Part-time SEND support around the learner
The Children of Goshen helps families, schools and local authorities arrange part-time SEND tutoring, specialist mentoring, Functional Skills, sensory-room sessions and family support alongside the learner’s existing or locally arranged education package.
Start with what is happening now. You do not need to know the correct service name, SEND acronym or placement route before asking for help.
Find the route that matches your situation
Why earlier support matters
Department for Education evidence · England
SEND reform watch · England · August 2026
This explains the policy context behind our earlier, part-time support. Consultation proposals have not replaced existing SEND law or current rights.
Open until 18 September 2026. The consultation asks how to provide earlier support, reduce delays, maintain connection to learning, support return to school where appropriate and use accredited online alternative provision safely. No final decisions have been made.
What do you need help with today?
These routes are starting points. We first establish what support is being requested, who is responsible and whether the proposed service is suitable.
I Am Not Sure Where to StartAttendance is falling, suspensions are increasing, or the learner is no longer accessing lessons safely or consistently.
placement breakdown · exclusion risk · attendancePhysical health, mental health, anxiety, sensory needs or another barrier is interrupting access to suitable education.
health needs · EOTAS questions · continuity of learningThe learner needs personalised tuition, mentoring, Functional Skills, communication support or help to re-engage.
SEND tutoring · mentoring · curriculum accessA commissioner needs a defined tutoring, mentoring or sensory-support intervention with a suitable practitioner, delivery plan and measurable review points.
commissioned SEND support · outreach · progress reportingHow our support fits
The Children of Goshen is a part-time SEND tutoring, mentoring, sensory and family-support provider working alongside a child’s school, college, home-education programme or local-authority-arranged education package.
Defined sessions with agreed hours, purpose, outcomes and review points—not a full-time replacement for school.
Support complements the learner’s school, college, home-education programme or local-authority-arranged package.
Tutoring, mentoring, Functional Skills, sensory support or family guidance is selected for an identified need.
Where a learner receives alternative provision or EOTAS, we may deliver one agreed part of that wider package; we do not approve or replace it.
Our boundary is active, not just written. We monitor each learner’s hours, delivery pattern and education elsewhere. We do not provide all or substantially all of a compulsory-school-age child’s education. Requests that may amount to full-time education require an appropriate registered route and regulatory review.
Support matched to the educational need
Support is part-time and may complement a school, college, home-education, local-authority, EHCP or reintegration plan. Scope, hours and responsibilities are confirmed before delivery.
Defined tutoring, mentoring or outreach sessions that work alongside the learner’s main education arrangement. Purpose, hours, responsibilities, outcomes and review points are agreed before delivery.
Targeted support · early intervention · reintegrationOne-to-one or small-group teaching shaped around current attainment, communication, access needs, interests and barriers to learning.
Literacy · numeracy · curriculum accessConsistent support to rebuild trust, participation, confidence, learning routines and readiness for education or training.
Engagement · attendance · confidencePractical English, maths, communication, problem-solving and decision-making linked to independence and sustainable post-16 destinations.
Functional Skills · independence · transitionA calmer, adaptable environment used as part of an agreed educational, developmental or regulation-focused session—not presented as clinical treatment.
Sensory room · regulation · participationPlain-language help to understand education routes, prepare for meetings, identify the right questions and connect with qualified legal, financial or community support where appropriate.
Parent support · workshops · signposting
The learner journey
The journey follows the logic of the SEND Code of Practice: identify need, plan support, deliver it, review the evidence and adapt. Statutory, diagnostic and clinical assessments remain with the appropriately qualified bodies and professionals responsible for them.
Tell us what has changed: attendance, learning, behaviour, confidence, communication, regulation or placement stability.
A focused reason for referralBring together the learner’s voice, family priorities, school information, current SEN support and relevant EHCP outcomes where available.
A clear starting pointConsider needs, risks, safeguarding, setting, access, supervision, proposed hours and whether the service falls within our educational remit.
A suitability decisionSet intended outcomes, curriculum focus, reasonable adjustments, delivery frequency, review dates and evidence to be recorded.
An agreed support planMatch practitioner competence and experience to the work, then deliver in the agreed setting with professional boundaries and session records.
Structured educational supportTrack attendance, engagement, work completed, skill development and feedback; review using an assess–plan–do–review cycle.
Evidence of progress and barriersAgree whether to adapt, continue, reintegrate, transition to another placement or prepare for education, training and employment.
A documented next stepOur Golden Rule
Safeguarding is the operating standard across every tutoring, mentoring, sensory-room and community-support service. Before delivery, we establish who is responsible, what will be provided, who will provide it, where it will happen, how information will be handled and how safety and progress will be reviewed.
Safeguarding, safer recruitment, DBS eligibility and checks, health and safety, fire safety, data protection, insurance, practitioner competence and commissioner due diligence are checked for the exact service and delivery environment.
A named safeguarding lead, current child-protection procedures, local referral routes, allegations and whistleblowing processes, and immediate escalation where a child may be at risk.
Policy documentWritten role requirements, identity and right-to-work checks, employment history, references, qualification checks, overseas checks where relevant, induction, supervision and continuing suitability.
Policy documentThe role is assessed for DBS eligibility and regulated activity. The appropriate DBS and barred-list checks are completed where legally permitted or required, with evidence available to authorised commissioners.
Policy documentService-specific risk assessments cover premises, lone working, first aid, incidents, equipment, activities, accessibility, transport boundaries and each learner’s known support needs.
