FLEXI SCHOOLING IN WALES: A COMPLETE GUIDE FOR PARENTS

A Learn Without Limits CIC Guide

Introduction
What flexi schooling actually is
What flexi schooling is not
The legal framework in Wales
Flexi schooling vs reduced timetable vs EOTAS vs home education
When flexi schooling is appropriate
Flexi schooling does not have to be forever
When flexi schooling is not appropriate
How flexi schooling benefits ALN children
How to request flexi schooling
How schools should respond
Attendance coding
Flexi schooling and ALN / IDPs
Myths and incorrect claims
How to escalate an unreasonable refusal
Letter templates
Support organisations
Sources

1. Introduction

Flexi schooling is one of the most misunderstood areas of education in Wales.
Parents are told flexi schooling is illegal. Schools confuse it with reduced timetables.
Local authority officers sometimes misunderstand it completely.

Yet flexi schooling is legal, well established, and used by many families across Wales every year.

Learn Without Limits CIC has supported parents with flexi schooling for more than a decade.
This guide sets the record straight with clear explanations, Welsh legal references, scripts and letter templates.

2. What flexi schooling actually is

Flexi schooling is an arrangement where:

✔ the parent chooses to educate the child part time at home
✔ the child remains registered at the school
✔ the Head Teacher agrees to the arrangement
✔ the school provides part of the education
✔ the parent provides the rest
✔ attendance for home learning days is authorised

Flexi schooling is a lawful and flexible educational choice.
It is not deregistration, not EOTAS and not a reduced timetable.

3. What flexi schooling is not

Understanding what flexi schooling is not helps prevent confusion.

3.1 Not a reduced timetable

A reduced timetable is:

• initiated by the school
• temporary only
• used for short term support
• reviewed every few weeks
• intended for reintegration

Reduced timetables must never be used long term.
And they must never be presented as flexi schooling.
(See Source 4)

3.2 Not EOTAS

EOTAS is education arranged by the local authority for a child who cannot attend school.
Flexi schooling is a parental choice for children who can attend part time.

3.3 Not school directed part time attendance

A school cannot direct a parent to educate their child at home.
This is off-rolling and unlawful.
(See Source 5)

3.4 Not home education

With flexi schooling the child:

• stays on roll
• keeps their school place
• keeps ALN support
• remains within the safeguarding system

This is very different from elective home education.

4. The legal framework in Wales

4.1 Education Act 1996, Section 7

Parents must provide education “at school or otherwise.”
Flexi schooling sits within the “otherwise” category and is lawful.

4.2 Welsh Government Elective Home Education Guidance (2017)

This guidance:

✔ confirms flexi schooling is legal
✔ states it can only happen with Head Teacher agreement
✔ explains parents take responsibility for home learning
(See Source 1)

4.3 Welsh Government Attendance Guidance (2010)

This guidance states that part time attendance arrangements must be authorised and coded appropriately.
(See Source 2)

4.4 Keeping Learners Safe (2023)

Schools retain safeguarding responsibility for pupils on roll, including flexi schooled pupils.

4.5 ALN law

Flexi schooling does not remove schools duties under the ALNET Act.
IDP provision must still be delivered.
(See Source 3)

⭐ 5. Crucial clarity: A school cannot offer flexi schooling

Only parents can initiate flexi schooling.
A school may agree or refuse.
But a school may not:

✘ suggest flexi schooling to reduce attendance
✘ offer it as an alternative to ALN provision
✘ encourage parents to educate part time at home
✘ pressure families into agreeing
✘ use it to avoid providing support

If a school suggests flexi schooling, this is a safeguarding red flag and may be classed as off-rolling.
(See Source 5)

6. Flexi schooling vs reduced timetable vs EOTAS vs home education

Comparison table

Feature	Flexi Schooling	Reduced Timetable	EOTAS	Home Education
Who initiates?	Parent	School	Local Authority	Parent
Legal basis	Education Act s.7	Attendance guidance	Education Act + ALN	Education Act s.7
Child remains on roll?	Yes	Yes	Usually no	No
Attendance coding	C or B	Appropriate code	Not applicable	Not applicable
ALN duties	Remain with school	Remain with school	LA	No
Duration	Medium or long term	Short term only	Long term	Long term
Purpose	Improve access to education	Reintegration	Child cannot attend	Family choice

7. When flexi schooling is appropriate

Case Study 1: Long Covid fatigue

Child suffers severe fatigue and relapses after full days.
Morning school attendance plus home learning afternoons reduces crashes and maintains progress.

Case Study 2: Autistic sensory overload

Child becomes distressed after lunch due to sensory overload.
Afternoon home learning protects wellbeing and supports engagement.

Case Study 3: PDA demand avoidance

Full school days trigger shutdowns.
Flexi schooling reduces demand pressure and increases emotional stability.

Case Study 4: ADHD child needing pacing

High focus mornings in school plus structured afternoons at home support learning consistency.

