For the 23rd year in a row, the pass rate at GCSE has increased. This is good news for the pupils who received their results yesterday and their teachers and tutors deserve the greatest praise for encouraging them. However, the big loser in the statistics which accompanied the results is modern languages.
I studied French and German as well as Latin right up to Higher (Scottish A-level equivalent) level. I felt inspired by all my languages teachers. I recognised how important it was to speak a foreign language and I was very fortunate because I had the opportunity to learn French from the age of 7 at a lunchtime club. I suppose that I have always been surrounded by foreign language. My parents both speak French and my mum's degree is in French and German. We spent all our summer holidays when I was young in France and so learning languages became very natural. In fact, I am currently learning Spanish and I absolutely love it.
So what has caused the decline in languages? I believe there are two key factors - the fact that since 2004, taking a language at GCSE is no longer compulsory and that the teaching of modern languages in schools is failing pupils. A blog about this subject will always run the risk of sounding generalised and so I apologise in advance.
There is certainly an issue about the fact that modern languages are not mandatory at GCSE. This position should be reversed. Nowadays, many pupils sit GCSE's a year or two years early with some pupils gaining up to 14 or 15 GCSE's. It is conceivable that none of these could be in a modern language. We cannot expect a child at the age of 13 or 14 to exclude the possibility of studying a modern language. These are cliches but having a modern language increases employability considerably, particularly in a recession and improves key skills such as retaining information, command of the English language and communicating with others. It is important that teachers encourage pupils to have as balanced and as wide a range of subjects at GCSE as possible. Pupils should not be discounting modern languages before they have completed their GCSE's.
The second issue relates to an image problem which modern languages have, coupled with serious concerns about the teaching of modern languages. The image problem is that modern languages are not cool. Pupils in the MTV generation, where they are unlikely to encounter anything in the media or press which is not in English, cannot see the long-term advantages of learning a language. We need to get the message out to young people that if you want to travel around the world on your gap year or get a job working for an international institution, you will struggle without the ability to speak a modern language. We all know that once you can command one language reasonably well, learning others become far easier.
In terms of teaching languages, the technological advances which have been made over the past few years. When I first started learning a language, there was no Youtube, no online newspapers and magazines, no computer games and we simply worked out of textbooks. The sad fact is that thousands of pupils are still simply learning from textbooks. Why? Teachers need to be encouraged to engage with their pupils with these new forms of media. I used to have a penpal in the Ivory Coast. We would write and it would take weeks and weeks to receive a reply. Now, I could find a penpal and we could e-mail every day if we wanted. Imagine what an improvement that would make! I try and use technology as much as possible in my tutoring sessions and for the past couple of month, I have been fortunate enough to use an iPad. It really does make a difference and you can see how enthusiastic the pupils are about it. In a classroom, interactive whiteboards or even projectors can revolutionise pupils' attitudes to modern languages.
However, as great as this technology is, teachers must be aware that it is no substitute for good teaching. Pupils need an excellent grounding in grammar so that they can understand a video clip of a French TV show on Youtube or read an e-book. Unfortunately, there are some schools that persist in sticking a Powerpoint presentation on and allowing the pupils to copy the information about grammar. That is not teaching. The pupils become confused and will become turned off modern languages very quickly. As technology advances, there needs to be very good training for teachers so that they know how to use technology in an effective way in the classroom. That way, modern languages become exciting, different and pupils will actually want to study modern languages further. Languages will cease to be seen as difficult if they are engaging and if pupils can see the benefits to their future careers by learning a language.
So for modern languages uptake to improve and to get French back into the top 10 of subjects, we need to look at all aspects of the teaching of this subject. In the past 10 years, the number of pupils studying French has dropped by around 48%. This is already having serious repercussions at university level and in the workplace. It is much more difficult to learn a language at 30 or 40 than it is at 13 or 14 when a pupil's brain resembles a sponge! This is my personal plea to the government - please reinstate compulsory language learning at GCSE level. Choice is not always a good thing and in this instance, it is not in pupils' best interests.
