It lays the foundation for critical thinking, communication skills, and academic success across multiple subjects. It’s where your child is likely to first read, such as “To be, or not to be” from Shakespeare’s Hamlet or “I am no bird; and no net ensnares me” from Charlotte Brontë’s Jane Eyre.

While some children take an immediate liking to English, others might find it challenging, as it requires a strong grasp of both language and literature.

In this scenario, GCSE English tutors can make a real difference, offering personalised support to help students achieve their potential.

What does an English tutor do?

The main purpose of a GCSE English tutor is to work with students to improve their knowledge and skills in English Language and English Literature. And ultimately, help them pass or improve their GCSE grades in these two vital subjects.

Perhaps your child didn’t perform as expected in their mocks or they might have also struggled with particular skills in this subject? Additional learning can help them fill in knowledge gaps they might have, helping them understand and interpret texts, from novels and plays to poetry.

But it’s not only about the knowledge itself. An English tutor can also guide students through exam techniques and help them develop skills that translate to all subjects.

A tutor should also provide personalised learning plans, tailored to each student’s strengths and weaknesses. For example, a student struggling with essay writing might receive targeted lessons on structure and argument development, while a student who finds reading comprehension difficult may focus on close reading strategies and vocabulary building.

How do they differ from in-school teachers?

While in-school teachers deliver lessons to large groups, a GCSE English tutor works with smaller groups. This allows tutors to tailor their teaching to the specific needs of each learner, rather than having to follow a general pace suited for the entire class – for some children, this can lead to them falling behind.

Additionally, tutors can often introduce creative and interactive learning methods, a flexibility that isn’t always allowed in the classroom.

At institutions like Excel in Key Subjects, additional support is largely guided by teachers who have extensive knowledge of exam boards in England and classroom experience. This ensures your child still receives the same high level of expertise, combining personalised attention with proven teaching skills. One salient component of our service at Excel is the feedback that our teachers give to students from the work the student completes.

Different methods of learning

As mentioned above, learning isn’t one-size-fits-all, and students benefit from a variety of approaches depending on their strengths, preferences, and goals.

Tutors have the benefit of being able to tailor support to your child. This might include methods like:

By incorporating a mix of these methods, tutors and teachers can cater to individual learning styles, keeping lessons engaging and helping students achieve their full potential.

Will they still know the curriculum?

Yes, qualified GCSE English tutors are familiar with the national curriculum and current exam specifications. They stay up to date with changes in syllabus content, assessment methods, and marking criteria. This ensures that the tutoring a student receives is relevant, practical, and aligned with school expectations. At Excel, our English tutors are fully qualified English teachers with many years of teaching experience at GCSE and a-level in schools in England.

Tutors can also complement classroom learning by addressing gaps in knowledge or reinforcing topics students find difficult. They provide extra practice materials, mark essays, and give constructive feedback, ensuring students are fully prepared for exams.

Where’s a good place to look for an English tutor?

There are several ways to find a reliable GCSE English tutor:

• Local tutoring agencies: These often vet tutors and match them with your child based on their needs.
• Online tutoring platforms: Many experienced tutors offer virtual sessions, this can provide flexibility and access to a wider pool of specialists for you and your child – especially if you have busy schedules!
• School recommendations: Your child’s teachers or school administrators may be able to suggest tutors who are familiar with the GCSE curriculum.
• Word of mouth: Speak to other parents, they’ll often recommend tutors who have successfully helped their children.

When choosing a tutor, consider qualifications, experience with GCSE exams, teaching style, and compatibility with your child’s learning needs. A short trial session can help determine if the tutor is the right fit.

Considering a GCSE English tutor?

A GCSE English tutor plays a vital role in supporting students, whether they find the subject challenging or just need an added boost before exams.

They can offer tailored lessons, exam preparation, and skill development for a world that still finds GCSE English a hugely important subject.

If you aren’t sure what your child needs, it may be worth having a conversation with them and their teacher. We’re also available for a chat if you need some advice on the best next steps.

The post The role of a GCSE English tutor explained appeared first on Excel in Key Subjects.

For many parents, helping their child succeed in GCSE Maths can feel like a daunting challenge. With topics ranging from algebra and geometry to statistics and problem-solving, the GCSE Maths curriculum can be overwhelming for students, and stressful for parents trying to support them. 

Parents might feel like a lot has changed since they were in school, or they simply don’t feel confident in helping with revision. As someone who hasn’t been in a maths class for over 10 years, I can empathise!