8. Flexi schooling does not have to be forever

Flexi schooling is a tool, not a lifelong identity.
Families may:

• flexi school in primary but choose full time in secondary
• flexi school during a health recovery
• use flexi schooling while waiting for ALN assessments
• return to full time school when the child feels ready

Because the child remains on roll, returning to full time schooling is straightforward and does not require re-admission.

Flexibility is the entire point of flexi schooling.

9. When flexi schooling is not appropriate

Case Study 1: Child unable to attend school at all

This is not flexi schooling.
This is medical tuition or EOTAS.

Case Study 2: School initiating flexi schooling

This is unlawful and a form of off-rolling.

Case Study 3: Unsafe or traumatising school environment

Flexi schooling hides safeguarding issues.
The correct route is an urgent IDP review or alternative placement.

Case Study 4: Year 11 without structured support

Without a strong home framework, flexi schooling can reduce exam readiness.

10. How flexi schooling benefits ALN children

• supports pacing
• reduces burnout
• protects emotional wellbeing
• enhances attendance quality
• allows therapy routines
• improves learning consistency
• reduces sensory overload

11. How to request flexi schooling

To persuade a Head Teacher, your request should:

✔ explain how flexi schooling helps your child access education
✔ link to ALN needs or health needs
✔ provide structure and reassurance
✔ clarify safeguarding arrangement
✔ demonstrate the child will continue learning

What does not work:

✘ vague requests
✘ confrontational approaches
✘ framing flexi schooling as avoidance

Schools respond best to structured, confident, evidence backed requests.

12. How schools should respond

Head Teachers must:

✔ consider the request reasonably
✔ give a written response
✔ decide based on the child’s needs
✔ provide a clear attendance plan
✔ confirm review dates
✔ update the IDP if necessary

They must not:

✘ pressure a parent to deregister
✘ misstate the law
✘ refuse for blanket policy reasons

13. Attendance coding

✔ Code C – authorised absence

Used for home learning portions of flexi schooling.

✔ Code B – approved off-site education

Sometimes used for structured home learning.

✘ Code O – unauthorised absence

Must not be used.
(See Source 2)

Why it matters:

• prevents false attendance concerns
• avoids triggering LA involvement
• ensures safeguarding clarity

14. Flexi schooling and ALN / IDPs

Flexi schooling does not reduce any ALN duty.
Schools must:

✔ continue IDP provision
✔ evidence progress
✔ review regularly
✔ include flexi schooling in the IDP if appropriate

LA oversight remains for complex needs.

15. Myths and incorrect claims

“Flexi schooling is illegal.” → False
“We do not allow it here.” → Must still consider
“It harms attendance.” → Coding is authorised
“ALN pupils cannot flexi school.” → False
“Safeguarding prevents it.” → Not true
“It must be temporary.” → False
“It removes IDP support.” → False

16. How to escalate unreasonable refusal

Chair of Governors
Local Authority Inclusion Lead
Director of Education
Ombudsman for maladministration
Tribunal if ALN rights are affected

17. Letter templates

17.1 Formal Flexi Schooling Request

Copy and paste:

Dear Head Teacher

I am writing to formally request a flexi schooling arrangement for my child. Flexi schooling is lawful under Section 7 of the Education Act, which allows parents to provide education at school or otherwise.

This request is based on my child’s individual needs. Flexi schooling will support their access to education by ensuring that they can learn safely, consistently and without distress.

I propose the following pattern of attendance:
• Days in school:
• Days learning at home:

I will provide structured home learning, focused on literacy, numeracy and the subjects you recommend.

I am happy to meet to discuss how we can make this work smoothly, including attendance coding and safeguarding.

Please could you confirm your decision in writing.

Kind regards
[Name]

17.2 Informal version

Hi
I would like to explore a flexi schooling arrangement for my child. This is a parent initiated option under the Education Act and is different from a reduced timetable.

I believe flexi schooling would support my child’s needs. I am happy to discuss days, structure and how we can make it work.

Thanks
[Name]

17.3 Follow Up Letter After Refusal or Delay

Dear Head Teacher

Thank you for your response about flexi schooling.

I would be grateful if you could clarify the reasons for refusal. Welsh Government guidance states that flexi schooling requests should be considered reasonably and based on individual circumstances.

Please can we meet to discuss how we can reach an arrangement that supports my child’s needs.

Kind regards
[Name]

17.4 Attendance Coding Clarification Letter

Dear Head Teacher

Thank you for confirming the flexi schooling arrangement.
Please confirm that attendance for home learning days will be recorded using Code C or Code B, as per Welsh Government attendance guidance.

