimate alternative to school attendance. This legal right requires no permission from schools or local authorities—it is established statutory entitlement exercisable by any parent.

What Home Education Does NOT Require

Importantly, the law does NOT require home-educating parents to:

• Hold teaching qualifications or credentials
• Follow the National Curriculum
• Take national tests or examinations (though students may choose to)
• Observe school hours, days, or terms
• Have fixed timetables or give formal lessons
• Provide specific facilities or resources
• Seek permission from schools or local authorities
• Submit to automatic home visits or assessments
  
  

These freedoms provide flexibility for diverse educational approaches matching family philosophies, values, and circumstances (DfE, 2019, p.8).

What Home Education DOES Require

Parents choosing home education DO have legal responsibilities:

Suitable Education: Education must be efficient, full-time, and suitable to the child’s age, ability, aptitude, and any special educational needs. “Suitable” is interpreted broadly, encompassing diverse educational philosophies and approaches provided they genuinely educate the child.

Special Educational Needs Recognition: If a child has identified special educational needs, education must address these appropriately. However, parents are not obligated to follow Education, Health and Care Plans (EHCPs) and may provide alternative suitable provision.

Notification Requirements: If removing a child from school roll, parents must notify the school in writing. The school then removes the child from the register and notifies the local authority. For children attending special schools, local authority permission is required before deregistration. If a child has never attended school, no notification is legally required, though voluntary notification may be advisable.

Local Authority Role and Powers

Local authorities have duty to identify children not receiving suitable education. They may make informal inquiries of home-educating families to satisfy themselves that suitable education is being provided. However, their powers are limited:

• No Automatic Right of Entry: Local authority representatives have no automatic right to enter your home or insist on meeting your child
• Multiple Response Options: Parents may respond to inquiries through written reports, work samples, meetings (home or elsewhere), or declining to provide information if they prefer
• School Attendance Orders: Only if it appears children are NOT receiving suitable education may local authorities serve school attendance orders requiring school enrolment
  
  

Government guidance explicitly states: “Schools and local authorities should not seek to prevent parents from educating their children outside the school system. There is no requirement for parents to obtain schools and local authorities’ agreement to educate their children at home” (DfE, 2019, p.163).

Practical Deregistration Process: Step-by-Step Guidance

Step 1: Notify the School

Write to the headteacher or school proprietor stating your intention to home educate. The letter should be brief and clear:

“Dear [Headteacher Name],

I am writing to inform you that [child’s name] will be removed from the school roll as of [date] as he/she will be receiving education otherwise than at school.

Please remove [his/her] name from the register and inform the local authority as required by the Education (Pupil Registration) Regulations 2006.

Yours sincerely,

[Your name]”

You are NOT required to provide reasons, explain your educational plans, or justify your decision. While you may choose to add thanks or explanations if you have had positive school relationships, this is entirely optional.

Step 2: School Must Remove Child Immediately

The Education (Pupil Registration) Regulations 2006 specify that schools must remove children from the register immediately upon receiving written notification of home education. Regulation 8(1)(d) states the grounds for deletion are met when “the proprietor has received written notification from the parent that the pupil is receiving education otherwise than at school.”

Regulation 12(3) requires schools to inform the local authority “as soon as the ground for deletion is met in relation to that pupil, and in any event no later than deleting the pupil’s name from the register.”

Important: Schools CANNOT delay deregistration, require meetings, insist on local authority approval, or compel continued school attendance. Any such actions are illegal and unenforceable.

Step 3: School Notifies Local Authority

The school—not parents—has legal duty to inform the local authority. If schools fail to do so, this is a problem between the school and local authority with no implications for parents. Therefore, parents need not contact local authorities themselves but may wait for local authority contact.

Step 4: Respond to Local Authority Inquiries (If Made)

If the local authority contacts you, you may respond in various ways:

• Provide Written Report: Describe your educational provision, approaches, and how you’re meeting your child’s needs
• Share Work Samples: Evidence of educational activities and progress
• Meet Representatives: Either at home or elsewhere, with or without your child present
• Decline to Provide Information: If you believe your provision is suitable and prefer privacy
  
  

If contacted very early after deregistration, you may request 2-3 months to establish your educational approach before providing evidence.