Wednesday, 25 August 2010
Saturday, 21 August 2010
The end of one year...the start of the next...
The publication of the A-Levels results this week heralds the beginning of another year for tutors across the UK. With one set of pupils heading out into the big wide world of university, employment, training and hopefully not becoming NEET's, another set of pupils is ready to step into their shoes. I am in no doubt that the introduction of the A* grade will make entrance criteria for the top universities increasingly more competitive and that will push the demand for tutors up. Many parents may feel that to make the jump from an A to an A*, what is on offer at school is not enough and that pupils will benefit from home tuition. This may be true but there is a consequence of this that we should not fail to recognise - the effect tuition has on exam results.
There is a general lack of research about tuition and the effect it has on a pupil's overall result will depend on the pupil, the pupil's education he or she is receiving at school and the tutor. Much is made in the press of the fact that tuition inflates exam results to the benefit of some schools and the expense of others but there is a real lack of research on this subject to back up those claims. It has already been reported this week that a significant proportion of A* grades were awarded to private school pupils and this is a statistic that is measurable. Whether it is right or wrong that the A* system benefits the private system is a different debate but at least we have statistics on it.
The lack of research into private tuition means that many assumptions are made. One of the most prevalent of these is that private tuition is the reserve of the rich. This is not true. I have seen family after family scrimp and save, scrap the family holiday and other luxuries because having a tutor is seen as more important. Education remains of great value in our society, especially in a recession and so we should not be so quick as to say that it only benefits one small group.
Hopefully, more research will help us assess the long-term effect of the A* grade and the advantages tuition bring to pupils. Parents simply want the best for their children and the brightest children are entitled to have doors open to them whatever their family background. Many parents are in the fortunate position of being able to provide tuition for their children and there is no doubt that their children benefit from it. The government must be constantly ensuring that the children of those parents who cannot afford to pay for tuition themselves still have the same opportunities. If they do not, Britain could be losing some of its brightest talent.
In this new academic year, I hope further research is carried out into tuition and university entrance requirements. The media reporting of this week will almost certainly have created more demand for tutors too as we are told gaining a place at university is becoming more and more difficult and finding a job is almost an impossibility. Let us not discourage 18 year-olds in the UK today. This is the start of a new period in their lives. There are doors out there to be opened, it is just the case of finding the right door for you. Good luck!
There is a general lack of research about tuition and the effect it has on a pupil's overall result will depend on the pupil, the pupil's education he or she is receiving at school and the tutor. Much is made in the press of the fact that tuition inflates exam results to the benefit of some schools and the expense of others but there is a real lack of research on this subject to back up those claims. It has already been reported this week that a significant proportion of A* grades were awarded to private school pupils and this is a statistic that is measurable. Whether it is right or wrong that the A* system benefits the private system is a different debate but at least we have statistics on it.
The lack of research into private tuition means that many assumptions are made. One of the most prevalent of these is that private tuition is the reserve of the rich. This is not true. I have seen family after family scrimp and save, scrap the family holiday and other luxuries because having a tutor is seen as more important. Education remains of great value in our society, especially in a recession and so we should not be so quick as to say that it only benefits one small group.
Hopefully, more research will help us assess the long-term effect of the A* grade and the advantages tuition bring to pupils. Parents simply want the best for their children and the brightest children are entitled to have doors open to them whatever their family background. Many parents are in the fortunate position of being able to provide tuition for their children and there is no doubt that their children benefit from it. The government must be constantly ensuring that the children of those parents who cannot afford to pay for tuition themselves still have the same opportunities. If they do not, Britain could be losing some of its brightest talent.
In this new academic year, I hope further research is carried out into tuition and university entrance requirements. The media reporting of this week will almost certainly have created more demand for tutors too as we are told gaining a place at university is becoming more and more difficult and finding a job is almost an impossibility. Let us not discourage 18 year-olds in the UK today. This is the start of a new period in their lives. There are doors out there to be opened, it is just the case of finding the right door for you. Good luck!
