Sunday, 9 February 2014

Tips for making the right GCSE choices

Many year 9 students and their parents are currently mulling over GCSE choices. Making the right decisions is important. Increasingly, GCSE results are used as a measure for accepting pupils onto A level or IB courses. It is not uncommon for schools to require at least a B grade at GCSE in any subject which a pupil would like to study in the sixth form. Increasingly, employers and universities are looking at GCSE grades, in addition to sixth form predicted grades, so choosing the right ones is important. Here are a few tips to bear in mind to help with this process.

Review your child’s past exam results and reports. When making choices, two things are important. As well as identifying talents in certain areas, enjoyment of the subject is critical, as this will lead to a more enthusiastic approach to study.

Reviewing past results in each subject is a good indicator for potential success for your child. Your school will probably have specialisms in particular curriculum areas. This is often linked to the quality of teaching in a well-resourced environment, as well as teachers with the personality and passion to inspire enthusiasm for their subject.

Core subjects of Sciences, Maths and English are compulsory. Dual award or triple award science is an important decision to reflect on, especially if your child has ambitions to pursue a career in Medicine or Engineering for example.

Breadth is important. For most, a mixture of creative and academic subjects will develop a whole range of important life skills. However, if your child has ambitious aims for further education, choosing a humanity and an additional language, as well as one creative or practical subject should work well.

Attaining at least 7 A* grades in what are widely considered to be more academic subjects, in one sitting, will be an important factor for those aspiring to top universities.

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Thursday, 30 January 2014

Is the school curriculum and quest for exam results killing creativity and imagination?

I have just spent the day at a vision workshop with the inspiring Vanessa Stottor and was particularly interested by her personal observation that our pass or fail culture in education should not be allowed to stifle who our children are as individuals.

It goes without saying that education must lead to academic results which realistically reflect each child’s full potential, but are parents and schools so focussed on this goal that they are neglecting the just as important need to celebrate and encourage creativity and develop each child’s imagination? 

Creativity and critical thinking are both important life skills. The right side of the brain is the creative side and the left one the more analytical side. Most of us have a personality with tendencies towards one side or the other. Identifying this in your child will help a great deal in supporting them in developing their true all-round potential.

For some, defining success through art, music, drama or sport may be far more relevant than examination certificates. The measurement criteria for success should be different to each child as an individual, where the focus is on their own personality, strengths and interests. Motivation comes from rewarding success in whatever form it presents itself and not trying to fit a square peg in a round hole.

In my opinion, successful business entrepreneurs rarely have a CV which reflects high academic attainment. More importantly seems to be an ability to dream up a good idea and having the confidence to go out, work hard and make it will happen.

Surrounding children with positivity, a sense of feeling good about themselves and allowing them to dream, will build confidence and self-esteem, inevitably inspiring all-round success.

To learn more about Vanessa and how she brings positivity to all whose lives she touches, visit her website www.vanessastottor.com

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Sunday, 26 January 2014

Do league tables give parents the right information to support choosing the right school?

With the latest league tables released last week the question arises once again, are these a useful tool to assist parents in choosing the right school? My advice is to be wary of giving these more than a quick glance.

A league table ordering schools according to the percentage attaining top grades doesn’t take into account whether or not the school is selective. If there are 5 or 6 applicants per place, it would be very disappointing if students didn’t attain excellent grades and hence top the league tables. As such, this doesn’t seem to give parents a true reflection of the key attributes of any school, selective or not.

For parents with bright children, this is of course an important factor. However for parents with children of average academic ability, talents in other areas or all-rounders, it is more important to compare academic attainment of alumni against initial potential, as well as the quality of the value added curriculum to build confidence, challenge and develop a whole range of skills.

I can’t help thinking that a league table listing schools according to the percentage of alumni who secured employment upon leaving or post-university might be of more use in the current climate. I was fascinated to hear from a school Head last week that he does not consider his job done until every one of his leavers has secured a job, even if they have been to university in-between. He said, ‘What is any school for but to ensure its leavers have the right skills, qualifications and confidence to secure a job?’

The most important thing to remember when choosing a school is that your child is an individual with their own personality, strengths, weaknesses, motivation and interests. As such, the right school will be the one which enables them to achieve their maximum all-round potential. Not just measured through academic attainment reflected through exam results, but also success in the value-added curriculum.

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Sunday, 19 January 2014

Tips for parents on choosing a senior school and moving at 11+ or 13+

Many parents are currently finalising senior school choices. Some also have the challenge of deciding whether to move at 11 or 13. Our excellent local state and independent senior schools mean parents are spoilt for choice.

It is hard to give generic advice as it depends on the family circumstances. Consider your child as an individual and make a decision as to what feels right. When you visit a school you instantly get an impression of which one has the right ethos and atmosphere. To do this, visit on a normal school day rather than an open day when the school is on show.

