SEND & school
Reduced timetable & school access toolkit.
A reduced timetable should not quietly become the child's normal education. This tool helps you pin down why it exists, what support sits around it and how full-time access is being worked towards.
Current DfE position: pupils of compulsory school age are entitled to full-time education. A temporary part-time timetable may be used only in very exceptional circumstances where it is in the pupil's best interests to meet individual needs; it should be for the shortest time necessary, with a plan to return to full-time education, and should not be used to manage behaviour.
Use this as a working tool, not a legal verdict.
The questions below help you organise information and spot issues to check. A checklist cannot decide whether an organisation has acted unlawfully or whether an appeal will succeed.
1. Baseline2. Questions for school3. Support around it4. Reintegration5. Evidence log6. Red flags to check
1. Establish the baseline
| Date reduced timetable started | |
|---|---|
| Current hours / sessions | |
| Reason given by school | |
| Who agreed it? | |
| Written plan? | |
| Next review date | |
| Target / plan for full-time return | |
| EHCP / SEN Support / medical plan |
2. Questions to ask
Why this timetable?
- What individual need is the reduced timetable intended to meet?
- Why is this considered in the child's best interests?
- What alternatives were considered?
- Is behaviour being used as the reason rather than an unmet need being assessed?
What education is actually available?
- Which lessons / provision are being missed?
- What education is provided during the missed sessions, if any?
- How is progress being monitored?
- How are SEND needs being supported during the reduced hours?
3. What sits around the timetable?
| Barrier / need | Adjustment or support | Who delivers it? | Frequency | Evidence it is working | Change needed |
|---|---|---|---|---|---|
4. Reintegration plan
What must change for hours to increase?
| Review date | Current hours | What has improved / worsened? | Support change | Next increase / step |
|---|---|---|---|---|
5. Keep a school-access evidence log
| Date | Hours offered / attended | Barrier / incident | Support available | What happened? | Evidence ref |
|---|---|---|---|---|---|
6. Things worth checking
No review dateTemporary arrangements need active review rather than drifting indefinitely.
No full-time planAsk what the route back to full-time education actually is.
Used to manage behaviourDfE guidance says a part-time timetable should not be used to manage behaviour.
Pressure to agreeRecord exactly what was proposed and whether genuine agreement was sought.
EHCP / SEND mismatchCheck whether provision in the plan or SEN support is actually being delivered during the reduced timetable.
Child simply sent homeCheck whether formal suspension procedures should instead have been used.
Sources & review
Last reviewed: 16 August 2026. This resource is practical information for England, not legal or clinical advice. Check the linked source if your situation turns on a deadline, appeal right or legal interpretation.
DfE — Working together to improve school attendance (updated 9 July 2026)Ofsted — School inspection operating guide from September 2026DfE/DHSC — SEND Code of Practice: 0 to 25 yearsUse this with
Keep the evidence connected to the next action.
Want the plain-English guide first?
Read what parents should check when a child is on a reduced timetable.