Thursday, 19 August 2010
A* - Raising the Bar?
Today is one of the most important dates in the education calendar - A-Levels Results Day. Much has been made of the increased pass rate, lack of university places and more controversially, the new A* grade. I will assess the impact of each of these but firstly, some key facts about this year's exam results.
- Pass rate = 97.6%
- Pass rate at Higher level in Scotland = 76%
- A* grades = 8%
- A* grades (boys) = 7.3%
- A* grades (girls) = 8.3%
- A* grades of private school pupils = 18%
- A grades = 27%
- Number of pupils eligible for Clearing = 180 000
- Number of courses available through Clearing= 18 500
- Number of university applications = 660 000
This means that it would be difficult to fail an A-Level and pupils in private schools do disproportionately well. Anything we didn't know? This year, the introduction of A*s has caused much furore but will it make any difference to pupils' prospects? There is much talk at the moment of pupils who achieve A*s not getting university places. I think we can say that there is a valid concern that if pupils in private schools are at a significantly greater chance of achieving an A* grade, those universities who stipulate A* grades are going to end up with more pupils from private schools. The private school - state school debate is for another day (soon) but the figures do merit greater investigation.
The difference between the pass rate at A-Level and Higher need to be accounted for in university entrance requirements. We cannot equate the two systems in exactly the same manner but the significant difference in the pass rates need to be seen as indicative of more than different exams - they are indicative of different attitudes to education and different systems of assessment.
The shrinking in the gender gap, at least at the top level of results, is very good news. Part of this may be due to the fact that there has been an increase of pupils taking maths or science subjects, traditionally seen as more popular among boys. It has been suggested that this is due to a more competitive "market" for university places and so universities prefer to see pupils taking more "academic" subjects. Yet there seems to be a conflict in the media reporting - A-Levels are getting easier but pupils are taking "harder" subjects. Does this really add up?
The Clearing figures do cause some alarm because of the drop from one year ago. The problem is intensified because pupils who did not get a university place last year have applied and got unconditional offers this year, thus squeezing the supply despite a growing demand. Both universities and pupils are left in limbo as universities try and balance their figures of students and pupils are at the mercy of UCAS. Clearing is a great system for those who don't quite make it as it does offer an alternative. However, pupils need to think carefully before opting for a course. Will it be as good as your first choice? Have you considered the other options such as apprenticeships, going abroad to study or taking a gap year? Things will be easier when applying next year for those who already have their grades and can meet the universities' requirements. Deciding where to study for three or four years is a big decision in the life of any 18 year-old and taking anything which Clearing throws up could be the wrong thing for you.
A final point, with all these different debates raging around the A-Levels results, we must not forget to congratulate every single pupil on their results. Whatever your results, well done!
Wednesday, 18 August 2010
Social Mobility and Private Tuition
The gap between the rich and the poor is getting wider and wider. Particularly in education, we see cuts to the state sector with fewer teachers, decrepit buildings and a lack of resources. On the other hand, demand for private education continues to rise with entrance exams becoming more and more competitive. Couple this with a recession meaning a lack of jobs and a lack of university places and you have a recipe for disaster. For those pupils who are "average" i.e. they are not bright enough to be classed as gifted yet not flagged up as requiring additional support for learning needs. These children are most at risk of suffering from the lack of social mobility in this country.
Thirty years ago, it was not unusual for pupils to be the first in their family to go to university. Now, it is. Of course, this is partly due to the increase in students in the past thirty years but it also shows that there are children who are not given encouragement to aim for university despite the fact they are able to go there.
Careers education in this country is a bit like a Postcode Lottery. Some schools have an excellent programme of events, demonstrating the options available to young people. Unfortunately, these tend to be limited to private schools or state schools which have a high number of pupils going into Higher Education already. For those pupils in schools where the majority of pupils leave after they have completed their GCSE's, there seems to be a general lack of information and advice about going to university. In my experience, many pupils who are very able and would make ideal students are turned off from university because they believe they are not clever enough or it is not for "people like me". We are failing these pupils.