Step 5: Continue Educating

Focus on providing suitable education matching your child’s needs, interests, and your family’s values and circumstances. Remember, you have substantial freedom in how you educate, provided the education is genuinely suitable.

Dealing with School Refusal or Delays

On rare occasions, poorly-informed schools refuse or delay deregistration. This is illegal but may occur. If schools:

• Insist on meetings before deregistering
• Demand local authority approval
• Require continued school attendance
• Delay removing child from register
  
  

Send a firm letter citing the Education (Pupil Registration) Regulations 2006 and reminding the school of their legal obligations. If problems persist, contact the local authority or seek support from home education organizations.

Research and Planning Your Home Education

Exploring Educational Approaches

UK home educators employ diverse approaches:

Structured/Curriculum-Based: Following formal curricula similar to schools, often using purchased resources, and following systematic progression.

Semi-Structured: Combining structure in core subjects with flexibility in other areas and following child interests.

Autonomous/Unschooling: Following child-led learning where students pursue their interests with parent support rather than predetermined curricula.

Eclectic: Combining elements from multiple approaches, adapting to what works for each child and subject.

Research demonstrates that diverse approaches produce positive outcomes, suggesting that parental commitment and appropriate support matter more than specific methodology (Rothermel, 2004, p.178).

Resources and Support

Numerous resources support home educators:

• Home Education Organizations: Providing guidance, community, and advocacy
• Online Communities: Connecting families for advice and support
• Curriculum Resources: From free materials to comprehensive purchased programmes
• Local Groups: Offering socialization, group activities, and shared learning
• Educational Services: Like Raedan Institute providing expert instruction, resources, and examination access
  
  

Raedan Institute Home Education Support Services

We provide comprehensive support addressing every aspect of successful home education:

Educational Planning and Guidance

Expert consultation helping families develop suitable educational programmes, navigate legal requirements and local authority relationships, access appropriate resources, and materials, and adapt approaches as children develop.

Subject Teaching and Tutoring

Specialist instruction in subjects where parents desire expert support, particularly in secondary years when subject complexity increases. Our structured supplementary education sessions (Monday-Wednesday, 9:30 AM-1:00 PM) provide this support in literacy/English, technology studies, and sports/physical education.

Examination Access

As a registered examination centre, we facilitate access to GCSEs, IGCSEs, A-levels, and other qualifications, providing examination venues, invigilation, coursework supervision, and preparation support. This removes significant barriers home-educating families otherwise face.

Social and Enrichment Activities

Regular opportunities for peer interaction through group learning, sports activities, creative workshops, field trips, and social events, addressing socialization while providing educational enrichment.

Community and Connection

Building supportive community where home-educating families connect, share experiences, exchange resources and advice, and support one another’s educational journeys.

Conclusion: Education Honouring Every Child

Alternative education is not second-best but legitimate pathway recognizing that children are wonderfully diverse, with varied needs, interests, abilities, and circumstances defying standardization. When children receive education honouring their uniqueness while providing appropriate challenge, support, and high expectations, they flourish academically, socially, and personally.

Raedan Institute’s alternative education and home-schooling provision ensures every child can access education enabling them to reach their full potential, regardless of whether mainstream schooling suits their needs. We believe education should serve children, not vice versa, and that educational excellence is achievable through multiple pathways when families receive appropriate support, guidance, and resources.

Our transformational educational philosophy—developing creative, analytical, resolute, inquisitive, empathetic, globally aware, ethical, healthy, and digitally literate individuals—prepares students not merely for examinations but for meaningful lives as engaged citizens contributing to just, sustainable, compassionate world.

We invite families to explore whether our alternative education provision might suit your circumstances. Education is too important to persist with approaches that aren’t working. There are alternatives, and we’re here to help you navigate them successfully.

Discover alternative education possibilities:

• Phone: 07725974831
• Email: [email protected]
• Website: www.raedan-institute.co.uk/education
• Address: 2 Overton Road, Leicester, LE5 0JA
  
  

Supplementary Education Schedule:

• Monday – Wednesday: 9:30 AM – 1:00 PM
• Subjects: Literacy/English, Technology Studies, Sports
  
  

Key Resources:

• Home Education UK: www.home-education.org.uk
• Government Guidance: www.gov.uk/home-education
• The School Run: www.theschoolrun.com/home-education-legislation-england
• Oxford Home Schooling: www.oxfordhomeschooling.co.uk70.