8 Go Mad in Islington!

…followed very quickly by another panic! I’m starting to see a cycle to my panics now, they’re usually at the beginning of a school term, when ‘HE is bad’ hits the news or TV, or if an LA visit is due. Of course this current panic is fuelled by a triple-whammy; it’s back to school week, Lord Soley has made yet another ignorant blog post linking HE with Khyra Ishaq (read it here, the comments are great!), and a TV drama programme featuring HE kids in a typically negative light has aired. So I’ve been feeling quite battered, bruised and worried about it all.

I feel under extreme pressure (not sure where it’s coming from, probably myself) to ensure Charlotte gets very good exam results next year, that Kianna makes significant progress, that Matthew turns into some sort of whizz-kid, to prove that I’m not ruining them, that I’ve done the right thing, that I am capable.

I’ve got a timetable sorted out (though I have learned from my mistakes, there’s lots of flexibility built in this time!). I’m going to manage Matthew’s short attention span by doing the work he hates in very short ‘micro-lessons’ This means 1 minute of handwriting practise (letter formation), 1 minute of him reading out loud to me and 1 minute of grammar. I truly think this will be far more effective than trying to make him sit and write/read/recite and ending up in tears (that would be both of us!!). Then we will move on to Maths for about 15 – 20 minutes and finally one from science (which he loves), History (which he hates, but I have an idea of exploring history through a Dr Who role play, getting him to play the Dr, and re-creating historical events and imagining what might have happened if the Dr changed something. Do you think that will engage him? He’s Dr Who mad!) or a project (which at the moment is a Dr Who based animation). He’s recently discovered Google Maps, and he has Mathletics and Education City and can play freely on them after lunch when it’s his turn on the pc. It’s a bit of structure, but still leaving plenty of scope to choose his own topics, and time for him to pursue his own interests too. He’s just turned 7. Is it enough?

Kianna and Charlie are easier, they are gearing up for exams, they just need telling to ‘do maths’, ‘do this’, ‘do that’ and they tend to get on with it. I’m still trying to build up Kianna’s confidence, she’s convinced she’s stupid, which she isn’t, but she lives in Charlie’s shadow, who has always been praised for her cleverness. It’s quite tough balancing it out. I think Kianna was boosted by Jess’s exam results and our reaction to them, she knows that we don’t care about A*s, we care about effort.

Frankie knows most of her letters by sight now, so it won’t belong now before I start teaching her to read in a more formal fashion. I’m also going to introduce some maths, probably Singapore Pre-K stuff. This won’t be till Matthew is in an established routine though. Frankie isn’t 4 till December, so plenty of time yet

So, onwards and upwards! Well at least till my next panic, due sometime in January 2011…

A comment left on yesterdays blog leads very neatly into my rant for today.

After the success for Jess, I am now focussing on Charlotte. She is 15, and due to take her exams next summer. Big difference now though, she is home educated, and we have to arrange her examinations herself. And this is where the rant comes in.

It is next to impossible to take GCSEs as a home ecducated child, as most of them have coursework modules that must be assessed by a teacher. So for most HE children that would like to take exams, they decide to take IGCSEs (I for international), exams that have no coursework. And this is where the fun begins.

To take an IGCSE outside of school, you are a private/external candidate, meaning you are responsible for arranging the study of the syllabus, finding somewhere to take the exam, and paying for the exam. Fair enough, we opted out of the state system, so we have to pay for things ourself now.

Arranging the study isn’t so difficult. The 2 exam boards that offer IGCEs (Edexcel and CIE) have full syllabuses on their websites, along with suggested materials such as textbooks. So we download the syllabus, the practice papers, buy the £20 textbooks, and start work. Of course Charlotte is self directed, so she does most of it by herself. But the really hard work isn’t the studying of the subject. It’s finding and exam centre!