So how do we get the message out to those pupils who are clearly able to study at university but who lack the role models and confidence to fill in a UCAS form? I believe tutoring is an option. I would like to see the government invest in a programme targeted specifically at pupils who need a helping hand. The one-to-one dedication a tutor can provide really can make a difference. That's not to say that hard-working teachers do not make a significant contribution already but with an increased workload and more and more pressure being placed on teachers, can we really expect them to spend their lunchtimes and late afternoons giving one-to-one sessions? Tutors have the advantage of only dealing in one-to-one and small group environments. Many tutors who are not teachers are undergraduates or have recently graduated so have recent experience of university to share.
Investing in the most able pupils from disadvantaged backgrounds now will pay dividends in the future. So here is my challenge to the Coalition government - tuition is not just for the elite in our society, let's make tuition open to all who would benefit from it. Tuition is a powerful tool in our fight against stagnant social mobility.
For more information about this subject, Mary Riddell's article in the Telegraph on Monday raises some interesting points. http://www.telegraph.co.uk/education/7948973/The-new-A-level-results-will-prove-that-Britain-is-pulling-itself-apart.html
Thirty years ago, it was not unusual for pupils to be the first in their family to go to university. Now, it is. Of course, this is partly due to the increase in students in the past thirty years but it also shows that there are children who are not given encouragement to aim for university despite the fact they are able to go there.
Careers education in this country is a bit like a Postcode Lottery. Some schools have an excellent programme of events, demonstrating the options available to young people. Unfortunately, these tend to be limited to private schools or state schools which have a high number of pupils going into Higher Education already. For those pupils in schools where the majority of pupils leave after they have completed their GCSE's, there seems to be a general lack of information and advice about going to university. In my experience, many pupils who are very able and would make ideal students are turned off from university because they believe they are not clever enough or it is not for "people like me". We are failing these pupils.
So how do we get the message out to those pupils who are clearly able to study at university but who lack the role models and confidence to fill in a UCAS form? I believe tutoring is an option. I would like to see the government invest in a programme targeted specifically at pupils who need a helping hand. The one-to-one dedication a tutor can provide really can make a difference. That's not to say that hard-working teachers do not make a significant contribution already but with an increased workload and more and more pressure being placed on teachers, can we really expect them to spend their lunchtimes and late afternoons giving one-to-one sessions? Tutors have the advantage of only dealing in one-to-one and small group environments. Many tutors who are not teachers are undergraduates or have recently graduated so have recent experience of university to share.
Investing in the most able pupils from disadvantaged backgrounds now will pay dividends in the future. So here is my challenge to the Coalition government - tuition is not just for the elite in our society, let's make tuition open to all who would benefit from it. Tuition is a powerful tool in our fight against stagnant social mobility.
For more information about this subject, Mary Riddell's article in the Telegraph on Monday raises some interesting points. http://www.telegraph.co.uk/education/7948973/The-new-A-level-results-will-prove-that-Britain-is-pulling-itself-apart.html
Tuesday, 17 August 2010
Sunday Times Article
An article was published in the Sunday Times on 15th August about tutoring in the school holidays entitled "Call this a holiday?" The journalists, Karen Robinson and Jacques Testard addressed the topic from the standpoint of the super-rich who take a tutor away on holiday on a yacht to work a few hours a day. There are anecdotes from a number of tutors about the lifestyles of the rich and famous but this is far from most tutors' experiences.