Normally, that’s where a skilled GCSE Maths tutor or teacher can make a real difference, they provide tailored learning with subject matter expertise.

But with so many options available, how do you know which tutor is right for your child? This guide will help you choose.

What support does your child need?

Before searching for a tutor or teacher, it’s important to identify exactly what your child needs help with. GCSE maths covers a wide range of topics, including:

• Number and algebra (fractions, decimals, equations, sequences)
• Ratio, proportion, and rates of change
• Geometry and measures (angles, transformations, circle theorems)
• Probability and statistics

All children are different! For example, some struggle with specific topics like algebra, while others might struggle with the pressures of memory in exam conditions. 

If you aren’t sure where the problem areas are, we recommend either talking directly to your child, getting direct feedback from a teacher, or talking to us, and we’ll help figure it out. 

Look for relevant qualifications and experience

When it comes to GCSE Maths, the tutor’s qualifications and experience matter. Parents should look for tutors who:

• Have a strong academic background in mathematics (for example, A-Level Maths or a mathematics-related degree)
• Have experience teaching students at the GCSE level (ages 14–16)
• Are familiar with the specific exam board syllabus (AQA, Edexcel, OCR, or WJEC)

Sometimes, finding someone with the right expertise can feel like finding a needle in a haystack. 

But experience is particularly important. Don’t hesitate to ask for references, testimonials, or examples of past student success.

For example, you can find some of our testimonials on our site. 

Teaching style and approach

Every child learns differently, so it’s essential to find a tutor whose teaching style matches your child’s learning preferences. Some children benefit from a highly structured, step-by-step approach, while others thrive with a more exploratory or discussion-based method.

A good tutor should be flexible, patient, and able to explain concepts in multiple ways. 

One important distinction of teaching quality is that they should also focus on helping your child truly understand the material rather than just memorising formulas.

For example, rather than only teaching how to calculate the area of a trapezium, a good tutor might explain why the formula works, helping your child retain it more easily.

Choosing the right format

Tutoring can take several forms, each with its advantages:

• Small group sessions: Can be more cost-effective and provide peer support – your child might not like the intensity of one-on-one sessions.
• Online tutoring: Flexible and convenient, often with interactive resources and recorded sessions for revision.
• In-person tutoring: Ideal for children who learn best face-to-face with direct guidance.

Consider your child’s learning style, routine, and comfort level with technology when choosing the format.

How long should a session be?

Consistency is key. Weekly sessions, usually 60–90 minutes, are most effective, allowing your child to absorb new material and practise between lessons. Some children benefit from shorter, more frequent sessions if long sessions are challenging.

An experienced tutor will help create a structured studying plan, ensuring your child stays on track without feeling overwhelmed.

Monitoring progress is key!

Equally, a good tutor should provide regular feedback to both you and your child. It’s important that you know your child is on track.  

How does this look in practice? 

This may include practice exams, homework, or progress reports tailored to the GCSE syllabus. Not only does tracking mean you know that your child is getting value from these sessions, but it also allows the tutor or teacher to adjust topics or teaching style if things aren’t working. 

As a parent, staying involved by reviewing feedback and communicating with the tutor is crucial. It helps you understand your child’s progress and ensures the tutoring is effective.

Practical tips when finding a GCSE maths tutor

When searching for a tutor, consider asking these questions:

• What experience do you have with GCSE Maths and my child’s exam board?
• How do you personalise lessons to address individual weaknesses?
• How do you monitor and report progress?
• What strategies do you use to build confidence and exam technique?

How to start the journey

Choosing the right GCSE Maths tutor is about more than just academic ability; it’s about finding someone who can support and motivate your child. 

Of course, goals are important, for example, your child doing well in their GCSE maths exams, but confidence-building is also essential. 

If you need more guidance or want to ask some questions about GCSE maths tutoring, get in touch with us for a free consultation. 

The post A Complete Guide for Parents to Choosing the Right GCSE Maths Tutor appeared first on Excel in Key Subjects.

Perhaps they’ve always struggled with a particular subject, or they don’t feel confident preparing for their upcoming exams. 

It’s true, we might be a little biased. But even putting our teaching hats aside, there are plenty of reasons why families across the UK turn to extra academic support every year.

With rising pressure around GCSEs, A-levels, competitive sixth-form places, and university entry, tutoring has become far more common than it used to be. The key question is whether it genuinely adds value for your child.