Kind regards
[Name]

17.5 Meeting Notes Template

Meeting attendees:
Date:
Child’s name:

Key points raised by school:

Key points raised by parent:

Attendance pattern agreed:

Review date:

Actions:

18. Support organisations

Learn Without Limits CIC – Facebook Group

An independent parent peer support group in Wales, with over a decade of lived experience including flexi schooling, ALN, Long Covid, EOTAS, Elective Home Education and more.

https://www.facebook.com/groups/learnwithoutlimitscic

Sources

Welsh Government Elective Home Education Guidance (2017)
Welsh Government Attendance Guidance (2010)
ALNET Act and Code
All Wales Attendance Framework
Welsh Government Off-Rolling Guidance

Why the UK Government’s Review of Mental Health Diagnoses Misses the Point

Why the Government’s Review of Mental Health Diagnoses Misses the Point

ALN SEND Support and Employment Reform Are the Real Answers**

Learn Without Limits CIC — December 2025

This week, the Health Secretary Wes Streeting announced a review into rising mental health diagnoses in the UK, linking it to the growing benefits bill.
It has sparked fear among disabled and neurodivergent people including thousands of families here in Wales that the Government may be preparing to question whether people are truly unwell.

But the Government is looking in the wrong direction.

If ministers want to understand why so many disabled and neurodivergent adults end up claiming benefits, they must start with the real upstream causes:

ALN SEND support failures in childhood
and
a broken employment support system that absorbs millions and delivers very little

Tomorrow, we will be meeting with Torsten Bell MP for Swansea West and a Junior Treasury Minister to outline a set of reforms that would genuinely reduce long-term benefit dependency. Not by blaming individuals but by fixing the systems that have failed them.

This is what we will be asking for.

1. ALN SEND failures in childhood create adult dependency and Wales is the clearest example

In Wales, the ALN Act promised early identification and joined up support.
Families were told the system would be simpler, fairer, faster.

The reality

• children waiting years for ALN SEND and neurodevelopmental assessments
• mainstream schools unable to meet specialist needs
• panels repeatedly refusing specialist placements
• CAMHS turning away complex cases
• parents feeling forced into Elective Home Education because support was not available
• many ALN SEND learners missing months or even years of education
• children internalising the message that they are the problem

By adulthood, these young people face

• gaps in basic qualifications
• chronic anxiety from years of unmet need
• no supported internships or vocational pathways
• unresolved trauma linked to exclusion isolation and school based distress
• very little understanding from employment agencies or employers

None of this is the fault of the young person or their family.

It is the result of structural failures across education health and local authority processes.

When ALN SEND needs go unidentified or unsupported in childhood the result is predictable.
You get a generation of adults who were set up to struggle long before they reached the labour market.

2. Employment support in Wales is uniquely failing disabled and neurodivergent people

Wales has one of the lowest disabled employment rates in the UK.
But the narrative that disabled people do not want to work is simply false.

The real story is this

• fewer suitable vacancies especially in rural and deprived areas
• employers with very limited understanding of autism ADHD trauma or PDA
• workplace adjustments applied inconsistently or not at all
• FE colleges delaying ALN SEND support until well after enrolment
• DWP contractors routinely misunderstanding ALN SEND profiles especially for women and PDA learners

Meanwhile employment programmes offer little more than

• generic CV workshops
• endless cycles of reviews and goal setting
• no specialist support for job carving workplace adjustments or employer advocacy

Disabled people are not resisting work.
They are being failed by the agencies that are paid to support them.

**3. The biggest inefficiency in the benefits system is not disabled people

It is the employment contractors being paid for failure**

Employment support agencies are paid primarily for

• signing people up
• keeping them attending
• completing administrative milestones

They are not paid for

• getting disabled people into work
• ensuring adjustments are actually implemented
• helping people stay employed
• matching ND profiles to meaningful jobs
• supporting transitions beyond the first few weeks

The incentives are the wrong way round.

Providers earn more money by keeping people active on their books for long periods rather than helping them into work.

So people are repeatedly recycled through programmes even when nothing changes.

People are strung along not supported

Reviewing mental health diagnoses does nothing to solve this.
Reforming the employment support market would.

4. What Learn Without Limits CIC will be asking the Treasury to do

We believe there are five reforms that the Treasury can lead which would reduce long term benefit dependency while improving outcomes for disabled and neurodivergent people.

**ACTION 1

Reform the way employment support providers are paid so they are rewarded for outcomes not paperwork**

At least half of provider payments should depend on

• securing paid work
• keeping someone in work for 13 and 26 weeks
• reducing support need
• improving wellbeing outcomes

This removes the current incentive for providers to keep people “engaged” without helping them progress.

**ACTION 2

Launch a Treasury led review of ALN SEND educational and employment pathways in Wales**

This review should examine

• the economic cost of delayed ALN SEND identification
• the long term impact of school absence exclusions and EOTAS patterns
• outcomes for ALN SEND learners entering adulthood
• performance data for DWP contractors working with neurodivergent learners
• the cost savings achieved when early support is provided instead of late crisis intervention

This places the Treasury in the lead on evidence driven reform.