We live in London, so first I looked for exam centres in London for C to take the exams. Not many there. Just 2 in fact. Both are happy to take students for IGCE exams. Great! They want £120 per subject, plus £150 admin fee!!!! When you consider that the actual cost levied by Edexcel is in the region of £35, that’s a pretty hefty mark up, and completely impossible for us. So began the long ring-round to find an exam centre out of London, that was easy to get to by public transport, and that didn’t cost the earth. I knew already that private schools were probably our best bet, as they often use IGCEs anyway, so extra invigilation wouldn’t be a problem. I have found somewhere. In Ely. Even with train fares, it is still cheaper than using the centre in London, as the Ely school will only be charging actual cost. Thank goodness.

Thank goodness we live in London, with its excellent transport links. I know of families in rural areas who have to arrange to stay with friends at the other end of the UK during exam season, who drive hundreds of miles every day, just to give their children the chance to take the exams that their children want to take.

When the Labour government proposed regulation and monitoring of home educating families last year, they also promised more resources and support for us. Of course the bill came and there was plenty of stick, but no carrot. Thankfully the HE part of the bill failed. But if the government are serious about reducing the rate neets amongst home educating families (by the way, the govt statistics on HE neets are completely wrong, but that rant isn’t for here), then surely they should provide some extra resources for us?

I don’t want the exams for free, or teachers to mark coursework or anything like that. I would just like an exam centre for HE kids to take IGCSEs or A Levels in every borough. We would still pay, cost price plus admin fee. The exam centre could be at a school. Why would that be so difficult to arrange?

If any govt is serious about providing opportunities for every young person, then this should be the least of what they can do.

I understand that many HE young people do not wish to take exams, and that’s fine. But for those who do, making it a little easier would be great!!

Jess is 16. She was home edded along with her sisters during years 8 and 9 of school. When they collectively decided to back to school in 2008, she went into year 10. She didn’t have a lot of choice in which subjects to study, as options were chosen in year 9, and of course she was at home.

When the decision was made to start home edding again, Jess decided to stay at school, as she only had 6 months left, and she wanted to complete her exams. We agreed.

This week, she got her GCSE and BTEC results. She gained a B in Drama, C in Maths and English, D in English Literature, and E’s in History and Film Studies. She also gained Distinction in BTEC Science (equivalent to 3 GCSEs grade A) and Merit in BTEC Performing Arts (equivalent to 3 GCSEs grade B). We are so incredibly proud of her. She was written off in primary school as she ‘failed’ to reach the average grades in her SATs.

She is moving on to 6th Form college, where she will study Applied A level in Science and Health & Social Care. If she passes, she will have 4 A Levels (Applied).

She plans to go to university and study to be an early years teacher, specialising in science. Many universities will accept her with 240 UCAS points, which means DDDD at A level. I think this is achievable for her, providing she works hard and applies (!) herself.

Her dad and I left school with no qualifications, her uncle has 1 GCSE (E in PE), her grandparents left with no qualifications. She has broken the cycle.

So I get totally and utterly PISSED off when I see people ripping the hell out of the exams, saying they’re too easy, they’re not worth shit, without gaining 12 A*s + 4 A*s at A level young people won’t get into a ‘good’ university, that a degree that isn’t from Oxbridge or the Russell Group isn’t worth shit.

Let me tell those people something. My husband and I spent our childhoods in care. We both have criminal records. The only jobs we have had have been for minimum wage, and never lasted long. We live in a council house on a council estate in an inner city borough. We are long term benefits claimants. According to the statistics, my children are destined to fail. Well my eldest daughter hasn’t failed. And she won’t fail. I have worked harder than anyone can imagine to give my children the opportunities that were denied to me. This is why I now home educate my other children. The so called meritocracy that we live in is actually a subtle form of intellectual snobbery and it stinks. My daughter will be applying to a university that was once a Poly. This is not a failure, an easy option. It is her succeeding. It is her bucking the trend and giving a massive fuck you to the system that condemned her before she was 11. Just because she doesn’t have a string of A* grades does not mean she is worthless. I wish people would think before they rush to criticise her efforts, and the efforts of others like her.