We’ll help you answer that question during the course of this article. 

1. Individual attention that schools can’t always provide

Even in excellent UK schools, teachers can often juggle classes of 25–30 students. They work incredibly hard, but the curriculum moves fast, and there’s limited time for tailored explanations or individual support. 

You can probably remember it yourself when you were in a classroom needing the teacher’s attention on a subject that you just couldn’t wrap your head around. For me, that was Algebra, I still remember looking at sin, cos, tan and feeling my brain spin!

However, having additional support offers something schools simply can’t: uninterrupted, personalised attention.

They can:

• Adapt explanations to suit your child’s learning style
• Identify and fix gaps from earlier year groups (common post-COVID)
• Build confidence without the pressure of peers
• Support subjects that traditionally cause stress, like maths, science, English, and languages

For students facing GCSE and A-level specifications, with dense content and demanding exams, this focused support can make a meaningful difference.

2. Targeted support for GCSEs and A-levels

In the UK, grades at 16 and 18 shape future choices. More of our children are choosing further education than ever, something you can see in the graph below in OFS’s data. 

When you look at total student entrants, you can see the UK vastly outnumbers both EU and non-EU domiciled students. Our schools are competitive, and so grades have to be too. 

GCSEs influence sixth-form or college pathways; A-levels affect university options, apprenticeships, and other work. 

Experienced tutors know the demands of AQA, Edexcel, OCR, and other boards, providing:

• Techniques for analysing command words like evaluate, assess, and discuss
• Structured approaches to essays and extended responses
• Guidance on time management
• Clear strategies for tackling exam-style questions

Exam literacy is a skill in itself; your child might have the knowledge but not know how to apply it, and this can affect their overall performance.

3. Filling unseen gaps that hold students back

Many UK students struggle not because they lack ability, but because foundational knowledge slipped through the cracks. Sometimes it happened during lockdown; sometimes the curriculum just moved too fast.

The great thing about our teachers is that they have real-world experience in the classroom. 

In fact, we use the terminology ‘teacher’ instead of ‘tutor’ because that’s exactly what our team is, experienced teachers who, for the majority, are teaching or have taught in a British secondary school. 

Our teachers are familiar with the National Curriculum for: 

• Mathematics
• Physics
• Chemistry
• Biology
• English Language and English Literature

This means they can quickly diagnose these gaps and rebuild understanding from the ground up, ensuring GCSE and A-level learning isn’t built on shaky foundations.

4. Boosting confidence and reducing stress

Exams in the UK can be intense. Students often feel pressure to perform, especially as they approach Years 10–13. 

A good teacher provides a calm, judgement-free space to ask questions, practise difficult concepts, and experience small, steady wins.

We hear from parents that they notice a mindset shift too, things like: 

• More confidence in class
• More willingness to tackle challenges
• Less fear of the subject
• A more positive attitude overall

Confidence may not appear on a report card, but it has a huge impact on grades.

5. The value depends on the quality

It’s important to bear in mind that not all tutoring is created equal. A teacher’s impact hinges on their experience, subject knowledge, and also their relationship with you and your child. 

Ultimately, they need to build trust. 

This often starts by communicating clearly with parents. And equally with the student, ensuring they know what to expect throughout the study sessions and providing a safe environment for them. 

It’s important to establish goals and track progress, that way you can keep track of each session. 

In fact, at Excel in Key Subjects, we even have a grade guarantee – this means if your child doesn’t achieve the grade we predict, we’ll refund the tuition fees. That’s how confident we are in delivering!

When can additional support make the biggest impact?

Tutoring or additional learning is valuable all year round, whether you want to use summer holidays to give your child a head-start on their learning before a new academic year or on the all-important build-up to exams. 

But you might feel like it’s time to take the leap when:  

• Reports or assessments flag areas of concern
• A student needs a certain grade for sixth-form or university entry
• A subject has become a source of stress or frustration
• A student is transitioning into the more demanding content of Year 12

So… is getting a tutor worth it?

For many families, absolutely. Not because tutoring is a magic fix, but because it provides something the modern education system often can’t: personalised teaching, structure, confidence, and support tailored exactly to your child’s needs.

And if tutoring helps your child feel more capable, more confident, and more prepared, then yes – it’s worth it (bias or not!). 

The post Is getting a tutor worth it? appeared first on Excel in Key Subjects.

That child was Dr. Maggie Aderin-Pocock, who would grow up to become a renowned space scientist, BBC presenter, and one of the most inspiring voices in British science today.