The average family may have a week or two abroad on holiday and won't take a tutor with them. The children may have anything from five to nine weeks off school for the summer holidays. That is a long time for children not to be learning and it is very easy for pupils to forget what they have learned if they are not putting it into practice. Having a tutor allows the pupil to prepare for the year ahead. This is beneficial for younger pupils as it is for older ones. It is fair to say that the more time a tutor works with a pupil, the more progress the pupil will make. We cannot expect tutors to perform miracles overnight when preparing pupils for an exam, be it the 11+ or an A-level. Tutors need time to work with pupils to cover the whole syllabus in depth. An hour or two of tutoring a week during the school holidays keeps the momentum going and pupils often enjoy the academic challenges the tutor gives them.
I thoroughly agree that the quote from the headmistress of a prep school who says that children need to use the holidays to relax. However, children with long summer holidays can benefit from spending a small amount of time revising and refreshing knowledge for the new term. Whether parents hire a tutor or use holiday exercise books, giving a pupil the confidence that he or she can go back to school ready to learn new material with the knowledge that he or she is entirely comfortable with what has been learned the previous school year is invaluable.
It is disheartening that the article ends on such a sour note with the warning to the "tutor-hiring classes" that "you can't buy brains." For a start, the media persists in insisting that those pupils with a tutor must come from extremely privileged backgrounds, in this case families who take a tutor on holiday. The reality is that there are many parents who are scrimping and saving to pay for a tutor because the education system is failing their child and competition to get a university place or to get a job is becoming more and more fierce. Why does the media "blame" parents for hiring a tutor? Let's look behind the label and we will soon see that hiring a tutor is about far more than showing off at the school gate.
I've never come across a tutor who has suggested that brains can be bought. Tutors are there to help pupils with difficulties that pupils might not be able to express in class. The one-to-one situation allows for an individualised and tailored approach to learning which the ultimate aim of instilling confidence in pupils. Pupils who are more confident about answering examination questions because they know that they understand the syllabus will give better answers in exams. Why is the Sunday Times so sceptical about giving young people confidence?!
On a far more positive note, an article in today's Guardian, http://www.guardian.co.uk/education/2010/aug/17/graduate-tutors-former-offenders about an initiative of Bright Young Things Tuition shows that tutoring is not just for the elite. How refreshing to see an agency engage with those who have not had the academic opportunities they would have liked. Perhaps you can't buy brains but if the tutors involved in this scheme can inspire prisoners to continue in education once they leave prison or begin a career, surely tutoring can have an extremely positive effect on all in society.
The average family may have a week or two abroad on holiday and won't take a tutor with them. The children may have anything from five to nine weeks off school for the summer holidays. That is a long time for children not to be learning and it is very easy for pupils to forget what they have learned if they are not putting it into practice. Having a tutor allows the pupil to prepare for the year ahead. This is beneficial for younger pupils as it is for older ones. It is fair to say that the more time a tutor works with a pupil, the more progress the pupil will make. We cannot expect tutors to perform miracles overnight when preparing pupils for an exam, be it the 11+ or an A-level. Tutors need time to work with pupils to cover the whole syllabus in depth. An hour or two of tutoring a week during the school holidays keeps the momentum going and pupils often enjoy the academic challenges the tutor gives them.
I thoroughly agree that the quote from the headmistress of a prep school who says that children need to use the holidays to relax. However, children with long summer holidays can benefit from spending a small amount of time revising and refreshing knowledge for the new term. Whether parents hire a tutor or use holiday exercise books, giving a pupil the confidence that he or she can go back to school ready to learn new material with the knowledge that he or she is entirely comfortable with what has been learned the previous school year is invaluable.
It is disheartening that the article ends on such a sour note with the warning to the "tutor-hiring classes" that "you can't buy brains." For a start, the media persists in insisting that those pupils with a tutor must come from extremely privileged backgrounds, in this case families who take a tutor on holiday. The reality is that there are many parents who are scrimping and saving to pay for a tutor because the education system is failing their child and competition to get a university place or to get a job is becoming more and more fierce. Why does the media "blame" parents for hiring a tutor? Let's look behind the label and we will soon see that hiring a tutor is about far more than showing off at the school gate.
