​​Government-led home-ed? Here’s a few reasons why Lord Soley needs to rethink his home education bill…

There is a parliamentary bill, currently working its way through the readings and committee stages, which is, quite understandably, angering home educators.



The bill, proposed by Lord Soley, originally called for:


 “local authorities to monitor the educational, physical and emotional development of children receiving elective home education”. 


Lord Soley then apparently had second thoughts, and realised that perhaps he was being rather too ambitious: before his second reading of the bill, he backtracked, saying he would seek to amend it, to take out the “physical and emotional development” aspects.


So… presumably, once it’s amended, the new bill will read, “local authorities to monitor the education of children receiving elective home education”.


It involves:


– compulsory registration of all home educated children with the local authority;

– monitoring and assessment of their education;


with parents possibly obliged to:

– provide information to their local authority when requested;

– allow officers to enter their homes to assess them;

– allow officers to interview their child alone, away from parents;

– provide evidence of children’s work.


The bill also makes mention of “supervised instruction in reading, writing and numeracy”.


But why then, if this is purely about monitoring and assessing quality of education, did Lord Soley continue to talk in parliament, about abuse and neglect, and other (quite blatantly) welfare issues?  About children apparently disappearing and being abused (not home educated)? And about how “clever, intelligent and incredibly manipulative” he has known abusive parents to be? And that we need this bill (in his own words), “because it is so easy to fall into the trap of thinking that everything is all right and that the black eye came from the kid falling down the stairs or something of that nature”? 


No, Lord Soley isn’t concerned with the quality of children’s education (if he was, he would surely find many more pressing issues to write bills about, concerning schools and how they are consistently failing some children). 


He is actually concerned about child abuse and radicalisation (which he also mentioned in his speech). And, frustratingly, the home education waters have been so muddied by the media’s portrayal of us (as neglectful, abusive, selfish or extremist pariahs), that this false association of the two totally separate ideas, has become deeply entrenched into the minds of so many. 


And it’s deeply upsetting to so many home educators, many of whom have battled through confrontations with schools and local authority staff (who often have had neither the time or resources to properly support their child) in order to get the best possible education for them. And those who love and care for their children deeply enough to know that the data-driven, exam-factory school system is not the kind of future they want for the entirety of their loved one’s childhood. These are not neglectful or abusive parents. They are simply parents who are going above and beyond what society normally expects of them, to ensure the best for their child. Is it any wonder we get angry when Soley declares to parliament, “I knew then that the parents of children who took them out of school seeking to abuse them, knew that they could hide the child.”


Is it any wonder that we find it insulting?


Yes, it is right to be concerned about child abuse, neglect and radicalisation. But why does he (along with countless others) continue to link these problems to home education?


Children from all educational backgrounds are vulnerable to abuse or radicalisation, and of course measures must be in place to try to prevent or intervene. But in home education, these measures already exist, and work well. Social services follow up reports (which might come from anywhere – relatives, friends, neighbours, even strangers) of abuse or neglect. The one case of neglect that Solely mentions specifically, that of Dylan Seabridge, a child who died of suspected scurvy, was complicated by the way the family was supported (or not) by social services. Concerns were raised about his welfare,  and could have been followed up by social services, but never were. Instead, only an education officer was sent to assess his education.  Since then, home education has been systematically used as a scapegoat. Could his life have been saved if he had been seen by healthcare or childcare or social care professionals? Quite possibly, yes. Did he die because he wasn’t assessed by an education officer? No. Social services should have checked on that child, and didn’t. It was nothing to do with his home education.


And the sad truth is that being in school, or being “visible” to authority figures, does not prevent or stop abuse. As the NSPCC acknowledges, 1 in 10 children have experienced neglect.  And the figures for abuse of all kinds are startling.  Like Soley himself said, abusive parents can be clever and manipulative. It remains hidden. How on Earth does he think a once-a-year meeting and educational inspection will prevent or alert authorities to abuse? 


