Despite its existence since the 1980s, flexi-schooling is not well-documented, complicating efforts to ascertain how many children are currently participating in such arrangements.

For children like 13-year-old Evie, who faces challenges due to autism and dyslexia, flexi-schooling has provided a beneficial alternative, allowing for a more tailored educational experience.

A survey from April 2024 revealed that 28% of teachers reported having flexi-schooled pupils, a significant increase from 17% in 2019, indicating a growing interest in alternative educational models.

Parents are increasingly opting for flexi-schooling due to various reasons, including sensory issues, mental health needs, and philosophical beliefs about education.

Teaching unions and some educators support flexi-schooling, recognizing its potential to keep vulnerable children engaged and provide tailored support.

Local authorities have differing approaches to flexi-schooling; some encourage its use while others express caution, emphasizing the need for monitoring and safeguards.

Proponents of flexi-schooling argue that it can be transformative for children with special educational needs and disabilities (SEND), enhancing inclusion when managed effectively.

Schools such as Hollinsclough Academy and Huxley Primary have successfully implemented flexi-schooling, demonstrating its potential benefits for students with emotional or educational challenges.

Ofsted has raised concerns about the increasing trend of flexi-schooling in the UK, a practice where children are partially home-educated while remaining registered at a school.

Flexi-schooling arrangements can vary significantly, with some children attending school for at least three days a week, while home days allow for personalized learning experiences that do not adhere to the national curriculum.

Concerns persist regarding the long-term impact of flexi-schooling on children's education and attendance, as Ofsted warns it may lead to a fragmented educational experience for some.