Her journey from doubted schoolgirl to doctoral-level physicist is more than just remarkable,  it’s a living example of how low expectations can be overcome and how a strong belief in one’s own potential can break through barriers others try to set.

Who is Dr. Maggie Aderin-Pocock?

Dr. Maggie Aderin-Pocock is a British space scientist and science communicator, best known for presenting The Sky at Night on BBC. She holds a PhD in Mechanical Engineering from Imperial College, and has worked on projects involving satellites, missile defence, and space optics.

But her success wasn’t a foregone conclusion. Diagnosed with dyslexia, and shuffled between 13 different schools during her childhood, Maggie faced a stream of educators who underestimated her. One teacher famously told her that space science was out of reach, and that she might want to aim for something more “realistic.”

Her story is a masterclass in how to confront, and triumph over, the limiting beliefs of others. We can learn something from this!

What we learn from Maggie’s journey

Maggie’s path wasn’t easy, and that’s exactly why it’s so powerful. Her life gives us a clear message: teachers’ expectations are not destiny. Here’s what her story teaches us:

1. Low Expectations Don’t Have to Define You

Despite being told she wasn’t cut out for science, Maggie persisted. She went on to take A-levels in Maths, Physics, Chemistry, and Biology, a demanding academic load by any standard. Then came Imperial College London, where she earned both her undergraduate degree and PhD in Physics.

Many would have accepted the teacher’s view as truth. Maggie didn’t. Instead, she rewrote the narrative.

2. Representation and Encouragement Matter

Maggie’s passion for space wasn’t crushed by that discouraging teacher. But imagine how many other students might have been. That’s why she’s now committed to science outreach and inspiring young people, particularly girls and underrepresented minorities, to pursue STEM.

She knows firsthand what the absence of belief feels like, and the power that belief holds when it’s finally offered.

3. Your Child Doesn’t Need Everyone to Believe in Them, Just a Few Key People

Maggie often credits her father for nurturing her interest in how things work. While some teachers doubted her, her family believed in her. That support became her anchor.

Parents and mentors can be the counterbalance to an unsupportive school environment. If one teacher sets the bar low, your belief at home can help raise it back up.

Why this story matters for your child

Dr. Maggie’s story isn’t just inspiring, it’s instructive. It reminds us that many children today still face low expectations in school.

Sometimes it’s because of dyslexia or ADHD. Sometimes it’s past performance. Sometimes it’s quietness, race, or just unconscious bias.

And often, these lowered expectations come from people who mean well. A teacher might think they’re protecting a student from disappointment by steering them toward “realistic” goals. But it’s a fine balance. Sometimes, being overly cautious often leads to self-limiting mindsets that stick.

That’s why Maggie’s story matters so deeply: it breaks the myth of “realism.” It shows that with the right mindset and support; your child doesn’t have to be limited by anyone else’s vision of their future.

What can you do to help your child rise above low expectations?

Here are three powerful steps you can take to ensure your child stays motivated, even when others doubt them:

1. Engage with the School and Ask the Right Questions

If your child is underachieving or placed in a lower set, ask why. Request specific feedback. Is there a clear academic basis for that decision, or is it based on assumption?

Challenge vague feedback or low target grades. Make sure your child’s path is based on evidence, not expectation.

2. Provide Positive Counter-Messages at Home

Your voice is powerful. If your child hears “you can” at home, it can outweigh the “you probably can’t” they might hear elsewhere. Use examples like Maggie’s. Show them that history is full of people who defied low expectations.

Celebrate their curiosity, not just their scores. Praise their effort, not just outcomes. Help them develop resilience and self-belief, the twin engines of long-term achievement.

3. Encourage a Growth Mindset

Reinforce the idea that intelligence is not fixed. A setback isn’t proof of inadequacy, it’s a signal to keep trying.

When a teacher or a test result seems to suggest a limit, help your child view it as a challenge to grow, not a boundary to accept.

Inspiration + action = change

It’s not enough to feel inspired by Dr. Maggie’s story, we can learn from it.

Whether your child is in Year 9 choosing GCSEs, or preparing for A-level mocks, this is the time when belief matters most. Teachers may set expectations. But you, as a parent, can raise them.

And if your child ever feels underestimated, remind them of this:

“The sky is not the limit. I work in space.” – Dr. Maggie Aderin-Pocock

Final thoughts: Don’t let anyone else set your child’s ceiling

Maggie Aderin-Pocock’s success didn’t come despite her challenges, it came because she refused to accept anyone else’s limits.

