Championing a suitable education for children who need a different approach
Rosmini Hybrid Education Hub is highlighting the importance of a suitable education for every child, especially those whose needs are not being met in a mainstream school setting.
Under Section 7 of the Education Act 1996, parents must ensure their child receives an efficient full-time education suitable to their age, ability, aptitude and any special educational needs they may have.
What “suitable” means in practice is not defined by a fixed number of hours in law. The key test is whether a child is able to learn, make progress and thrive in an environment that meets their individual needs.
For some children, full-time attendance in a traditional classroom can create more harm than good. If a child is anxious, unwell, overwhelmed or experiencing Emotionally Based School Avoidance (EBSA), then insisting on a rigid timetable may not be the right answer if the provision itself is not suitable.
Rosmini Hybrid Education Hub offers a more flexible, nurturing model designed around the child. The school says its approach is built for students who need a setting that adapts to them, rather than expecting them to adapt to a system that is not meeting their needs.
A legal duty to provide suitable education
Section 7 of the Education Act 1996 places the responsibility on parents to secure a suitable education, either by regular attendance at school or otherwise. Guidance on home education and local authority duties also makes clear that education must be suitable, but schooling itself is not the only lawful route.
This distinction matters for families whose children are struggling in mainstream school. The law focuses on the quality and suitability of the education provided, not simply the number of hours spent in a classroom.
DfE attendance guidance also stresses the need for schools and local authorities to work in partnership with families, particularly where a pupil is persistently absent, severely absent, or unable to attend because of ill health or additional needs. That reflects a wider shift towards early support, collaboration and targeted intervention.
Supporting children with EBSA
Emotionally Based School Avoidance is increasingly recognised as a barrier to attendance for children and young people who find school emotionally distressing. Guidance from local authorities and educational psychology services describes EBSA as a complex issue that may be linked to anxiety, bullying, sensory overload, health issues or other emotional factors.
In those cases, a supportive and carefully planned education offer can make a significant difference. Gradual reintegration, personalised support and a calm environment are widely recognised as helpful approaches when a child is not coping with mainstream expectations.
Rosmini Hybrid Education Hub positions itself as an alternative learning environment where students are given the flexibility they need to re-engage with education. Its model reflects the principle that children learn best when their provision is genuinely suitable to their circumstances.
Why flexible provision matters
Alternative provision exists to support pupils who cannot access mainstream education because of exclusion, illness or other reasons. The Department for Education says alternative provision should help ensure that children receive suitable education when mainstream school is not appropriate, with an emphasis on safeguarding, quality and reintegration where relevant.
Rosmini Hybrid Education Hub’s message is clear: education should not be one-size-fits-all. For children who need a different rhythm, a smaller setting or a more personalised approach, a hybrid model can offer the structure and support needed to help them learn, grow and thrive.
