Home schooling, also known as elective home education (EHE), has become an increasingly significant aspect of education policy and practice in the United Kingdom. While traditionally, children aged 5 to 7 years (Key Stage 1) have attended formal schools, growing numbers of parents are opting to educate their children at home. This trend has been accelerated by concerns over school environments, flexibility in learning, and the impact of the COVID-19 pandemic (MacRae, 2025).
This article explores home schooling in the UK with specific reference to Key Stage 1 children, examining the legal framework, pedagogical approaches, benefits, challenges, and implications for child development.
1.0 Legal and Policy Framework
In the UK, parents have the legal right to educate their children at home under the Education Act 1996, provided they deliver an education that is “suitable to the age, ability, and aptitude” of the child (Department for Education, 2019). Unlike in some countries, parents do not need formal teaching qualifications, and children are not required to follow the National Curriculum.
Local authorities can make informal enquiries if there are concerns about suitability, but oversight remains relatively limited (Hopkinson, 2024). This flexibility attracts parents who wish to tailor education to their child’s learning style, particularly during early years where developmental differences are pronounced.
2.0 Home Schooling Pedagogies for Key Stage 1
Home schooling at Key Stage 1 typically blends formal instruction with play-based learning, reflecting child development theories such as Piaget’s stages of cognitive development and Vygotsky’s emphasis on social interaction.
Popular approaches include:
- Structured curricula: Parents purchase or download curricula aligned with Key Stage 1 standards, ensuring coverage of literacy, numeracy, and science.
- Montessori methods: Hands-on learning with child-led exploration (Isaacs, 2018).
- Unschooling: Child-driven learning where interests dictate study topics.
- Blended learning: Use of online platforms such as BBC Bitesize, Oak National Academy, and phonics apps alongside traditional activities (Van Sluijs et al., 2025).
For instance, parents might teach phonics through daily reading sessions while reinforcing numeracy using games and household activities like cooking or shopping.
3.0 Benefits of Home Schooling for Key Stage 1
3.1 Individualised Learning
One of the most cited advantages of home schooling is its capacity for personalisation. Key Stage 1 children develop literacy and numeracy skills at varying paces. Home schooling enables parents to adjust lesson speed, revisit topics, and provide one-to-one attention (Hutton, 2025).
3.2 Flexibility and Family Bonding
Home education allows integration of learning into daily routines. Educational visits to museums, parks, and libraries enhance experiential learning. Parents also report stronger family bonds (Kunzman & Gaither, 2020).
3.3 Addressing Special Educational Needs (SEN)
For children with SEN, home schooling can provide tailored support without the constraints of standard classroom teaching (All Party Parliamentary Group on Home Education, 2021).
3.4 Reduced Stress and Bullying
Key Stage 1 can be a vulnerable stage for children. Home schooling eliminates school-related anxieties such as bullying, helping children feel safe and confident (Ray, 2017).
4.0 Challenges of Home Schooling
4.1 Socialisation Concerns
A common critique of home schooling is limited peer interaction. Critics argue that children miss opportunities to develop teamwork, resilience, and conflict management skills inherent in school environments (DfE, 2019). Parents often counter this by joining home education networks or local clubs.
4.2 Parental Burden
Teaching Key Stage 1 requires time, energy, and sometimes financial investment in resources. Parents balancing employment may struggle to maintain consistent learning environments (MacRae, 2025).
4.3 Access to Specialist Resources
Schools provide structured support such as speech therapy or SEN coordinators, which may not be as easily accessible at home (Moody et al., 2025).
4.4 Regulatory Oversight
The absence of compulsory inspections raises questions about quality and safeguarding. A 2021 parliamentary report noted concerns about children potentially receiving inadequate education or being “invisible” to authorities (APPG, 2021).
5.0 Case Studies and Examples
5.1 The COVID-19 Pandemic
During the pandemic, all UK children experienced home-based learning. Research shows that parents of Key Stage 1 pupils valued flexibility but also highlighted challenges in maintaining attention spans (Hoben et al., 2025).
5.2 Community Support Networks
Organisations such as Education Otherwise and local home-education co-operatives provide group lessons, sports, and social opportunities. For example, in London, home-educated Key Stage 1 children participate in weekly science workshops and group phonics lessons (Ray, 2017).
5.3 Higher Education Pathways
Studies suggest that home-educated children can perform as well as or better than schooled peers in later education stages, provided early Key Stage foundations are secure (Kunzman & Gaither, 2020).
6.0 Comparative Perspectives
In countries like the United States and Canada, home schooling is highly regulated, with parents required to submit curricula and undergo annual assessments (Hutton, 2025). In contrast, the UK’s relatively light-touch approach gives families greater freedom but has generated debate about accountability (DfE, 2019).
7.0 The Role of Technology
Digital platforms have transformed home schooling. Tools such as phonics games, online maths platforms, and adaptive literacy programmes help Key Stage 1 children engage interactively. Research indicates that combining screen-based learning with hands-on activities yields stronger outcomes (Van Sluijs et al., 2025).
Home schooling in the UK for Key Stage 1 children represents both opportunities and challenges. Its strengths lie in personalised learning, flexibility, and emotional security, particularly for children with special needs or those experiencing difficulties in mainstream schools. However, concerns about socialisation, resource access, and oversight remain pressing.
As numbers of home-educated children rise, especially post-pandemic, policy debates are likely to intensify. For families, successful outcomes depend on balancing structured curricula with opportunities for peer interaction and enrichment, ensuring that children receive not just an academic education but also the social and emotional grounding essential for lifelong learning.
References
All Party Parliamentary Group on Home Education (2021). Inquiry into Home Education. APPG.
Department for Education (DfE) (2019). Elective Home Education: Departmental Guidance for Parents. London: DfE.
Hopkinson, L. (2024). Detecting Hypoglycemia in the Hospital by Continuous Glucose Monitoring. ProQuest Dissertations & Theses.
Hoben, M., Ubell, A., Maxwell, C.J., Allana, S. & Doupe, M. (2025). The impact of day programmes on individuals living with dementia and their family caregivers. BMC Public Health. Available at: https://doi.org/10.1186/s12889-025-23896-6
Hutton, J. (2025). Unlocking the Barrier to Survival in Unwitnessed Sudden Unexpected Death Using Sensor Technologies. University of British Columbia.
Isaacs, B. (2018). Bringing the Montessori Approach to Your Early Years Practice. 2nd ed. London: Routledge.
Kunzman, R. & Gaither, M. (2020). Homeschooling: An American History. New York: Palgrave Macmillan.
MacRae, C. (2025). Multimorbidity and the Household Context: Measurement and Associations with Health and Social Care Use. University of Edinburgh.
Moody, A., Fat, L.N., Mindell, J., Oyebode, O. & Manikam, L. (2025). Childhood and adolescent health trends: Health Survey for England. Journal of Epidemiology & Community Health.
Ray, B.D. (2017). A systematic review of homeschooling research. International Journal of Educational Reform, 26(4), pp.284–310.
Van Sluijs, E., Yanaina, C.U. & Brody, R. (2025). Examining the influence of socioeconomic factors on food consumption of UK adolescents. University of Cambridge Repository.
