When the council asks:
what to send

What a good report contains

Your report needs to demonstrate — in the language of Section 7 of the Education Act 1996 — education that is "efficient, full-time, and suitable to the child's age, ability and aptitude." That is the legal test. Everything you write should serve it. Below is a detailed section-by-section guide designed to help you structure your report confidently, alongside quick reminders of what to focus on and what to leave out. Pairing this guidance with the template below should give you the tools and reassurance to handle informal LA enquiries.

Educational philosophy

One or two paragraphs about your educational approach. Whether you are broadly Charlotte Mason, project-based, structured, eclectic, or a mixture, naming your approach gives the LA a frame for everything that follows. Finding Your Why (F-04) covers the main philosophies if you are not yet sure how to describe yours.

• Your learning style. What is your overall approach? Whether broadly Charlotte Mason, project-based, structured, eclectic, or a thoughtful mixture, naming it gives the LA a frame.
• How you plan. Do you map out your child's work yourself, or do they have a say in what they explore? Describe whether you lean toward adult-led or more responsive learning.
• Demonstrating "full-time" learning. Does your child's learning happen naturally across the week — including weekends, evenings, or school holidays? Mentioning a Saturday project or a documentary watched during the holidays is a fantastic way to demonstrate full-time education.
• Finding your routine. We recommend not giving rigid timetables or specific days and hours. Instead, explain how learning is continuous. Is your day-to-day style quite flexible, or does your child thrive with a set routine?
• Strengths and interests. What are their current strengths and interests?
• Your long-term goals. What do you hope home education will achieve for your child? Or, if they are older, what are their future goals (college, employment, qualifications)? This is something local authorities really look out for.

SEN / EHCP

If your child has a formal diagnosis, is on a waiting list for an assessment, or has significant medical needs that impact their education, include a brief paragraph. Keep it short and focus on the support you give. Focus on what your child can do, rather than what they can't.

The power of an EHCP. If your child has an EHCP, it is highly worth reading through their designated learning outcomes before writing. Make sure your examples broadly cover these goals, as some local authorities will cross-check. The same report can then double as fantastic evidence for the EHCP annual review — proving suitability and progress in one document.

Weave accommodations through your report. Rather than listing every challenge in one place, sprinkle your child's unique tools and accommodations naturally throughout the sections:

• In literacy. Tools they use to access reading and writing — typing, coloured overlays, audiobooks, AAC devices, large print, speech-to-text apps, sign language or Makaton.
• In physical activity. Mobility work, occupational therapy exercises, strength-building sports, or specialised training (such as cane training for a visually impaired child).
• In social connection. How you support them socially — ear defenders, choosing quieter or less busy groups, supporting them through social anxiety, or highlighting that they thrive with online socialising.
• In practical life skills. If their EHCP includes specific independence goals, use the life skills section to show how they are mastering these everyday tasks.

Literacy

• The big picture. Start with a gentle overview paragraph. Briefly outline the general resources you use (never mention a level or year) and highlight a selection of the literacy themes, books, and communication activities your child has been enjoying lately.
• Bringing literacy to life. Choose two or three specific examples. The report should be retrospective — focus on what your child has done, not on future plans. For each one, answer: what has your child done, and what was the real-world purpose? How are they showing understanding, and are they applying it in other areas?
• Progress. Think about what they might have struggled with before that they can confidently do now. What do they understand better now than they did before? Focus on what your child can do. Share how they are demonstrating that progress or applying it to other areas of life.
• Everyday literacy. Include the "everyday" moments. Cover both reading and writing — and feel free to include spoken language too: debates, storytelling, presentations. When discussing reading, name the titles of books, magazines, articles, or other reading materials they have enjoyed.

Numeracy

• The big picture. Begin with a gentle overview paragraph. Outline the general resources you use (never mention the level or year) and highlight a selection of the topics, themes, and activities your child has been enjoying.
• Bringing numeracy to life. Pick a couple of specific examples — what they did, and what the real-world purpose was. How are they showing their understanding, and are they applying it in other areas?
• Progress. Think about what they might have struggled with before that they can now do confidently. What do they understand better now? Focus on what your child can do, and how they are showing that progress.
• Everyday maths. Don't forget the "everyday" numeracy moments — calculating prices while shopping, scaling ingredients for baking, or managing resources in a favourite video game.

Broadening their horizons

An overview paragraph touching on the different areas of your child's learning. Aim for two or three sentences of real examples per area, showing a well-rounded, full-time education:

• Scientific exploration. Nature walks, kitchen science experiments, space documentaries, learning how mechanical things work.
• History and geography. Exploring local historical sites, looking at maps of places you plan to visit, learning about different cultures, discussing world events.
• Creative work. Drawing, building with LEGO, baking, crafting, playing an instrument, listening to music.
• Practical and life skills. Helping with meal prep, learning about budgeting, gardening, or basic first aid.

Bringing examples to life. Once you have your overview, pick three or four specific examples from the past few months to describe in a little more detail — a project completed, a trip taken, a book read together, a class attended. Each example only needs to be a sentence or two. Specificity and real-world examples make a report credible in a way generalities never can.

Progress. Think about what they might have struggled with before that they can confidently do now. How are they demonstrating that, or applying it to other areas of life?

Everyday learning. Include the moments that happen naturally outside a traditional classroom. Name the general resources, websites, or materials they have used — but leave out specific levels or years.

Physical activity and social connections

A brief overview paragraph highlighting how your child stays active, spends time outdoors, and connects with others. A few sentences for each area:

• Physical and outdoor time. Swimming, riding a bike, hiking, local sports clubs, playing at the park.
• Social development. Home-ed meetups, youth groups, playing with friends, interacting with people in the community during everyday life. It is also a good idea to mention that you are aware of your local home-ed groups and networks.

Bringing examples to life. Pick one or two recent examples from the past few months — a specific club they attended, a group trip, a new physical skill they have been working on. Each one only needs a sentence or two. What did they do, and what did they get out of it?

Progress. Have they built up stamina, tried a new activity they were nervous about, or grown in confidence when mixing with others? What do they handle better now than they did before?

Mapping out your resources

This section doesn't need to be an exhaustive list of every item in your house — just a solid overview. A good approach is to mention specific resource names naturally through your main report (how they were used and what your child got from them) and then bring them together in a tidy list here. Leave out specific levels or age/year bands (e.g. Year 3). If you are including clubs or groups, name only the activity itself — there is no need to include venue names, addresses, or providers.

• Technology and online learning. Laptops, tablets, specific learning apps, or websites and subscriptions you currently use. Name the actual apps rather than writing "learning apps".
• Books and workbooks. A few specific titles of fiction and non-fiction. If including workbooks or textbooks, no need to give levels or age bands — just publisher and subject (e.g. CGP Maths books).
• Hands-on materials. Creative kits, musical instruments, art and craft supplies, stationery, outdoor equipment.
• Outings and memberships. Local clubs, memberships (National Trust, the local library), regular trips and outings.
• Tailored support. If your child has specific needs, include the tools that help — sensory equipment, fidget tools, AAC devices, coloured overlays, large-print books, audiobook subscriptions.

A closing assertion

A single sentence stating that you are confident the provision is efficient, full-time, and suitable to your child's age, ability, and aptitude. Plain, direct language. No hedging.

Your report should demonstrate that education is happening — but it should always maintain your family's privacy and your right to choose how that education looks. A polite, professional narrative report is a sufficient response to LA enquiries.