**ACTION 3

Pilot a Supported ALN SEND Employment Guarantee in Wales**

Wales is ideal for a national pilot because

• population size is manageable
• ALN SEND needs are clearly recorded
• employment inactivity is high
• measurable change would appear quickly

The Guarantee would provide

• supported internships
• specialist neurodiversity job coaches
• incentives for employers who provide sustained placements
• enforcement of workplace adjustment duties
• supported transitions from FE to employment

**ACTION 4

Require ALN SEND expertise in every DWP contract operating in Wales**

Funding agreements should require

• mandatory ALN SEND competency training
• specialist ND advisers in each Welsh region
• clear performance reporting by disability type
• audited compliance with adjustment requirements

Public money should not go to providers who cannot support disabled people properly.

**ACTION 5

Champion a Treasury wide message that early support saves money**

If the Government wants to reduce adult benefit dependency it must invest earlier in

• ALN SEND identification
• specialist placements
• therapeutic support
• stable transitions from school to FE to employment

Every pound spent early saves several pounds later in adulthood.

**Conclusion

Stop blaming individuals
Fix the systems that failed them**

Rising mental health claims do not indicate widespread over diagnosis.
They reflect the cost of a generation whose needs went unsupported for years during childhood and adolescence.

Instead of questioning whether people are truly unwell the Government should be asking

• why ALN SEND children wait years for assessments
• why their education breaks down
• why Wales has such low disabled employment rates
• why contractors are not held accountable for poor outcomes

The problem is never the individual.
The problem is the structure of the systems around them.

We will be asking the Treasury to take the lead in fixing those systems.

If Ministers want fewer disabled people stuck on benefits the solution is simple

Support ALN SEND children properly
Rebuild employment support
Reward genuine outcomes not box ticking
Change the incentives and you change the entire story

From “Forever Volunteer” to Paid Work: A Toolkit for Young Disabled People in Wales

How to make volunteering work for you, & not just for others

Understanding the “Forever Volunteer” Phenomenon

Many disabled or neurodivergent young people (aged 16 to 30) in Wales find themselves stuck in long-term, unpaid volunteering roles. What often begins as a hopeful stepping stone - to gain experience, confidence, or skills, can quietly become a cycle of exploitation. That puts folks that start out motivated, enthusiastic and hopeful at risk of alienation and adverse mental health impacts. This is an ongoing but often unseen issue for disabled adults, we are hoping to resolve.

Take the case of Tom Boyd, a 28-year-old autistic man who volunteered at his local supermarket for four years, clocking up over 600 hours. When his family asked if he could be offered a few paid shifts in recognition of his commitment, he was told not to come back at all. Source: The Guardian – “Man asked for paid work after volunteering 600 hours – was told to leave”

Tom’s story is not rare. Many organisations, including large disability charities, welcome disabled young people as “inspirational” volunteers, but then quietly exclude them from paid opportunities. As campaigner Shani Dhanda puts it:

“Inclusion without fair pay is not inclusion. It’s exploitation with better PR.”
Source: Metro Interview, 2021

Why does this happen?

Funding pressures: Many charities rely heavily on volunteer labour due to underfunding.
Low expectations: Some organisations assume disabled volunteers aren’t seeking pay or progression.
Legal gaps: Volunteers aren’t protected by employment law in the same way paid staff are.
Systemic failure: Programmes like Access to Work or ReAct+ exist but are poorly promoted or accessed.

Unless volunteering is structured around your goals & aspirations, it can become a permanent, unpaid holding pattern.

The Benefits of Volunteering: When Done Right

Volunteering can be incredibly positive when it supports your development, confidence, or social connection. In fact, the Welsh Government recognises volunteering as a key element of community wellbeing and personal growth:

“Volunteering can be a stepping stone out of poverty or social exclusion and back into employment.”
Source: Third Sector Scheme, Welsh Government

It can help you:

Practice soft skills (teamwork, communication, timekeeping)
Build a CV with real experiences
Grow confidence after time away from school or work
Meet people who may become references or employers
Try different fields before choosing a job or course

According to Volunteering Matters,

“96% of young people aged 16–25 in Wales said they felt more confident or prepared for employment or education after volunteering.”
Source: Volunteering Matters Youth Social Action Evaluation, 2022

A UK-wide study by TimeBank also found:

73% of employers would hire someone with volunteer experience over someone without
94% of volunteers gained confidence, skills or a job outcome
Source: TimeBank UK Employer Survey

Programmes That Do It Right

Volunteering can be more than a warm body doing tasks. Some organisations offer qualifications, job taster sessions or references to move you forward:

Riding for the Disabled Association (RDA) offers volunteer training and the opportunity to qualify as a coach or instructor.
https://www.rda.org.uk
Volunteering Wales lists opportunities filtered by skill-building, time commitment, or travel support.
https://volunteering-wales.net
Disabled People’s Voice offers volunteers certificates and references after supported roles.
https://disabledpeoplesvoice.org.uk
vInspired connects young people under 30 to structured, skills-based volunteering opportunities.
https://vinspired.com

These are examples of how volunteering can provide more than just “busy work” — they build towards something.