Policy documentA current fire-risk assessment, safe escape arrangements, alarms, emergency procedures, occupancy controls and individual evacuation needs are considered for every delivery environment.
Policy documentOnly necessary information is collected and shared on a lawful basis. Privacy notices, access controls, retention rules, secure transfer, breach response and children’s information rights form part of delivery.
Policy documentBefore commissioning, the exact policies, practitioner evidence, insurance, premises, supervision, service scope and registration position can be checked rather than assumed from general website claims.
Policy documentThe purpose, hours, main education arrangement, intended outcomes, reasonable adjustments, attendance reporting, review dates, responsibilities and planned ending are recorded before sessions begin.
Policy documentHours and delivery patterns are monitored for each learner. We do not provide all or substantially all of a compulsory-school-age child’s education; requests that may amount to full-time education require an appropriate registered route and regulatory review.
Policy documentPolicy document library
These are the permanent locations for our operating documents. Each PDF link will be activated after the document has completed approval and version control. Commissioners can request the current evidence pack during a suitability discussion.
Research-led family and community support
The village around the child.
Created with families from minority and marginalised communities in mind—and open to every parent and carer—The Village provides a clearer way to understand the SEND route, prepare for important conversations and connect with people who can provide practical support.
Why this support is needed
Research published in 2026 highlights the challenges many ethnic minority, asylum-seeking and refugee families face when navigating the SEND system. A Contact charity research project examining ethnic minority families in London identified significant difficulties accessing and understanding SEND support, while an Edge Hill University narrative inquiry reported prolonged routes to diagnosis and EHCP support, limited awareness of SEND entitlements, and difficulties having autism-related behaviours recognised and understood.
Across these experiences, families described needing something more practical: a trusted person, clear explanations, support to prepare for meetings, and help taking the next step—not simply another list of services to navigate alone.
What happens when you come
You may be new to the UK, unfamiliar with education law, unsure whether to speak to a teacher, SENCO, local authority or health professional, or simply exhausted from repeating the same story. Start with what is in front of you. We will help organise it.
Understand. We read the situation with you in plain language: the letter, decision, unmet need or breakdown in communication.
Map the route. We identify the likely next conversation—SEN support, reasonable adjustments, EHCP assessment, annual review, placement review, alternative provision or EOTAS questions.
Prepare. We help you organise evidence, priorities and questions for the SENCO, school, local authority or relevant professional.
Act and follow up. You leave with named actions, who is responsible and when to check progress. Where specialist advice is needed, we make a warm referral rather than handing over a generic list.
Plain-English explanations of education terms, roles, decision points and current routes.
Organise questions, records, family priorities and the child’s voice before a school, EHCP or placement meeting.
Make space for language, migration experience, cultural understanding and confidence in approaching authority. We can help identify interpretation or specialist support where needed.
Connect to appropriately qualified legal, financial, welfare, immigration or community services when the issue falls outside our role. The Village does not provide regulated advice.
Join practical sessions, community events and conversations with families who understand the pressure of raising a child with additional needs.
The child remains at the centre. The Village supports understanding and action; it does not replace a SENCO, local authority, legal adviser, regulated financial adviser, clinician or advocate.
Ask About The Village
For schools and local authorities
A professional referral should explain why support is required, what the learner should achieve, how the home school or local authority will remain involved, how the service fits the wider education package and what evidence is needed at review.
Take the next step
Start with the minimum information. We first consider the broad request, likely route and suitability. Detailed reports or sensitive records should only be shared later through an approved secure process if they are needed.
For a parent or carer who wants help understanding a child or young person’s educational situation and possible next steps.
Common questions
Clear boundaries protect families, learners, commissioners and practitioners.
No. Families can ask about part-time tutoring, mentoring, re-engagement, Functional Skills, sensory-informed support or The Village without an EHCP. Where a school or local authority commissions support, the learner’s SEN support, relevant EHCP outcomes and the commissioner’s responsibilities should be considered.
No. The Children of Goshen is a part-time SEND tutoring, mentoring, sensory and family-support provider. We work alongside a child’s school, college, home-education programme or local-authority-arranged education package and do not provide a full-time replacement for school.
No. We may deliver a defined part-time tutoring, mentoring or sensory-support element for a learner whose wider arrangement includes school, alternative provision or EOTAS, but we do not act as the learner’s full-time school or provide all or substantially all of their education.
We consider the hours requested for each learner, the number of weeks, the time of day, the education received elsewhere and who remains responsible. If a request could make our service the child’s main or full-time education, it is not accepted within this model and must be considered through an appropriate registered or local-authority-arranged route.
Education Otherwise Than At School (EOTAS) is a statutory arrangement made by a local authority under section 61 of the Children and Families Act 2014 where it would be inappropriate for the special educational provision in an EHCP to be delivered in a school or college. A private provider cannot approve an EOTAS arrangement.
Responsibility depends on the legal arrangement. A commissioning school or local authority retains the responsibilities that apply to it, including oversight of commissioned off-site support. In elective home education, the parent remains responsible for securing suitable full-time education. Our role and reporting arrangements are agreed in writing before support begins.
The agreed plan should state what will be monitored. This may include attendance, engagement, curriculum work, literacy or numeracy progress, communication, Functional Skills, independence, regulation, learner voice and feedback from families or referrers.
Families and professionals can ask about independent room use or practitioner-led sessions. Purpose, suitability, supervision, access needs, terms and availability must be agreed before a booking is confirmed.
Evidence and official sources
Research and policy summaries are provided for general information, not as legal advice.
You do not need the perfect wording