Your child has that same potential. But potential needs belief, encouragement, and opportunity to turn into achievement.

Low expectations may be common. But they don’t have to be your child’s story.

With your support, they can aim higher, push further, and perhaps one day, become the inspiration that fuels the next generation of dreamers.

The post What Dr. Maggie Aderin-Pocock teaches us about beating low grade expectations appeared first on Excel in Key Subjects.

Imagine your child comes home from school, seemingly doing “fine,” but you notice something unsettling: they’re no longer aiming high. They’ve stopped dreaming about an A*, a top university, or pushing themselves further. What happened?

Often, the issue isn’t about effort or ability. It’s about expectations. Specifically, low expectations from teachers and how subtly and powerfully they can limit your child’s confidence, ambition, and performance.

So, how do you know if this is happening? Here are some clear signs, and what to do about them.

The fine line between realism and low expectations

It’s important to be clear: not every cautious prediction or conservative grade target is evidence of low expectation. Sometimes, teachers are being realistic based on current evidence, and that can be helpful.

For example, if your child is working at a grade 4 level in Maths and mocks are a month away, a teacher suggesting a target of 5 is likely giving a grounded, achievable goal to focus on. Setting targets that are too far above current performance can lead to frustration or disillusionment.

But here’s where you must be vigilant: realism becomes harmful when it hardens into a ceiling, rather than serving as a stepping stone.

So, how can you tell the difference?

Realistic feedback encourages growth. Low expectations limit it.

The best teachers set ambitious yet achievable targets and are open to reassessing those targets as the student progresses. They say, “Let’s aim for a 6 now, but if your effort continues, we’ll push for a 7.”

Low-expectation messaging is closed, static, and rarely backed by a plan to support improvement.

Warning signs: Is this happening to your child?

Here are some real, actionable indicators that your child may be on the receiving end of low expectations:

1. Your child isn’t placed in higher sets despite improvements.
    If their grades are rising, but they remain in a lower set without explanation, it could reflect teacher assumptions rather than academic evidence.
2. They receive vague or dismissive feedback.
    Look out for generic comments like “Good work” or “Try harder” without specific guidance. High-expectation students typically get more detailed, constructive feedback.
3. They express self-doubt that sounds borrowed.
    Statements like “My teacher doesn’t think I can get a 7” or “They said a B is probably my best” often don’t come from nowhere.
4. They feel ignored in class.
    Are they being called on less? Are their questions being brushed off? This emotional withdrawal from teachers can mirror low expectations.
5. You hear unchallenging target grades.
    If school reports consistently set lower targets than your child’s capabilities suggest, question how those targets are set, and why.

Why it matters more than you think

GCSEs and A-levels are high-stakes stages. The sets students are placed in, the goals set for them, and the belief that surrounds them all influence not just what they achieve, but what they believe they can achieve.

A student aiming for UCL, Durham, or Imperial needs to be supported by belief at every level, not quietly steered away from it.

When a child is told “C is good enough,” that becomes the ceiling, even if their potential stretches far beyond.

The Emotional Impact on Students

Students can internalise low expectations quickly. Over time, they begin to believe those assumptions about themselves. This leads to:

• Reduced effort (“Why bother if I’m not expected to do well?”)
• Lower self-esteem (“Maybe I’m not smart enough after all.”)
• Fewer aspirations (“I guess I’m not top-university material.”)

This is how ambition is quietly dismantled, not by failure, but by others setting a lower bar and never raising it.

Is there anything you can do as a parent? 

If you suspect your child is being held back by teacher expectations, don’t wait to act. Here are three important steps you can take:

1. Engage with the School

Speak to the subject teacher or head of year. Ask why your child is placed in a particular set or predicted a certain grade. Request transparency and ask what support is available to help them reach higher targets.

2. Look Beyond the Classroom

Seek tutors, online learning platforms, or enrichment programs. Sometimes, a strong mentor or coach can ignite motivation in a way school hasn’t.

3. Champion a Growth Mindset at Home

Reinforce the idea that ability is not fixed. Remind your child that a poor result or low grade doesn’t define their future. The key is consistent effort and resilience.

Conclusion: Don’t let low expectations become self-fulfilling

A teacher’s expectation can either serve as a springboard or a ceiling. As a parent, you can listen carefully, observe, and question when necessary to make sure your child is getting the support they need. 