The Volunteer-to-Work Toolkit

Volunteering should serve you — not just the organisation. Here’s how to take control and design your own pathway.

1. Choose Opportunities That Fit Your Goals

Most Welsh counties have a Council for Voluntary Service (CVS) — a local hub that helps match volunteers to projects:

Swansea CVS: https://www.scvs.org.uk
Carmarthenshire (CAVS): https://www.cavs.org.uk
Gwent (GAVO): https://www.gavo.org.uk
Flintshire (FLVC): https://www.flvc.org.uk

🔎 Tip: Not all CVS websites are easy to navigate, and one-to-one support varies. If you’re stuck, ask a support worker or email them directly.

If you’re interested in history, volunteering at a local museum might make sense. Love making things? Try a Repair Café or upcycling project. Artistic? Knit-and-natter groups or mural teams are always grateful for support.

2. Making First Contact — Even If You Never Have Before

Who can help you reach out:

ALN support staff or youth workers
Local People First group
Your PA, sibling, or parent
Careers Wales adviser
Jobcentre Disability Employment Adviser

📧 Email Template (low-pressure and adaptable):

Subject: Volunteering Enquiry

Dear [Organisation Name],

I’m a young disabled person looking to get involved in something meaningful. I’m especially interested in [brief interest, e.g. history, animals, public events].

I’ve never volunteered before but I’m eager to learn and contribute. Could you let me know if any opportunities are available?

Many thanks,
[Your First Name]

⚠️ Not every organisation replies — don’t take it personally. Try again or ask someone to follow up with you.

3. Setting Boundaries + Tracking Progress

To avoid getting stuck in a loop, build SMART targets (Specific, Measurable, Achievable, Relevant, Time-bound). These help you track whether you’re getting what you need.

Examples:

“Volunteer once a week for 3 months, then ask for a reference.”
“Learn to work the till and handle customers independently.”
“Gain a certificate or record of tasks for my CV.”

Services using public money (e.g. JobCentre programmes or college transition schemes) should also have SMART targets to justify their support. You can use the same language you knew from school to ask for meaningful progress reviews.

Examples of SMART provider asks:

“By week 6, introduce me to one paid employer or shadowing opportunity.”
“Confirm in writing if this placement offers a route into paid work.”
“Provide travel support or Access to Work referral by X date.”

Write down these agreements so you can refer back to them if plans go off-track.

4. Scripts to Take Back Control

Feeling stuck? Try these phrases:

“I’ve been doing the same tasks for months, please could we talk about a next step or different responsibility?”

“I’d like to understand how this role could help me move toward paid work. Could we plan that together?”

“Would you be willing to write me a reference, or help me reflect on what I’ve learned so far?”

Real-Life Examples from Wales

Sara, 22 (Rhondda): “I started volunteering at the animal shelter after leaving college. I wasn’t ready for a job, I just needed to feel useful again. A year later, I’m looking at part-time paid work because I actually feel I can now.”

Efan, 19 (Powys): “I’m autistic and love electronics. Repair Cafés are perfect. I get to help people without pressure. It reminded me I’m not broken — I’m skilled.”

Nia, 25 (Swansea): “I live with chronic fatigue. I volunteer online for a helpline. It’s flexible. It means I can still contribute, even when my body says no.”

Volunteering Isn’t Just About Goals — And That’s OK

All of this advice is about helping you get unstuck, but it’s equally okay if you don’t want to turn every opportunity into a job.

Some people volunteer for stability
Others value social time or structure
You might be in recovery and just want to re-engage gently

Those are all valid reasons to keep volunteering. Just make sure the experience supports you, emotionally, practically, and on your terms.

Final Thoughts

Volunteering can empower, inspire, and connect, or it can exploit and delay progress.

This guide helps you spot the difference, set boundaries, and turn your contribution into your next step.

Your time, energy, and skills have value. Make sure the organisations you give them to recognise that — and if they don’t, keep going until you find one that does.

Breaking the Cycle: Disabled Young People, Welfare-to-Work Schemes, and the Way Forward in Wales

Breaking the Cycle — Disabled Young People, Welfare-to-Work Schemes, and the Way Forward in Wales

The Vicious Cycle of “Support” Without Results

Too many disabled and neurodivergent young adults in Wales find themselves trapped in revolving-door employability programmes — an endless loop of provider appointments, action plans, and job search workshops that yield few real jobs. Despite over 20 years of the Welsh Government adopting the social model of disability, “too many people with impairments face barriers to the world of work” (Welsh Government, 2021). Wales continues to hold the highest disability employment gap in Britain, currently around 30 percentage points (StatsWales, 2023). In real terms, this means many disabled youth (ages 16–30) cycle through government-funded schemes with very little to show for it.

