Many online providers are now seeking DFE and Ofsted accreditation, but with that comes reduced flexibility, rigid timetables and less room for innovative approaches to the curriculum. At The Home School Project, we take a different path. By remaining independent, we offer a truly alternative, flexible education that is student-led, cross-curricular, and project-based. We assess students on key skills throughout their learning journey, rather than focusing solely on the end result. We are deeply committed to the United Nations’ Sustainable Development Goals for education, particularly in fostering inclusive, equitable, and lifelong learning opportunities. Our projects are designed not only to challenge conventional thinking but also to promote creativity, sustainability, and global awareness. Each project is tailored to address key challenges of the modern world—encouraging students to think critically about real-world issues like environmental sustainability, social justice, and innovation. This approach ensures that all our pupils are future-ready, equipped with the skills and mindset to contribute meaningfully to a sustainable, thriving future.

Project-Based Learning (PBL) is an instructional approach that empowers students to engage in real-world projects and challenges, fostering deeper learning and critical thinking skills. At The Home School Project, PBL forms the core of our educational philosophy, allowing students to explore topics of interest while developing essential life skills. In PBL, students work on projects over an extended period, which encourages collaboration, problem-solving, and creativity. This hands-on learning experience promotes active engagement, as students take ownership of their learning journey and apply their knowledge to real-world scenarios. Projects can be tailored to individual interests and abilities, making learning relevant and meaningful. Our approach to PBL is holistic and flexible, focusing on the development of key competencies such as communication, collaboration, creativity, and cognitive skills. Rather than conforming to traditional educational structures, we provide an environment where students can learn at their own pace, exploring diverse perspectives and solutions. Throughout their projects, students are encouraged to think critically, ask questions, and reflect on their learning processes. This method not only enhances academic understanding but also nurtures self-motivation and resilience—essential qualities for future success. By engaging in Project-Based Learning, students at The Home School Project are better prepared to navigate an ever-changing world, equipped with the skills and knowledge necessary to tackle complex challenges.

Absolutely! Each of our projects incorporates essential elements of both Mathematics and English, ensuring these fundamental skills are embedded in the learning process. One of the significant benefits of Project-Based Learning (PBL) is that students often don’t even realise they are developing these skills; they become an integral part of the project rather than being treated as separate subjects taught in isolation. This approach also allows for a more balanced and enriching learning experience, facilitating cross-curricular connections. For example, students can explore scientific concepts alongside historical events or integrate art and design with computer science. Additionally, we offer a weekly Book and Puzzle Club that further enhances students' reading comprehension and mathematical thinking skills, providing them with additional opportunities to strengthen their abilities in these critical areas.

Our skills curriculum has been carefully developed to focus on what we believe are the most important life skills a student can gain throughout their educational journey. It is not defined by age, is not solely knowledge-based, and does not follow a strictly upward pathway. Instead, it is personalised to each individual, adaptable to different projects and contexts, and designed to foster the natural development of essential skills needed to thrive in our rapidly changing world. The curriculum revolves around six key competencies: Communication Collaboration Attitudes Values Cognition Creativity Within these areas, we guide students through a range of essential skills as part of our project-based learning journeys. These skills encompass everything from problem-solving and emotional intelligence to integrity and artistic expression. For a comprehensive list and detailed explanations, please refer to our curriculum pages. Our curriculum is entirely our own creation and is not used as a guide or assessment tool by any other school. While the core principles are applied holistically in various educational environments, building an entire curriculum around them is a key part of the innovative work we are doing at The Home School Project.

Currently, we provide education for students aged 7 to 14. However, we are actively looking to expand our offerings to include programs for children aged 5 to 7 and for those aged 14 to 16. If you're interested in these age groups, please register your interest, and we will keep you updated on any developments.

We are inclusive and our project-based learning approach is designed to be accessible to students from diverse backgrounds, abilities, and needs. We view each student as an individual and tailor their learning experiences to meet their specific requirements. For needs beyond our project-based framework, we have trained Special Educational Needs Coordinators (SENCOs) available to advise, support, and provide any necessary sessions to aid progression and wellbeing. If you would like to discuss how we can meet the needs of your child within our school, please do not hesitate to contact us.