If needed, have a conversation with either the school or teacher that you think might be discouraging higher but realistic ambitions, and see if you can work together to support the educational progress of your child. 

If your child has ever said, “They don’t think I can do it,” it’s time to respond: “Well, I do.”

The post Spotting the signs: How to tell if teachers have low expectations of your child appeared first on Excel in Key Subjects.

Low teacher expectations:

When we think of the barriers to academic success, we often focus on curriculum difficulty, student motivation, or available resources. Rarely do we examine a quieter but equally powerful factor: the expectations teachers hold for their students. 

Yet research reveals that these expectations – high or low – can fundamentally shape a student’s outcomes, especially at crucial milestones like GCSEs and A-levels.

The hidden influence of expectation

At first glance, a teacher’s belief might seem irrelevant compared to a student’s personal effort or family support. But numerous studies suggest otherwise. When a teacher expects less from a student – whether consciously or unconsciously, it alters how they interact with that student. This can include how much academic challenge they offer, how detailed their feedback is, or even how much encouragement they give.

If a student is subtly steered toward “just doing okay,” they’re far less likely to push toward excellence. This isn’t always blatant. A student might be told, “Not everyone can get an A*,” or be encouraged to settle for a C when they’re capable of much more. 

These seemingly benign comments can lower a student’s academic ceiling.

A barrier for ambitious students

This issue is especially concerning for high-aspiring students, those who dream of studying at top universities like Cambridge, Imperial College, or Durham. To reach those goals, they need every ounce of challenge, belief, and opportunity. 

If a teacher, for whatever reason, doesn’t fully believe in their potential, it can quietly derail that student’s ambitions.

Imagine two students, equally capable. One hears, “You’re doing brilliantly. I think you can push for a 9.” The other is told, “Let’s aim for a C and see how it goes.” 

Which one do you think is more likely to reach their full potential?

Why expectations matter more than you think

This subtle shaping of outcomes based on expectation is part of what psychologists call the Pygmalion Effect, a concept that belief in someone’s potential can positively influence their outcomes. But even without the technical name, most parents intuitively sense when a teacher isn’t “on their child’s side.”

A teacher’s low expectation might be based on many things: a student’s past performance, their behavior in class, or even unconscious biases. But the danger lies in how quickly this assumption becomes a limiting prophecy.

So, what can parents do about it?

The good news? You can intervene. You can observe, question, and advocate. Here are a few starting points:

• Talk to your child. Ask how their teachers respond to their progress or ambitions.
  
• Look for patterns. Are they consistently in lower sets, despite improving grades?
  
• Monitor feedback. Is it detailed and constructive, or generic and dismissive?
  

This awareness is the first step to challenging low expectations. Because if no one notices, nothing changes.

Conclusion: Don’t let low expectations set the ceiling

At the end of the day, your child’s potential shouldn’t be capped by anyone’s assumption. GCSEs and A-levels are stepping stones. And with the right support, at home and in school, your child can walk through the doors of the UK’s top universities.

But it begins with one question: What do their teachers truly expect of them?

The post Can low teacher expectations quietly derail your child’s academic future? appeared first on Excel in Key Subjects.

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For parents who have children in the final year of their courses GCSE or A-level (Y11 or Y13 – 5^th form and U6^th), they will experience what goes on when their child is preparing for an exam twice. One at GCSE and the other at A-level, and I can only relate to half of that experience so far and I don’t know if I’m looking forward to the other half.

It is now the second week of April, and my son is in Y12 and my daughter is in Y10. This time last year, my son was preparing for his GCSEs. This time next year, he will be facing the final of his A-levels, and my daughter will be taking the final of her GCSEs.

One point I’d like to make is that much can still be done at this stage to help the teenager improve their prospects in this summer’s exams. Yes, even at this late stage. It’s all about being able to pick up those crucial extra marks. In case you think it is too late, there are two things you ought to be aware of:

1. All the main exams start in in the week commencing 15^th May and some papers will be done in that week and the week after. It gets busier from after half term, with the rest of the exams taking place between 5^th and 21^st June.
2. A lot can be gained still, in the one or two weeks before the exam, and in fact even after the exams have already started.

We are where we are, and nothing can be done about what the child could have done before now. The focus now is just to do as much as can be done to pick up those extra marks, and it boils down to two things:

1. Reinforcing knowledge in key areas and strengthening weaknesses where necessary
2. Mastery of the skills needed to answer exam questions in the way the examiner wants.