Outcome Failures: What the Data Tells Us

The UK Department for Work and Pensions (DWP)’s flagship Work Programme (2011–2017) and successor Work and Health Programme (WHP) both undershot their targets for disabled jobseekers. Under the Work Programme in Wales, only 1 in 4 disabled participants achieved a sustained job outcome (DWP Work Programme statistics, 2016). A Parliamentary report concluded the programme was “particularly failing... the hardest-to-help,” with clear evidence of creaming and parking — prioritising “easy wins” while sidelining those with greater barriers (House of Commons Public Accounts Committee, 2014).

Under the WHP, the results remained bleak: over 80% of disabled participants did not secure a sustained job, and only 31% were in work after two years (DWP WHP Evaluation, 2023).

The Restart Scheme, a 12-month DWP programme for long-term unemployed people run by contractors like Maximus, has fared no better. As of late 2024, fewer than 1 in 4 participants have entered paid employment (National Audit Office, 2024). Despite billions in investment, outcomes remain deeply disappointing for disabled jobseekers.

Systemic Gaps and Fragmentation in Wales

Employment policy is split between UK and Welsh governments, often leading to confusion, duplication, and poor follow-through. A Welsh Government evaluation in 2022 acknowledged that the employability landscape was “fragmented and changeable,” with service users bounced between DWP programmes, Working Wales, college employability teams, and local authority support, often with little continuity or coordination (WG Evaluation of Employability Provision, 2022).

For example, a young person might be referred by the Jobcentre to a UK-wide scheme like Restart (Maximus), only to be redirected weeks later to Working Wales, or vice versa, with no transfer of knowledge or tailored action planning.

“I’ve had five action plans in three years and not one person has helped me apply for a single job. It’s all form-filling and ticking boxes.”

A Closer Look at the Providers

Maximus and Remploy are the largest DWP contractors in Wales, running Restart, WHP, and Intensive Personalised Employment Support (IPES). They have been repeatedly criticised in Parliament and the media for putting profits over people (The Guardian, 2023). Staff have spoken out about being pressured to log meetings and “tick activity boxes” rather than provide meaningful support (The Canary, 2022).
Working Wales, run by Careers Wales and funded by the Welsh Government, was designed to act as a “one-stop shop” for employability support. However, an independent evaluation found that disabled people are underrepresented among its service users, and many local delivery partners lack the specialist expertise to support high-needs individuals (WG Working Wales Evaluation, 2022).
Specialist programmes like Engage to Change and Elite Supported Employment show better results, with real work placements, supported internships, and employer mentoring. However, they are postcode-dependent, short-term funded, and not scaled to meet demand.

Demand-Side Failures: Employers and Adjustments

A major missing piece across all programmes is meaningful employer engagement. Even the best schemes struggle to place participants because employers are often reluctant to adapt recruitment processes or offer flexible roles. Engage to Change’s ambassador noted that “employers aren’t giving us a chance” — echoing dozens of reports from participants who have done everything asked of them and still remain unemployed.

This is a demand-side failure, not a lack of effort from disabled candidates, but a lack of opportunity.

Employers should also be aware that hiring disabled people can improve loyalty and retention, reduce absenteeism, and foster inclusive work cultures, benefits that make inclusion a win-win.

Note on Conditionality and Optional Support

Not all jobseekers are subject to the same conditions. For example, those in the Limited Capability for Work and Work-Related Activity (LCWRA) group are not expected to look for work, but many still want support on a voluntary basis. This toolkit can help them navigate those conversations too.

We also recommend that you record your SMART goals and requests in writing - not just for personal tracking, but as useful documentation in case of future disputes or escalation. It helps ensure everyone is on the same page.

___________________________________________________________________________________

Section 2: Using SMART Targets to Take Control of Your Employment Support

If you had an IDP (Individual Development Plan) at school or college as part of the ALN system in Wales, you’ve likely come across SMART targets before. They were used to help you set realistic goals and track progress. Good news: you can use the same approach to take back control of your job search and the support you’re getting.

When employment programmes start going in circles — repeated CV sessions, vague “job search” tasks, check-ins with no clear outcomes — SMART targets give you a way to make the system work for you, not just around you.

✅ What is a SMART Target?

SMART stands for:

Specific – What exactly do I want to achieve?
Measurable – How will I know it’s done?
Achievable – Is this realistic with the support I have?
Relevant – Does this help me get closer to paid work?
Time-bound – When will this be completed?

Using SMART targets with your work coach or adviser helps you:

Take ownership of your progress
See whether support is actually helping
Push back on activities that waste your time
Document your efforts — especially if you need to escalate or ask for a new provider

🧠 Why This Matters for ND and Disabled Jobseekers

Many ALN learners in Wales are used to SMART targets because they were part of their education support. Bringing this same structured thinking into job support makes it easier to:

Spot empty “support” that’s going nowhere
Ask for specific, time-sensitive help
Avoid feeling stuck in preparation forever

✍️ Most Programmes Put the Burden on the Jobseeker — That Needs to Change

It’s important to remember that these employment services, whether through Careers Wales, Maximus, or local FE employability teams, are funded by taxpayers to provide a public service.