At The Home School Project, we choose not to follow the crowd. We have purposefully chosen not to seek DFE and Ofsted Accreditations. Why? Because these accreditations come with restrictions such as rigid timetables, a heavier emphasis on English and Maths, strict attendance regulations and a requirement to follow the national curriculum. To truly transform education, we must think beyond these limitations. We need to challenge the system rather than work within its confines. Our unique skills-based curriculum (see our curriculum page for more details) is designed to provide a flexible, student-driven, and holistic learning experience. We put skills at the heart of the journey, empowering students to learn in ways that truly engage and inspire them.

At The Home School Project, we intentionally move away from the traditional model of standardised testing, which often focuses on memorising knowledge at a single point in time. We believe that learning is an ongoing process, and knowledge is just one part of a much bigger picture. That’s why we don’t subject our students to standardised tests or assessments at any point during the school year. Instead, we assess students based on our unique skills curriculum (see our curriculum pages for more details). We evaluate how well students demonstrate key skills within each project, using a scale from emerging to mastery. However, we recognise that skill development doesn't always follow a straightforward path. Progress can vary depending on the project, the context, or a student’s emotional wellbeing at the time. This variability is not a sign of regression, but a natural part of learning that allows us to prioritise different skills at different stages. We also do not separate our curriculum into age group expectations. These skills can develop, dip, or enhance at various stages, making our assessment truly personal to each individual's learning journey. At the end of the year, we provide both parents and students with a comprehensive overview, reflecting on how various skills have been developed and identifying areas for future growth. Our approach ensures that assessment is holistic, meaningful, and tailored to each student’s unique experience.

Assessment at The Home School Project is centred around our unique skills curriculum, which focuses on key competencies essential for thriving in today's rapidly changing world. Rather than relying on standardised tests or assessments, we evaluate students based on their development of specific skills throughout their project-based learning experiences. Our assessment process involves observing and documenting how students demonstrate these skills within the context of their projects. We use a scale ranging from emerging to mastery, recognising that skill development can vary depending on the project and individual circumstances. Importantly, we do not separate these skills by age-related benchmarks or year-end expectations; instead, we view each child’s development as a personalised journey, allowing us to prioritise different skills at various stages of their learning. At the end of the year, we provide parents and students with an overview of how each skill has been demonstrated throughout the year and identify areas that may require further development. This personalised approach ensures that assessments are meaningful and tailored to each student's unique learning journey.

As a non-testing education provider, we do not currently offer GCSEs and do not plan to do so in the future. Our present focus is on students aged 7 to 14, but we are exploring opportunities to expand our offerings for those aged 14-16. We are actively researching project-based qualifications, portfolio-building courses, and alternative pathways that can contribute to UCAS points. To ensure we are aligned with the evolving educational landscape, we are engaging in discussions with colleges and universities about what they seek from applicants who prefer not to follow traditional exam pathways. If this is something you’re interested in, please register your interest with us. The projects we create for our students aged 7 to 14 are rich in content and designed to develop the skills and academic levels necessary should they choose to pursue GCSEs after their time with us.

Yes. All our workshops and enrichment sessions are live with an experienced teacher. We will use breakout rooms and shared whiteboards for collaboration purposes and other interactive elements to engage all learners. Each session is recorded in order for students to watch them back and for safeguarding purposes.

The Home School Project operates on a 1:10 ratio, meaning that if a pod exceeds 10 students, it will be split to maintain this standard. This ratio ensures a balance that fosters collaboration, feedback exchange, and the development of interpersonal skills while also allowing us to meet the individual needs of each student. Our pods may be organised based on age, ability, or functionality, rather than being defined by key stages or year groups. This approach allows us to create a supportive learning environment tailored to the diverse needs of our students.