The second aspect – exam skills – can and must be done by practising of exam questions. It is more powerful if they can get some feedback from teachers where possible. Just using the mark schemes is helpful but not enough.

There is a lot of misconception about exam technique being everything. No, it is not. Exam technique is very important; however, an understanding of the concepts comes first. A good comprehension of the idea, followed by question mastery is what helps the child to achieve their full potential and leads to a good grade. Practising with past papers and looking at mark scheme is fine but if the concepts are not well-understood first, the next past paper will always be harder than the last one. This will end up in the actual exam being harder.

One key issue is how young people use their time over the exam period. As a parent, I was of the opinion that I can dictate to my children how and when they revise. Last summer, when my son was taking his GCSE, I learnt one thing, which my 29 years and 8 months in the English education system had not prepared me for. That lesson was that my son took control of his exam preparations, and he more or less ignored my advice! Well, he did listen to some of the sermons that I was preaching to him, but not all. I remember him going to bed very late and setting his alarm to wake up very early – like before 5am on some days. This is not something that I had advised, and I still do not. I think he needs plenty of sleep during his exams, but somehow, he got by and achieved top grades. I’m now preaching to him that he must work consistently harder throughout the two-year A-level course – not do what he did last year at GCSE. We’ll see how that works out!

I was very pleasantly surprised when I was speaking to my daughter a few weeks ago and I asked her target for GCSE Maths, and she said Grade 8. Up to then, I had diagnosed that she is capable of getting at least Grade 8 in Maths but that she does not believe in her own ability. Of course, as a parent, I have to believe my child is bright! My diagnosis was confirmed when I met her Maths teacher at the parents evening and asked his opinion and he confirmed that Grade 8 is what she ought to be targeting. I do not know if she will get that grade or not, but what I know is that it is important to dream. It’s not always about the destination but the journey matters. In fact, the journey in terms of the preparation and the action towards the goal are often more important than the result. Usually if one does what needs to be done, the results usually come but not always. But, even when you do not achieve the result, the experience prepares you for life’s challenges, which will surely come later.

I agree that people are different in the way their body and mind work. Some of us need more sleep, and others can cope with a short sleep at certain key times. Different people are able to absorb, process, recall and articulate our understanding to answer questions in an examination environment in different ways. We are all a product of our habits, and it is important that each person finds what works for them and have the discipline to implement to a successful outcome. However, there are certain things that all those who do well implement, but the way one person does it may be different from the next.

As a parent or teacher, we still have an obligation to speak to young people about things that are important, and to suggest how they should do things. Some of what we say will be acted upon and some won’t. The fact that the child will not do some of the things we say does not mean we should not say anything. It is still a worthwhile exercise, as, at least, that conversation will act as some sort of guidance, or at least as part of the thought process.

One topic that my seventeen-year-old boy brings out all the time is that he does not know what he wants to do later in life. My response as always is as follows: just like I was at your age, I did not really know what I wanted to do, even though I had some ideas. Most young people do not know exactly what they want to do later in life but it does not matter. The key thing is to have a focus on what they are doing and to try and get the best outcome by fulfilling their potential in whatever they are doing. That’s all we can ask for.

As for my son and daughter, I wait to see how it all pans out.

I repeat again: much can still be achieved by the young person in the remaining weeks – before and during the examinations. It’s all about maintaining focus and using their time productively to maximise their chances of high grades.

Everything is not all about getting the top grades, it’s about fulfilling their potential. If they do what they need to do, July and the first few weeks of August will be relaxing and more enjoyable, and they can look forward to the autumn with   glee on their faces.

If you have read what I am sharing up to this point, aspects of which are rather philosophical, thank you and I hope you find it thought-provoking, at least!

Change the above in the blog Word file after proofreading.

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There is a saying that goes “a good teacher is like a candle, it consumes itself to light the way of others” – a quote from Mustafa Kemal Atatürk. The difference a teacher can make to the life of a child cannot be overemphasised. Every adult can remember at least one or two teachers who made a real difference to them during their school days.

In my blogpost, I highlighted the more recent positive events in the education of young people, showing that, despite the damaging effect of coronavirus, there are things that are moving in the right direction. I also told a couple or so stories about why the increase in the number of state school pupils gaining admission to Oxbridge is not exactly a complete reflection of diversity in the way most of us may think it is. I will try to look a little more into the effect of the pandemic on education in this week’s blogpost.