Jess, I love you, and I am so incredibly proud of you! Well done, and here’s to a great future for you.

I live in a 3 bedroom council maisonette, purpose built in the 1950s. It is small, but I do not feel we are in any way overcrowded. We live close to central London, yet have a private garden that spans 3 sides of our house. We also have a large, communal, secure green space in front of our house.

My “cramped” living room has room for a dining table with 7 chairs, 2 computer tables, 2 sofas, a large TV unit and 10 bookshelves, 6 of which are ceiling height.

“Cramped” conditions are when a family of 5 are living in one room, with a shared kitchen and bathroom. I know this, I’ve been there. It is not having a whole house for private use.

Finally, we get to the inspector’s conclusion and recommendations.

Conclusion:

The arrangements are judged to be satisfactory.

Woohoo! The money shot!

The atmosphere was a clam one in which education can effectively take place within extremely cramped conditions.

Again, mention of living conditions. Yet education is effective. So why mention the size of the place? Surely it’s only relevant if education was poor?

There was a relaxed family ambience throughout my visit with respect shown by the three older girls to the opinion of others. Conversation was not a competition despite the numbers present. The girls were good listeners. This can be a rare gift these days.

Thank you girls, for being yourselves during a stressful situation. I think you may have shown him that not all teenage girls are loud, selfish and obnoxious!

A future visit, in 12 months time, see how the planning has been translated into work – although there was sufficient of that on this visit considering the time scale.

Recommendations:

Consider dividing Matthew’s teaching time up into predictable routines. For instance 30 seconds of known handwriting practice before a reading session. [...] 30 seconds of known sums before a maths session. [...] a daily maths programme would be in four bite size chunks.

This would encourage routine and autonomy

!!!

There could be two short maths sessions in any given day.

Using IT to teach mathematics is a boon, and Matthew loves it. However I feel that at least 50% of his output should be recorded on paper – thus teaching layout, organisational skills and the ability to put ideas on paper.

I feel that autonomy is important for Matthew

So, autonomy is important, and M hates writing on paper, but he should write at least 50% of his work down? Hmmmm.

Note: Charlotte is planing to take 6 or 7 IGCSE’s and 1 GCSE next summer. 3 of these are taught by a tutor and I am paying for them, 1 is a collaboration with another home edding family.

Looking at the possible programme for Charlotte – all may well be possible, but it is a considerable task considering the other two as well [...] The next monitoring visit by us will not be for a year. It is early days and ambition is a fine thing.

Overall I am pleased, we have been judged as satisfactory. However there is a lot in the report I am not happy with, particularly the emphasis on how small our house is, and on M’s lack of concentration/emphasis on written work. At the moment I’m minded not to accept a visit next year…

Charlotte and Kianna:

Charlotte and Kianna displayed a love of books and both read beautifully. I ventured that theu could read to the little ones as their diction was so clear – and of course they do!

I also maintained that their reading was of a standard that, if at school, they would be selected in class for “read around” methods of introducing Shakespeare.

WTF??? This upset me, measuring their standards against school! Of course, the fact that they’ve been reading Shakespeare, go quite regularly to see Shakespeare plays at the Globe means nothing?

Kianna effortlessly pronounced words such as “recoiled, encompassed, onslaught” in her presentation.

He then writes a list of subjects that C & K study, pretty much verbatim from the report I sent in February…

The planning is thorough and thoughtful and there is sufficient evidence of work along it to judge that a very effective start has been made and should develop further.

No mention made that they actually plan their own work…

Bookcases to the ceiling contain all this planning and are easily accessible.

Again, is it really that unusual to have bookcases?

Mum is taking an OU course

Not entirely sure how this is relevant?

One final part to come! If you’ve stayed this long, well done and thank you!

Now we’ve covered our living conditions, and the children’s manners, on to what we actually do!

The inspector wanted all the children to read to him. I was quite prepared to say no, but they were happy to do so.

