Looking for Mums and Dads to inspire others
Looking for mums and dads to inspire others to overcome difficulties at school
Has your child been bullied at school? Has your child got problems with truancy or been excluded? Have you had problems with the school admissions system? Did you hate school and are you worried about how to support your child through their school years? Has your child had mental health problems?
Lots of parents go through issues like these and we’re looking for people to share their stories of how they overcame them. If you are a mum or dad in London, the North East, West Midlands, or Yorkshire and Humber who thinks your experience could help others, I’d love to hear from you.
I’m conducting pre-recorded interviews to go out on local radio in your region. If you would like to tell your story, contact Madeleine Lewis on
madeleine.lewis@coi.gsi.gov.uk with your phone number or call 07966 042535 and I can call you back.
This project is funded by the Department for Children, Schools and Families.
(1 votes, average: 5 out of 5)
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I took my son out of school, I now Home Educate him.
All that effort trying and failing to get the schools and the ’system’ to do the jobs they are paid for is better spent educating my son in a way that is personalised to him and his disabilities.
He is now reading, enjoying life and is not bullied because of his differences.
Schools are failing many, many children, disabled children the most.
Home Education is legal and very effective. What have you got to lose, you can’t do any worse than school.
I homeschool all nine of mine and my eldest has just written a book. Something I know she would never have done, had she been in school, as she would of been bogged down with doing things which would of bored her.
All of our children have strong bonds, and their schooled friends are envious of them, and have even asked their parents to homeschool them.
Homeschooling gives an individualised education, tailored to the child. Something which the schools are never able to do.
I have heard of parents locally who have taken children out the schools because of bullying and in some instances it was serious. They are now thriving under home education.
What Julie said above. Teach your own children. Here’s how it could work.
The government would give £6,000 per child per year to parents - ie, the cost of educating children in the state system. Child benefit would be scrapped, for efficiency and simplicity. This could be tax neutral - ie, taxes could stay the same.
The £6,000 per year would be payable for children up to age 22. This would finish the whole debate on university funding.
There would be no strings attached to these payments. As with child benefit and income support, parents would be able to spend it how they choose.
The government would stop funding schools. Schools would receive money only from parents who wanted to send their children there.
Charitable status would be removed from all schools.
What it could look like
Some parents would be feckless, ignoring their children’s education needs totally. So not much change there then. But there would be many advantages:
Some parents would choose a pick and mix approach, looking for education in certain subjects but not in others, according to their child’s ability and interests. This education could be delivered in a variety of ways: individual tuition, large groups, internet.
Some parents would outsource all their child’s education five days a week (or more). For this, no doubt schools would offer this as a total package and would look little different from schools today.
Some schools would charge more than £5,000 for the complete package. Some parents would be able to pay the extra and therefore ‘buy’ better education for their children. Not much difference there then.
Schools would also offer modules - eg, 5-a-side football, GCSE Spanish, sex education - for parents to choose from instead of full-time attendance.
Parents of disruptive pupils could be told to take their child - and their money - elsewhere. At the moment, significant resources are spent on disruptive pupils, to the detriment of recruitment to teaching and, most importantly, the education of other pupils.
Non-academic pupils would have funding to pursue non-academic options earlier.
I am a former mainstream languages teacher and we now home-educate our two daughters.Many people say to me “oh its ok for you, you have a teaching certificate”. I would like to say that in my experience,whilst a PGCE and mainstream classroom experience can be a great help in preparing materials, it can also be an actual hindrance in imprinting you with the top-down curriculum-driven approach which is so detrimental to children’s learning. Children do not enter that deep state of flow and engagement with learning when they are told ” do this by then because it’s literacy”. Parents without a teaching certificate,in my experience find it much easier to follow the child’s interests and so promote this deep learning state wich is so beneficial.
Never let anyone tell you “you can’t educate your child yourself”. Its what parents were made for; “Experts” may know curricula, but they do not know your child ; if you love being with your child, are keen to learn along-side them and to find opportunities and experiences which support whatever they are currently interested in, you can home-educate.And your child is much more likely to listen to you and to develop a positive relationship with you, once they are out of the “us and them” situation of you having to oblige them to do tasks set by others once they are already exhausted in the evenings.
And once they leave that relentless pressure to conform (and to see parents as the enemy) which is imposed by the peer group in classrooms and playgrounds.
If you are thinking of home-educating, link up with other HE families in your area and think about what skills each family might be able to offer the group; Arts & Crafts sessions at which different people offer different skills (knitting, origami, First aid etc etc) are a great way to build a community and to meet children’s need.
Karen Rodgers,
Cambridge
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