I've never come across a tutor who has suggested that brains can be bought. Tutors are there to help pupils with difficulties that pupils might not be able to express in class. The one-to-one situation allows for an individualised and tailored approach to learning which the ultimate aim of instilling confidence in pupils. Pupils who are more confident about answering examination questions because they know that they understand the syllabus will give better answers in exams. Why is the Sunday Times so sceptical about giving young people confidence?!
On a far more positive note, an article in today's Guardian, http://www.guardian.co.uk/education/2010/aug/17/graduate-tutors-former-offenders about an initiative of Bright Young Things Tuition shows that tutoring is not just for the elite. How refreshing to see an agency engage with those who have not had the academic opportunities they would have liked. Perhaps you can't buy brains but if the tutors involved in this scheme can inspire prisoners to continue in education once they leave prison or begin a career, surely tutoring can have an extremely positive effect on all in society.
Monday, 16 August 2010
Tutors' Alliance new Membership services
I am delighted that our new membership services are now live on tutorsalliance.co.uk. This is going to be a very busy week for education - A-level results come out and Scottish schools go back. I will be writing a blog entry every day this week to deal with issues from tutoring during the summer holidays to the new A-Level A* grade. For the moment, I hope you enjoy discovering the new services we have available.
Wednesday, 11 August 2010
Exam Results...the results
So the big day came and went and I am very pleased to report that all my pupils got on extremely well. All the SG pupils obtained Credit-level marks and the Higher pupils got A's and B's (so far - still waiting to hear from one pupils who is on holiday at the moment). It is clear to see that all the pupils put in a great deal of work and have been rewarded for their efforts. The warmest congratulations are due to them all and I wish them all the best for their future.
Much has been made of the difficulties currently experienced by those who are trying to secure a university place through Clearing. I believe that every young person should be given a chance and the problem with the current system is that applications for university places are based on performance before the critical examination period. Some pupils take a bit longer to understand a subject and I and other tutors have had pupils who have failed a prelim exam and then received an A in the final examinations. Perhaps we ought to adopt the approach favoured in France where generally everyone who applies is admitted to university with the fittest surviving the first year exams and progressing through the rest of the course. This gives all students the opportunity to try university life and the different working patterns it requires. It brings its own problems in terms of housing and resources but the main advantage is that selection is made once pupils/students are more mature than in the UK and that can only give a better indication of their academic ability.
What do you think? How was the recession impacted our views on university education? Tutors' Alliance would love to hear your views!
Much has been made of the difficulties currently experienced by those who are trying to secure a university place through Clearing. I believe that every young person should be given a chance and the problem with the current system is that applications for university places are based on performance before the critical examination period. Some pupils take a bit longer to understand a subject and I and other tutors have had pupils who have failed a prelim exam and then received an A in the final examinations. Perhaps we ought to adopt the approach favoured in France where generally everyone who applies is admitted to university with the fittest surviving the first year exams and progressing through the rest of the course. This gives all students the opportunity to try university life and the different working patterns it requires. It brings its own problems in terms of housing and resources but the main advantage is that selection is made once pupils/students are more mature than in the UK and that can only give a better indication of their academic ability.
What do you think? How was the recession impacted our views on university education? Tutors' Alliance would love to hear your views!
Wednesday, 4 August 2010
Exam Results Time!
It is that time of year again, Results Day! In Scotland, results will be received by pupils by post tomorrow (Thursday 5th August). However, some pupils received their results by e-mail or text today (Wednesday 4th August. It is a sign of the times just how things have changed. Perhaps in the future, all resultss will be received by e-mail. However, new technologies bring their own difficulties. For example, the University of Aberdeen and the University of St Andrews made a blunder earlier this week when they posted the results of some pupils on their own portals. Both universities have apologised for their mistake. More stringent systems will need to be in place to ensure such things do not happen again and the integrity of the SQA remains intact.