Yet the feedback we consistently hear from disabled and neurodivergent young people in Wales is that they are carrying the weight alone, doing all the research, applications, follow-ups, and goal-setting, while the professionals meant to help them offer little more than checklists and attendance records.

That’s not good enough. To justify the public investment in these programmes, providers must meet disabled jobseekers halfway, and SMART targets can help hold them to that standard.

🎯 SMART Goals for You — the Jobseeker

📄 Job Search

“By next Friday, I will apply for three part-time retail roles within 10 miles of my home, using an updated CV created with my adviser’s help.”

“By the end of this week, I will sign up for job alerts on Evenbreak, Indeed, and Careers Wales — and test which platform works best for me.”

🗣️ Interview Practice

“I will complete one 30-minute mock interview with my support worker by Wednesday, using a real job spec for a role I want.”

“I will practise answering five common interview questions out loud, twice a week, for the next two weeks, and record them for feedback.”

🧠 Confidence & Soft Skills

“I will identify three strengths and three barriers I have around work, write them down, and review them with a peer mentor by the 15th.”

“I will join an online job support group for disabled young people in Wales before the end of the month and post one introduction message.”

♿ Adjustments & Disclosure

“I will draft a one-paragraph statement explaining what support I need from employers, and practise reading it aloud in a calm, clear voice.”

“By next Monday, I will apply for Access to Work funding with help from [named support staff] for an anxiety-related transport adjustment.”

🏢 SMART Targets for Your Adviser or Programme

These are just as important — and fully reasonable to request.

📞 1. Direct Employer Contact

“My adviser will contact at least two Disability Confident employers on my behalf within the next two weeks to explore current vacancies or job carving options.”

📚 2. Training Referral

“Within the next 10 days, my support provider will refer me to a funded digital skills or customer service course aligned with my interests and support needs.”

🤝 3. Job Trial or Work Taster

“My adviser will approach at least one local employer this month to set up a work taster session or job trial, and update me on progress by [date].”

💬 4. Disability-Inclusive Interview Prep

“My adviser will organise a supported mock interview with an external employer or disabled peer-mentor within the next two weeks.”

📑 5. Paperwork Support

“Within the next 7 days, I will receive support from [name] to complete my Access to Work or ReAct+ application - including help drafting required documentation.”

___________________________________________________________________________________

Section 3: Toolkit – Scripts and Emails to Get Unstuck and Take Control

These scripts are designed for disabled and neurodivergent young adults in Wales who are:

Attending job support programmes but not seeing results
Feeling demoralised or unheard
Wanting to hold services accountable respectfully
Ready to take back control of their employment journey

You can adapt these word-for-word, or use them to build confidence in your own voice.

✉️ 1. Email to Your Work Coach or Employment Adviser

Subject: Request for More Tailored Support

Dear [Name],

I appreciate the time and effort being given to support me. However, I feel that the current activities (e.g. repeated CV sessions and general job searches) are not helping me move closer to real employment that suits my abilities, interests and support needs.

Could we revise my action plan to include more tailored or practical support – for example, help contacting Disability Confident employers, supported work experience, or training funded by ReAct+ or Access to Work?

I’m committed to finding meaningful employment and would value support that genuinely progresses that goal.

Thank you for your understanding,
[Your Name]
[NI Number if needed]

✋ 2. Phrases to Use in Meetings When Things Are Going in Circles

“I’ve been attending regularly and trying my best, but I’m not seeing progress. Could we focus on actions that actually move me closer to a paid job — like employer connections, trials, or funding for training?”

“I understand the importance of preparation, but I feel stuck. I would really like to make a plan that includes specific steps toward actual work, not just repeat activities.”

“This feels like it’s becoming a loop. Can we change direction and focus on getting me into work, not just preparing endlessly for it?”

📝 3. Request to Change Adviser or Programme

Subject: Request to Review Employment Support Setup

Dear [Manager or Coach Name],

I’m grateful for the support so far, but I feel my current setup isn’t helping me progress. Could we explore changing advisers or consider whether another programme might suit me better?

I remain fully committed to finding work and would appreciate a chance to try a different structure or support route.

Kind regards,
[Your Name]

🛡️ 4. Requesting Reasonable Adjustments (Under the Equality Act 2010)

If meetings are inaccessible, exhausting, or ineffective:

“Due to my condition, I find weekly in-person meetings challenging. Under the Equality Act, I’d like to request a reasonable adjustment – such as fortnightly check-ins or remote sessions – so I can engage more consistently.”