Talk to the Head and other key staff and choose a school with the same values and philosophy as you.

Ignore dinner party banter and avoid making comparisons with other families. Advice from all directions can take you round in circles and lead to confusion. Stick to one or two independent sources of advice such as the Head of your prep or primary school or an education consultant.

Staying on at prep until 13 gives a wealth of opportunities to develop independence and life skills through positions of responsibility. Being a big fish at the top of a small pond means expectations to achieve are high.

Years 7 and 8 in a senior school by contrast are often seen as settling in years where the aim is to lay foundations and nurture confidence, being the youngest pupils in a bigger school environment. Some children thrive better with this approach at this age, especially where a change of scene is needed to maximise potential.

Competition for places often forces parents’ hand, with a move at 11 often being the less risky option, where waiting until 13 can mean places are like gold dust.

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Friday, 17 January 2014

Inspection reports are a good way for parents to gain in insight into schools

When considering school choices researching all of your options is crucial, especially if you are new to an area. Talking to other parents is of course beneficial but is rarely without emotion generated by personal experiences. One of the most useful tools for parents looking for an independent opinion about the standards of teaching and learning in the schools you are considering is to read the latest Ofsted inspection report. 

Ofsted reports directly to Parliament and is both independent and impartial. By law it must inspect schools with the aim of providing information to parents, to promote improvement and to hold schools to account. Reports can be read via the Ofsted websiteite www.ofsted.gov.uk/reports.

The inspection lasts between one and two days and schools receive only one days’ notice prior to the inspection. Inspection teams are keen to see the school as it is and not on show.
The focus of the inspection is the quality of teaching as well as the pupil’s progress and attainment. Information is gathered by talking to the headteacher, governors, staff, parents and pupils. Lessons are observed across the curriculum. They also look at how well the school is led and managed as well as the culture, ethos, behaviour and safety of pupils.

The reports therefore give a good all-round feel for a school’s atmosphere and strengths, as well as highlighting any weaknesses. This makes it far easier for parents to make objective comparisons between schools in a given area.

Independent schools are also inspected, mostly by the Independent Schools’ Inspectorate (ISI). These reports can be found via the website www.isi.net/reports

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Thursday, 12 December 2013

Researching holiday #homework using Google

With the Christmas holidays here it may be that your children have been set holiday homework which involves research for a project. My parents have just recycled the Encyclopaedia Britannica that we used during childhood for these tasks, in conjunction with trips to the local library reference section to read a range of books. The internet has largely replaced the need for this with copious information at a child’s finger tips. However, how to 21st Century parents ensure their child is forming balanced opinions through broad research of a topic and not just regurgitating page one of Google?

Google a topic such as The First World War and you will see what I mean. Wikipedia summarises topics well but be aware that articles could be written by anyone so facts could be un-reliable or hugely subjective. Select the right key words in order to come up with a variety of reliable sources in the search results.

Search results are global so checking the credibility of information sources is important. This can be done by understanding the background, expertise and culture of the person who has written a piece.

The ability to copy and paste makes plagiarism far easier but schools and most importantly examination boards are very wary and on the look-out for this. Encourage independent writing after having read around a subject. This can easily be checked by discussing what your child has written to see if they understand the content and can explain why they have formed their opinion, demonstrating objectivity, through researching several sources. All quoted opinions should be referenced.

Beware of Google translate. It often creates sentences that are grammatically incorrect so will stand out immediately.

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Tuesday, 3 December 2013

Tips on Communicating a Worry or Concern to your Child’s School

It is a worrying time for parents when an issue emerges regarding some aspect of their child’s life at school. Often they are unsure when to raise it and which communication channel is best. Sometimes lack of knowledge leads to insufficient confidence to raise it with the school. Here are a few tips that may assist you with effective communication.

Pick your battles. Give rational consideration to your worry rather than flying off the handle. Form a balanced view taking account of all angles. Is it of enough significance to formally raise it?  Remember that your child is unlikely to be in the right or truthful all of the time. Talk with them, try to get to the bottom of the issue and what might be causing it. You will then be able to talk to the right staff at the school when you have all the facts.

Avoid trying to resolve an issue regarding another child yourself, by talking to the child or their parents directly. Always address problems via the school. Addressing concerns diplomatically and reasonably is always a better option.

Familiarise yourself with the school pastoral care structure and follow the correct process for raising concerns. You will find details on the website or in the parent handbook. For example, it is unlikely that your issue will be well received if you go straight to the Head, before first trying to deal with it at tutor level.

Read reports, effort and assessment grades carefully so you are alerted early and can deal with issues promptly. Identifying potential problems sooner rather than later makes resolution far easier, Burying your head in the sand seldom works.

Get to know key staff. Always attend school events such as parents’ evenings. Keeping in touch regularly will ensure you have a good working relationship with staff should a concern arise.


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