We all know the reason why there has been a substantial increase in the number of teenagers who achieved top grades at GCSE and A-level: teacher assessment as opposed traditional examination. I’m not necessarily arguing here about the merits and demerits of teacher assessment, as the pandemic is an unprecedented event. One main reason why people have more confidence in the proper, traditional examination is uniformity.

With teacher assessment and the way it has been carried out in 2021 and also 2020 to a degree, every school decides on what it assesses in terms of the content, the nature and the conditions under which the assessment is conducted and the grades it awards. Some schools conducted examinations that were very rigorous whilst some did very little in terms of testing but depended on assignments completed, like homework, classwork and so on. 

No reasonable human being can argue there is consistency in that system. I will not speak about whether this is fair or not in this particular discussion, as a global pandemic is an unprecedented event, and it is very difficult for decision-makers to decide on what is best under those circumstances.

For fairness, no one should rubbish the efforts of young people who worked hard and were able to convince their teachers to award them good GCSE and A-level grades, even if some of them would not have achieved those grades had they taken a proper, traditional exam. There is little the young people can do, almost all responsibility lies in the hands of we adults – government institutions, examination authorities, schools and teachers. Even parents are largely bystanders in this equation.

One of the things I really like in the British education system is the pastoral element, which is very strong and has a big impact on the overall development of a child. I love teaching Physics to pupils, and I have very little tolerance for crowd controlling in the classroom. However, teaching a particular subject to teenagers and playing a small role in the overall development of those teenagers are not mutually exclusive, but in fact an enhancing experience for any teacher. The way schools are set up in England, in terms of how it combines the curriculum side of things with the pastoral element is excellent. This is why many teachers enjoy teaching so much and consider it to be the best job. I agree with that, and I will even go as far as saying that it is not a job but perhaps a mission. A mission with not one end but many; it’s more about the process…

Going back to the issues of the effect of lockdown on children’s learning and mental health. I am not a psychologist and I’m not at all qualified to make any judgement or comment about the mental health of young people. My area is education and I feel strongly that, although it is a huge task, loss in learning can be rectified if there is the will to do so. The bitter truth of life is that there will always be losers and winners in life. I accept that this is a strong phrase to use when it comes to children, as no one wants their child to be called a loser.

I will tell you two short stories and this time I will start with the positive one.

Last week, I was speaking to one of my colleagues, Sameera, whom I have not spoken to for over two years. Until I talked to her, what I was  told each time I spoke  to a teacher about lockdown was never positive. I was pleasantly surprised that she told me that the children at her college lost zero teaching time during the pandemic. Yes, she teaches at a state college in East London and children are from a diverse background, and one would not necessarily classify most parts of East London as necessarily affluent. Sameera informed me that it took only two weeks for teachers at her school to train and start a full timetable of teaching remotely. Very refreshing news to hear. What I did not ask was the proportion of students who were engaged in that online teaching. Those who actually responded positively by attending all the classes and completing and handing in the assignment they were set. On the whole, I take what Sameera has told me as positive, as I found it extremely difficult to comprehend why it took so many schools in Britain so long to start providing a reasonable quality of teaching to their students after the lockdown in March 2020.

On the not-so-positive side, I was having a chat with another colleague, Gordon, a few weeks ago. He is one of the teachers employed by the NTP – National Tutoring Programme. This is part of the £1b government catch-up programme, to provide tutoring to children who have missed out following lockdown. Gordon told me that, most of the time, the students never turn up for the lesson. The government and the schools these children attend are paying for the tutoring and the students are not turning up.

Like in most areas, whenever we speak about education standards, the first thing many mention is a lack of funding. Perhaps more money may help, but the first issue to address is to make sure that taxpayers are getting value from whatever amount is being spent. I do not know the proportion of students who fail to turn up for catch-up lessons each week. What I know is that not all families put the same value on education, and no matter how much is spent some will never appreciate or make the effort so they can derive maximum benefit from it.

Too many people look at education as a bother, and not as something they should be grateful for the opportunity to make the best of and ensure their children get the most out of it. On the other hand, I see so many young people who are thriving and doing well in the education system. What I have seen are so many young people who have done very well  in the last couple of years, despite the pandemic. For many of them, it seems as if the disruption caused to education has either not had any adverse effect whatsoever or has had a positive impact on their academic progress.

The last couple of blogposts in the four-part series highlight more success stories in the education of young people and what to watch out for. In the last part, I will be making practical suggestions on what can be done to make the best of the opportunities out there.

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