Matthew:

Matthew [...] was agitated at first, but settled down and could read the text although he was unhappy at building words up – which is his next logical step.

Actually, for me, listening to Matthew read to the inspector was like a switch going on in my brain. Matthew seems to prefer whole word reading to phonics, and this explains why he loves to read books but hates the phonics lessons! The inspector seems to think phonics is the way to go though.

He is using a high frequency word system which will pay dividends soon I’m sure.

His handwriting is, as yet, relatively unformed, but there are good systems in place to address this.

Matthew has considerable computer skills for his age and I saw some good work on notation. [...] He uses a suitable mathematics programme.

I saw an interesting piece of woodwork made by himself with dad’s help. This was nice to see.

The woodwork was a birdbox. Matthew spent a long time describing how it was made and how it works. Though I was ready to offer examples of history, science, geography, art, cooking etc, the inspector only seemed interested in Maths and English. So much for ‘broad and balanced’!

Finally, we move on to the children. The first thing that struck me was the language used:

The girls [...] presented… the way Matthew presented…

I really dislike this way of writing. What does it even mean?

Anyways:

The girls all presented in a calm, controlled thoughtful manner and handled the “cross talk” [...] in a most mature considerate way…

Nice. Is this really unusual? I was surprised it was commented on, as it’s normal for us.

Then we move on to Matthew. I’m quoting the next 2 paragraphs verbatim, and with no comment, cos I’d like to see what you all think…

I voiced some concerns over the way Matthew presented. He was impulsive, very assertive and seemingly difficult to “pin down” when presented with adult directed tasks.

The family are aware of this, and maintained that he arrived back into Home Education almost unable to function in an educational sense, and real progress, albeit slow progress, has been made, since his return home.

Under the heading SEN Issues, the inspector wrote:

Matthew may have some concentration issues.

Over to you!

Well after our inspection last week we were warned that it would be a bit of a wait till the report arrived. So it came today, just a week later! I opened it with some trepidation, but it’s actually very good. Phew! Here’s some highlights.

Talking about how many children there are in the family:

…and a 3 year old with an amazing sense of bodily awareness, who can already manipulate the computer while perched gymnastically on the table.

Now this had me puzzled. Every 3 year old I know can get their bodies into all sorts of positions, why is that amazing? And surely anyone with free access to a PC will learn to use a mouse and keyboard?

Nearly half an A4 page was taken up with comments about our living conditions:

The family live in a 3-bedroom flat – which [...] is cramped to say the least.

…They are entitled to larger accommodation, but find this small estate … reassuringly secure.

…The flat is on the ground floor and they have an invaluable outside space…

…The family value this relatively stress free security and would worry that larger accommodation, whilst improving their internal freedoms, might limit their external ones.

I was expecting this, to some extent. We’re on benefits and live in a council house (note, it’s not a flat, we actually have an upstairs space too! It’s where the bedrooms are!), so I know that certain assumptions are made about us. I was surprised about how much prominence our living conditions were given though. A lot of emphasis was made on how we are entitled to a 4 bedroom property. Well, I won’t give up a private back, side and front garden, plus a secure communal green space out the front, in central London, for 1 extra bedroom, thank you very much!

Saying that, it wasn’t all bad:

The main living area is a book rich environment with all the support material very logically stocked in shelving reaching to the ceiling! [...] everything has a place and the whereabouts of any individual item readily pinpointed.

That’s more like it!

Matthew (almost 7) and Frankie (3.5) have taken to fighting over the computer. They both have their own accounts on Education City and Mathletics. Frankie also likes to play on the cbeebies website, particularly aplphablocks, and Matthew likes CBBC for Horrible Histories.

Now, if I would let them, I think they would stay on the pc all day long. They really like it, and I know they are learning from what they do.

But you read these articles saying too much screen time is bad for kids. The LA inspector last week said Matthew should be doing at least half of his work on paper.

Is too much screen time bad? Or, if they’re engaging with the material, could it actually be good? How much is too much?