While our project-based learning provides an immersive, cross-curricular, and engaging experience for students, we recognise the importance of incorporating reading for pleasure and enhancing comprehension skills in literature. To address this, we run a weekly book club, where pupils read a set amount independently and come together to discuss and analyse the text. This not only allows them to share their views on literature but also immerses them in a novel and helps develop key analytical skills. Additionally, we offer a weekly puzzle club that takes an investigative approach to boost mathematical skills. This club provides real-life contexts while focusing on fundamental maths concepts, ensuring that students can apply these skills effectively within their project-based work. Finally, we include a weekly session dedicated to mental and physical wellbeing. In these sessions, students may participate in exercise, practice mindfulness, or discuss topics affecting their overall wellbeing. This focus helps them learn how to manage their emotions, mental health, and stress effectively.

Please see our fees page for our termly fees. We offer discounts for yearly sign ups and for multiple children from the same family. We strive to be as inclusive as possible and our approach to education should be available to all. If you are concerned about being able to afford our school, we can also provide parents with a list of charities that offer bursaries to support payment. We are also in the process of setting up a hardship fund which may mean you can have access to discounted fees on a means-tested basis. Please contact us for more details about this.

We prioritise a student-driven approach that provides a range of activities for each project, incorporating both screen-based and non-screen options tailored to the individual needs of each student. Our goal is to develop independent, self-motivated learners. To support this, we provide a morning skills workshop, allowing students to set themselves up for the day with teacher guidance and acquire essential skills or knowledge before embarking on their project work independently. In the afternoon, students check in for a workshop where they can seek support, troubleshoot challenges, or further develop their work based on what they accomplished earlier in the day. Between these sessions, pupils are encouraged to engage with their projects away from the screen, using any resources they choose to complete their work. We do not believe that filling the day with back-to-back online sessions is necessary to demonstrate that learning is taking place. Our sessions are designed to facilitate learning, guide our students, and foster self-motivation. Additionally, we remain available for support throughout the day via email, ensuring that students have the resources they need without excessive screen time.

Having cameras switched on fosters connection, communication and friendship among students. We recognise that this can be challenging for some and that it may take time for them to feel comfortable. Our expectation is that, once students have settled into our community, they will be on camera for the majority of the sessions. To help ease any discomfort, we encourage students to use filter features in Google Meet, which allows them to focus on their peers without feeling self-conscious.

While attendance at our workshops and project work is not strictly compulsory and we incorporate a flexible approach tailored to the needs of each individual student, we hope that all our students will find enjoyment and value in participating in our workshops and completing their projects. Key skills in our curriculum include self-motivation, resilience, active listening, and perseverance, and we actively promote the importance of practising these skills by engaging in our community through workshops and personal learning journeys. As we are not DFE or Ofsted accredited, we do not necessarily report attendance. However, our projects are designed to maximise engagement, and students will not fully benefit from their learning experiences if they miss significant portions of the project. On the other hand, we do also recognise the importance of adaptability in today’s world and are always open to discussions to ensure that the needs of both students and families are met.

Each of our workshops are recorded and posted in the Google Classroom so students can watch them back if they have missed anything or need any clarification.

Safeguarding is of utmost importance at The Home School Project. All our teachers undergo thorough DBS checks and receive essential training in safeguarding practices to ensure a safe learning environment for all students. For more detailed information, please refer to our safeguarding policy available on our policies page.

In terms of basic equipment, students will need access to a computer with a microphone and camera. It’s essential for the computer to have Google Chrome installed to access our Google Workspace effectively. Other necessary supplies include paper, pens, art materials, and graph paper. Before we begin each project, a list of potential resources will be provided. You can discuss with your child whether they would like to use these resources in their project or opt for an alternative activity. We will always offer alternative options if certain resources require purchasing, and we advise parents to consider these purchases as the project develops. This approach helps avoid unnecessary expenses, as student pathways may evolve throughout the project. Part of our skills curriculum focuses on encouraging students to enhance their time management skills, allowing them to anticipate what they might need for upcoming project phases. This way, they can inform you well in advance if any supplementary equipment is necessary. Additionally, we run a weekly book club where students will read, on average, one novel per term. For this, parents will need to purchase the texts, which will be communicated in advance.

Teachers are available to discuss children's progress at any point of the term. We are available via email and can also arrange 1:1 meetings to fit around your schedule.