“I’d like to ask whether we could adjust the support format, as I’m struggling with how things are currently structured. The Equality Act gives me the right to reasonable adjustments — this would help me stay involved.”

You don’t need to name your diagnosis. If asked, you can say:

“I have a long-term condition that affects how I process and manage information. I don’t need to go into detail, but I’d appreciate any adjustments that could reduce overwhelm.”

🔄 5. Resetting a Stale Action Plan

“I’ve done this exact action plan before, and it hasn’t led to paid work. Could we create a new one that includes work trials, training, or actual employer contact so I feel I’m making progress?”

“Could we include Access to Work, or bring in someone who specialises in disability-inclusive recruitment to support next steps?”

🧭 6. Email to Reset After Months Without Progress

Subject: Request to Reset Employment Support Plan

Dear [Name],

I’ve been attending for several months, and while I appreciate the effort being made, I haven’t moved any closer to employment.

Could we pause, review, and reset my action plan — or explore whether another programme might suit my needs better?

My goal remains paid work that fits my abilities and support needs. I’d like to do whatever I can to make progress.

Many thanks,
[Your Name]

🗣️ Final Thought: You’re Allowed to Speak Up

If you feel like your time is being wasted, or that support is stuck in a loop, it’s okay to say so. You are allowed to:

Ask for support that works
Question what isn’t helping
Use your legal rights
Request to start fresh

You’re not being difficult - you’re trying to move forward.

And that’s exactly what these services should be helping you do.

FLEXI SCHOOLING IN WALES: A COMPLETE GUIDE FOR PARENTS

FLEXI SCHOOLING IN WALES: A COMPLETE GUIDE FOR PARENTS

Contents

1. Introduction

2. What flexi schooling actually is

3. What flexi schooling is not

3.1 Not a reduced timetable

3.2 Not EOTAS

3.3 Not school directed part time attendance

3.4 Not home education

4. The legal framework in Wales

4.1 Education Act 1996, Section 7

4.2 Welsh Government Elective Home Education Guidance (2017)

4.3 Welsh Government Attendance Guidance (2010)

4.4 Keeping Learners Safe (2023)

4.5 ALN law

⭐ 5. Crucial clarity: A school cannot offer flexi schooling

6. Flexi schooling vs reduced timetable vs EOTAS vs home education

Comparison table

7. When flexi schooling is appropriate

Case Study 1: Long Covid fatigue

Case Study 2: Autistic sensory overload

Case Study 3: PDA demand avoidance

Case Study 4: ADHD child needing pacing

8. Flexi schooling does not have to be forever

9. When flexi schooling is not appropriate

Case Study 1: Child unable to attend school at all

Case Study 2: School initiating flexi schooling

Case Study 3: Unsafe or traumatising school environment

Case Study 4: Year 11 without structured support

10. How flexi schooling benefits ALN children

11. How to request flexi schooling

12. How schools should respond

13. Attendance coding

✔ Code C – authorised absence

✔ Code B – approved off-site education

✘ Code O – unauthorised absence

14. Flexi schooling and ALN / IDPs

15. Myths and incorrect claims

16. How to escalate unreasonable refusal

17. Letter templates

17.1 Formal Flexi Schooling Request

17.2 Informal version

17.3 Follow Up Letter After Refusal or Delay

17.4 Attendance Coding Clarification Letter

17.5 Meeting Notes Template

18. Support organisations

Learn Without Limits CIC – Facebook Group

Long Covid Kids UK

Long Covid Wales

SNAP Cymru

Sources

Why the UK Government’s Review of Mental Health Diagnoses Misses the Point

Why the Government’s Review of Mental Health Diagnoses Misses the Point

1. ALN SEND failures in childhood create adult dependency and Wales is the clearest example

2. Employment support in Wales is uniquely failing disabled and neurodivergent people

**3. The biggest inefficiency in the benefits system is not disabled people

4. What Learn Without Limits CIC will be asking the Treasury to do

**ACTION 1

**ACTION 2

**ACTION 3

**ACTION 4

**ACTION 5

**Conclusion

From “Forever Volunteer” to Paid Work: A Toolkit for Young Disabled People in Wales

From “Forever Volunteer” to Paid Work: A Toolkit for Young Disabled People in Wales

Understanding the “Forever Volunteer” Phenomenon

Why does this happen?

The Benefits of Volunteering: When Done Right

Programmes That Do It Right

The Volunteer-to-Work Toolkit

1. Choose Opportunities That Fit Your Goals

2. Making First Contact — Even If You Never Have Before

3. Setting Boundaries + Tracking Progress

4. Scripts to Take Back Control

Real-Life Examples from Wales

Volunteering Isn’t Just About Goals — And That’s OK

Final Thoughts

Breaking the Cycle: Disabled Young People, Welfare-to-Work Schemes, and the Way Forward in Wales

Breaking the Cycle — Disabled Young People, Welfare-to-Work Schemes, and the Way Forward in Wales