I am sick of devices. iPads, iPods, iPhones, xboxes, wiius, playstations, etc., etc.. After getting my three children to school this morning I realised that the carnage had been slightly less painful than usual. I had nearly cleaned up the mess before leaving and we were actually on time!
An in-house ban on all electricals before school, including television. Don’t get me wrong, my kids are not obsessive about it, they do plenty of sport and other stuff but as an exhausted parent it is easy to let this stuff creep up on you.
It feels like the whole world is becoming virtual with everybody spending most of their time staring at screens. I am just another parent bemoaning the present. ‘It wasn’t like this in my day’ etc.. Just like every generation before this. Much about the internet et al is positive, but it is all too easy to let it overtake you.
My children’s behaviour this morning was subtly different and we had a good laugh despite the stress.
During my thirteen years in the tutoring industry I have seen an enormous change in the way private tuition is perceived. In the last five to ten years having your child tutored has moved from a dark art to a badge of honour. Granted, my experience is very London-centric, but from what I read this seems to be the case right across the UK – and indeed the rest of the world. Back in the early years of the new century when I founded K & C Tutors there was an element of secrecy and possibly a little embarrassment connected to engaging a tutor. Is your child stupid? Nowadays having a tutor is seen as a strong support mechanism rather than a lifeboat. Because tutoring has become so mainstream many new agencies have been established and inevitably, with the light speed growth of the internet, so have a myriad of websites offering lists of tutors and providing a shop window for individual ‘tutors’ to place themselves in. Be careful when choosing a tutor. Now I’m bound to say this, but using an agency is by far the best way to choose the right tutor as long as correct procedures are in place. Does the agency interview EVERY tutor they offer? Does the agency carry out Enhanced Disclosure background checks through the Disclosure & Barring Service (DBS)? Does the agency check tutors’ academic backgrounds and experience? Does the agency understand the ever changing education system in which they exist? At K & C the answer to all these questions is a categorical YES and it has been since day one. However, this misses one crucial point, our years of experience mean that we have insight and empathy – a CV only tells one superficial side of the story. Much depends on personality and match. Only experience gives you this and we have lots of it. Cost is also a critical factor. An industry that is talked of as ‘booming’ will inevitably attract individuals and organisations keen to get their pound of flesh. One very important thing to remember is that within certain geographical areas (for us it is London) the best tutors will be signed on with several agencies but those agencies will charge them out at different rates. At K & C we charge NO REGISTRATION FEE which makes us very unusual and our prices remain lower than all our immediate competitors. And these are competitors with far less experience.
Permanent Root-and-branch change is needed in the Secondary system. Universities and Business Leaders should be involved in the structuring of these qualifications. In my opinion something akin to O Levels and A Levels of 1975. But I’ve said all this before…
Why can’t somebody stand up in government and have the courage to make sweeping reforms?
Why oh why doesn’t somebody in government get hold of this ridiculous system? We need ONE examination route for each subject at compulsory level and the exams need to be hard. Then we can MEANINGFULLY COMPARE the academically able and those who are less able. Not being an academic is not a crime, the sooner a student can focus on their strengths the better the outcome. Lets sweep away this ridiculous ‘everybody passes’ culture.
Schools and teachers are not to blame for social immobility, disadvantage and poverty. This is a grass roots social problem, so blame can really only be apportioned in one direction – towards the Government; past, present and future.
There is an implication here that schools and teachers carry a bias. Teachers want to teach and they want ALL their pupils to succeed regardless of their social status. The suggestion that they can and should ‘do more’ for those with less is insulting to the profession.
The government needs to cut the red tape, unify the system and support teachers better instead of always making them the scapegoats for problems which are totally unconnected to the classroom.
Unfortunately this is what can happen when you give these schools free reign with their budgets and accounting. The system for non academies where local authorities award funds after consultation creates checks and balances. That system is not perfect, but at least it is fair. In a local authority containing a mixture of academies and local authority run schools funding is not balanced, with academies getting greater sums of money. This system leads to the elitism that the original ethos of academies – to help struggling schools – was designed to prevent.
This would be an excellent idea if Ofsted were less like the Spanish Inquisition. If Heads felt that post Ofsted they would be given constructive guidelines rather than demonised for their failings they would probably be behind the idea. There is such paranoia about Ofsted that schools spend weeks preparing; time that could be much better spent.
Just read the table below and wonder at how this is going to pan out. Everybody will be totally confused from students through to employers and universities. Why can’t the government just admit that terrible mistakes have been made and rectify them. A* always was an idiotic idea – basically an admission that exams are too easy. And exams ARE too easy. Does anyone at the D of E understand what the terms ‘Examination’ and ‘Testing’ literally mean? Go back to A-E grades that everybody understands and make the exams hard. Surprise, surprise, only the top students will get top marks.
“The new approach will also mean:
Broadly the same proportion of students will achieve a Grade 7 or above as currently achieve an A and A*
For each examination, the top 20% of those who get Grade 7 or above will get a Grade 9
The bottom of Grade 1 will be aligned with the bottom of Grade G”
We are being left behind by the rest of the world because our compulsory secondary education system is confused, complicated and not testing enough.
Standards have been dropping year upon year for decades, reflected in higher and higher ‘pass’ rates and a greater quantity of ‘top’ marks. Look at the attached Graph. O Level & GCSE Achievement 1953 -2009
(Source: House of Commons Library – Standard Note SN/SG/4252 – Social & General Statistics)
This lowering of standards has fed right through to Higher Education. Top Universities are finding that freshers do not possess the knowledge which their high marks should reflect. Mathematically heavy subjects are particularly badly effected. Engineering Undergraduates at top Universities often have to have extra lessons in Mathematics because their assumed and necessary knowledge of Mathematics is just not there.
This is because we have dumbed down our examinations.
There needs to be a revolution in the examination system and it needs to happen NOW.
Through Kensington & Chelsea Tutors I come across students from all over the world. I have been consistently shocked by how we are being left behind by other nations, particularly in the 11 – 16 age range. The difference is particularly noticable in Mathematics and Science where students abroad are tackling far more testing material than students of the same age in the UK.
Unless this changes the future looks bleak; we need reform to keep the UK competitive.