I flexi-school my dd to a small extent and plan for my youngest to have a day off a week in Reception, as my fourth did. Then when my fourth reaches KS2, I want to flexi-school him again.
The guidance (as with quite a few other announcements from the DFE) seems to have not reached the TES or even Ofsted, who seem to think flexi-schooling is up, running, and should be acknowledged.
The TES had a super article in last week's TES Pro on flexi schooling (which was very pro flexi schooling and making it work well).
http://www.tes.co.uk/article.aspx?storycode=6332480" onclick="window.open(this.href);return false;
Ofsted recently published a section for inspectors on flex- schooling. I can't get the link (I have yet to come across a harder website to negotiate than Ofsted's) but here is the guidance copied:
Ofsted Subsiduary Guidance.
April 2013, No. 110166
From Part 2: Further guidance about specific settings
Alternative/off-site provision
130. It is becoming increasingly common for secondary schools and pupil referral units to use alternative provision in order to meet pupils' particular curriculum needs including college placements, vocational and work placements.
[which would include the home educating element of a school and home educating flexi-schooling arrangement' where a school B Coded children when not in school based attendance]
131. Schools are responsible for the outcomes and provision of all their pupils on roll, including those who attend alternative provision.
132. Inspectors must evaluate the robustness and effectiveness with which the school monitors the learning, progress, attendance and behaviour of pupils that receive alternative provision.
133. Inspectors must evaluate:
how well the school identifies provision that matches pupils’ needs and interests and enables them to gain appropriate knowledge and skills
how well the school assesses the quality and safety of the provision
the quality of information that the school gives to the alternative provider, for example about the pupil’s special educational needs, behaviour and/or literacy levels
how well the school monitors and evaluates pupils’ progress, attendance and behaviour and intervenes to support pupils where needed
the progress that pupils make while attending alternative provision
whether any qualifications being taken are at the appropriate level
the quality of support that pupils receive while alternative provision.