⏳The Risk of Reduced Timetables⌛

What is a reduced timetable and what are the risks?

Part-time timetables are used frequently in schools across England. Certain pupils are often left on these timetables for months if not years. Whilst on this timetable the pupil accesses a reduced amount of education and socialisation time.

I apologise in advance that this post may be quite education-jargon-heavy. I have done my best to simplify it where possible but please feel free to comment or reach out if there’s anything which still confuses you! I want these posts to be accessible to all readers.

New statutory guidance from the Working Together to Improve School Attendance document outlines the following regarding reduced timetables:

“In very exceptional circumstances, where it is in a pupil’s best interests, there may be a need for a school to provide a pupil of compulsory school age with less than full-time education through a temporary part-time timetable to meet their individual needs. For example, where a medical condition prevents a pupil from attending school or another setting full-time and a part-time timetable is used to help the pupil access as much education as possible. A part-time timetable should not be used to manage a pupil’s behaviour.”

The statements “where it is in a pupil’s best interests” and “A part-time timetable should not be used to manage a pupil’s behaviour.” are extremely interesting to me.

Unfortunately, in my experience, reduced timetables are often not in the pupil’s best interests and they are used to manage a pupil’s behaviour. This leads to significant negative consequences which we will unpick later.

❓So, when should a reduced timetable be used?

The guidance states that reduced timetables should only be used when:

• You have the agreement of both the school and the parent the pupil normally lives with.

• The school's ambition is clear: It should be part of the pupil’s wider support, health care, or reintegration plan.

• The timetable should have regular review dates which include the pupil and their parents to ensure it is only in place for the shortest time necessary.

• There should be a proposed end date that takes into account the circumstances of the pupil, after which the pupil is expected to attend full-time, either at school or alternative provision. It can, however, be extended as part of the regular review process. In some limited cases, a pupil with a long-term health condition may require a part-time timetable for a prolonged period.

• There has been a Team Around the Child meeting, which includes an Early Help Assessment (EHA), and it is agreed by all parties, including the parent/carer, that a temporary part-time timetable is appropriate for the children or young person concerned and this is recorded.

It’s worth noting that all of these points should be met before a reduced timetable is put in place.

🗣️Who should be told?

There are a number of different professionals who should be told if a pupil is placed on a reduced timetable. The timetable should be shared with these professionals and they should be invited to the review meetings as and when appropriate. This list is not exhaustive.

• CLA = Virtual School head teacher and named social worker should be consulted BEFORE reduced TT is implemented. If agreed by all, needs to be recorded within the CYP PEP.

• CiN/CPP = ALL external agencies involved must be consulted (TAC Meeting) and agree with the reduced timetable proposal BEFORE implementing it. 

• EHCP = The SEN Casework Officer should be informed BEFORE the CYP is placed on a reduced timetable and agree to the timetable. If a pupil is placed on a reduced timetable because of their needs, this is classed as discrimination.

• YJS = The pupil’s youth justice worker should be informed if they are placed on a reduced timetable as this could drastically increase their risk of criminal exploitation.

It is of paramount importance that all of these professionals are informed as soon as the school are thinking about using a reduced timetable. These agencies are put in place to support the child. If they are not informed in a timely manner about the reduced timetable, they will not be able to offer and implement the appropriate level of support.

Risks of Reduced timetable

There are multiple risks of placing children on a reduced timetable. I will attempt to outline a few here. In the interest of consistency, I will outline the risks to a child with each of the previous agencies involved.

Reduced Timetable Risk for a Child without any external agencies:

Placing a child on a reduced timetable can lead to educational setbacks, as missing key learning time may result in gaps in their academic progress. It can also cause social isolation by limiting opportunities for friendships and peer interaction, this may harm the child's self-esteem and mental health by making them feel singled out. This feeling of isolation could also result in the child’s emotional needs going unmet. Additionally, parents may face challenges balancing childcare with work, increasing stress at home. Finally, there are safeguarding risks if the child is left unsupervised or in unsafe environments during their time away from school.

Reduced Timetable Risk for a Child on a CiN or CPP:

For children on a Child in Need or Child Protection plan or those who are looked after, a reduced timetable can increase their exposure to neglect, harm, or abuse, especially if their home environment is unstable. With less time in school, professionals may also miss early signs of abuse or neglect, leading to safeguarding failures. Many looked-after children already face emotional and psychological trauma, and the loss of routine and peer interaction can worsen their mental health. Schools offer a stable, safe space, and a reduced timetable disrupts this consistency, potentially reinforcing feelings of exclusion and stigma, which can harm the child's sense of belonging.

Reduced Timetable Risk for a child with an Education Health and Care Plan:

For children with an Education, Health, and Care Plan (EHCP), a reduced timetable may lead to non-compliance with statutory duties, as it could fail to meet the child's specific needs. Missing specialised support can result in developmental and academic regression, while reduced time in school limits opportunities to build essential social skills and engage in structured peer interactions. Additionally, inadequate support at home may leave the child without the therapeutic or educational assistance they require, leading to unmet needs.

Reduced Timetable Risk for a child who is in the Youth Justice Service:

For children involved in the youth justice system, a reduced timetable can increase the risk of offending or reoffending due to a lack of supervision and structured activities. Reduced school attendance may limit access to critical support networks that provide guidance and intervention. This disruption can negatively impact rehabilitation efforts, delaying educational progress and hindering integration into positive opportunities, which is essential for future employment and preventing further offending. Additionally, a reduced timetable may heighten feelings of marginalization and exclusion, leading to disengagement from both education and positive peer networks. It’s also worth noting the direct link between social care and youth justice. A recent study showed that a large share of young adults who received custodial sentences were identified as vulnerable during childhood; 41.7% were children in need (CIN) and 17.6% had been children looked after (CLA).

Conclusion

There are numerous risks and potential drawbacks to consider when placing a child on a reduced timetable, and it's essential to follow the legal guidance and processes involved. While reduced timetables can be highly effective in certain cases, particularly for children with medical needs or ESNA, they should be approached with caution. Careful consideration and involvement from the appropriate professionals are crucial to ensure the child's best interests are prioritized before implementing a reduced timetable.