Of course, results day is not just a big day for the pupils themselves, the nerves get to parents, teachers and tutors. Being a tutor on results day is without doubt, the most stressful day of the year. You have worked so hard with each and every pupil and you can see all the hard work which they put in too and you want to ensure that they get what they deserve out of it. The pressure which young people face today is immense and it has been intensified by the recession. Fewer available university places means more competition and standards become increasingly higher. It is our job as tutors, teachers and parents to try and alleviate that stress as much as we can. We all know that exam results are not the be all and end all but we need to get that message across to pupils in a way which does not seem to them to be patronising.
So whatever your exam results are, be proud of yourself on results day. You have done your best and that's an achievement in itself. Good luck!
Further advice and support is available on Tutors' Alliance's dedicated Exam Results page - http://www.tutorsalliance.co.uk/Exam-Results.php
How did you get on? How did your pupils get on? Let Tutors' Alliance know by e-mailing info@tutorsalliance.co.uk.
Of course, results day is not just a big day for the pupils themselves, the nerves get to parents, teachers and tutors. Being a tutor on results day is without doubt, the most stressful day of the year. You have worked so hard with each and every pupil and you can see all the hard work which they put in too and you want to ensure that they get what they deserve out of it. The pressure which young people face today is immense and it has been intensified by the recession. Fewer available university places means more competition and standards become increasingly higher. It is our job as tutors, teachers and parents to try and alleviate that stress as much as we can. We all know that exam results are not the be all and end all but we need to get that message across to pupils in a way which does not seem to them to be patronising.
So whatever your exam results are, be proud of yourself on results day. You have done your best and that's an achievement in itself. Good luck!
Further advice and support is available on Tutors' Alliance's dedicated Exam Results page - http://www.tutorsalliance.co.uk/Exam-Results.php
How did you get on? How did your pupils get on? Let Tutors' Alliance know by e-mailing info@tutorsalliance.co.uk.
Sunday, 1 August 2010
Keeping Children Safe?
The Government announced today that the Keeping Children Safe scheme, a result of the Sarah's Law campaign, will be extended following a successful pilot. Having read the documentation (http://www.dcsf.gov.uk/everychildmatters/_download/?id=2208), I am of the opinion that the scheme as it operates at present, would theoretically allow a parent to ask the police for information about a tutor as a tutor may have unsupervised contact with a child.
Tutors' Alliance advocates that no child should be left alone unsupervised with a child in the first place. Unfortunately, in some households with a tutor, tutors "double up" as occasional or regular babysitters. This is particularly true where the tutor is already known to the family before he or she is engaged.
We have seen a number of recent scandals involving child protection - one of the most shocking being the case of Ugochukwu Okorie (see previous blog posts and Tutors' Alliance website for more details). It is hoped that a scheme like this would allow parents to ask for a disclosure of relevant information in circumstances similar to those in the Okorie case.
This new scheme is to be welcomed to protect children who, as a result of the unsupervised contact they have with a person with previous relevant convictions, are most vulnerable to abuse. However, prevention is better than cure and parents are advised to ensure that tutors are not left in a position where they have unsupervised contact with children in the first place. Likewise, tutors should refuse to be responsible for a child on an unsupervised basis. This protects both the child and tutor.
Tutors' Alliance advocates that no child should be left alone unsupervised with a child in the first place. Unfortunately, in some households with a tutor, tutors "double up" as occasional or regular babysitters. This is particularly true where the tutor is already known to the family before he or she is engaged.
We have seen a number of recent scandals involving child protection - one of the most shocking being the case of Ugochukwu Okorie (see previous blog posts and Tutors' Alliance website for more details). It is hoped that a scheme like this would allow parents to ask for a disclosure of relevant information in circumstances similar to those in the Okorie case.
This new scheme is to be welcomed to protect children who, as a result of the unsupervised contact they have with a person with previous relevant convictions, are most vulnerable to abuse. However, prevention is better than cure and parents are advised to ensure that tutors are not left in a position where they have unsupervised contact with children in the first place. Likewise, tutors should refuse to be responsible for a child on an unsupervised basis. This protects both the child and tutor.
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