And the misconception that we are doing this in order to neglect, abuse or radicalise our children, is not the only reason we are enraged…


By law, the responsibility to ensure that an appropriate education is being provided, lies with the parent. Section 2 of this document, gives really good run-down of the legal position (Lord Soley himself might do well to read this!). Often, families choose to delegate the task to a school. Otherwise, as the law stands now, parents are trusted with that responsibility, in much the same way that they are trusted to keep their children safe, healthy and fed. Of course, if a concern is reported, on any aspect of a child’s rights or welfare, to a local authority or social services, then they currently have (and usually do use) powers to investigate and intervene. These provisions and powers are already in place, and regularly used.


But no part of parenting responsibility is routinely and indiscriminately monitored like this bill is proposing, on an annual basis. 


You would not expect a welfare officer to demand access to your home to inspect your living arrangements once a year, to check you are raising your child correctly. You wouldn’t let a stranger come in and check your kitchen cupboards, fill in an assessment form detailing what foods you are planning to feed your child, demand evidence to prove they have been fed correctly, and demand an interview, alone with your child, to interrogate them on what they have eaten over the last year. 


Nor would you expect to have an officer turn up at your door once a year, to inspect, interrogate and document your child’s sleeping arrangements, or their hygeine or health, or that you are providing them with love, or water… or any of the other things that are considered to be rights of children. Parents are still – thankfully – trusted to be parents.


And so in that same way, we should not expect an “education officer” (a stranger who knows nothing meaningful about our family, or children, or our situation) to show up once a year, interrogate us about our child’s education, demand to see evidence, demand to speak with our child alone (even police officers do not have that provision), before filling out a form and making a judgement on whether we are doing all this well enough to be able to continue.


It’s just simply absurd.


Home education is hard work, and demanding, and there will inevitably be families that struggle or need support. But that provision is already in place. The local authority are already on hand to support as needed, and should they have reason to be concerned that a home ed child’s education is inadequate, they have the powers to make enquiries or investigate (though in reality, even now many families find the local authority education officers to be anything but helpful).


Interestingly, this week, BBC Breakfast ran a week-long series covering Special Educational Needs, kicking it off with a look at how enormous numbers of families feel let down by the school system, and turn instead to home education, as the only real way to support their child’s learning.


When many home educators have taken on this role as a result of desperation with the inadequate support provided by schools, it’s no wonder that we find the idea of a local authority “education officer” making this ‘adequate or inadequate’ judgement, rather concerning.


In schools, trained teachers, SENDCOs, educational professionals, with access to a multitude of outside agencies to call on, are failing to support many of our youngsters. What on Earth makes them think that a local authority “education officer” will suddenly become an expert in all these complex and diverse children’s needs, and become capable and competent at judging whether the education we provide for them is suitable. If it wasn’t so devastatingly serious, it would be laughable.



And what about providing evidence? Home education doesn’t – and shouldn’t – involve the gathering of evidence. Unlike schools, who gather evidence on our behalf, since they are providing the service of educating our children, home educated children often learn in a more natural, organic way. Learning is driven by purposeful, real-life experiences, not by worksheets or study books or portfolios of evidence. Who is to say that an “education officer” will understand that a lack of worksheets or exercise books doesn’t necessarily indicate a lack of learning? Who knows what criteria might be set by local authorities, in order to tick that box? 


Lord Soley himself admitted that he had little knowledge of education. He also probably has zero knowledge of the thousands upon thousands of home educating families. And because he has no knowledge, he is afraid. But his fear is misplaced. 


Home education is not the dangerous beast that it’s been made out to be. It is simply a widespread community of families, who have chosen this path for a wide variety of reasons, determined to provide the best possible opportunities and learning environment for their children. And they are doing it in a peaceful, non-confrontational way, just minding their own business and raising their children into well-educated, well-rounded  young adults that are motivated and successful.


If a bill is needed, it is nothing to do with home education. The focus needs to shift. A home education bill is nothing more than a big white elephant.


By all means, let’s turn the spotlight onto abuse, neglect and radicalisation. But if you think you’ll find it in an annual home education inspection, then you are seriously misguided. The only things you will find there, are anger, reluctance and wariness.


We don’t want government-led home ed. 


All we want is to get on with things ourselves, without unnecessary bureaucratic interference, putting pressure on our children.


And to not be misrepresented as abusive, neglectful, manipulative extremists.


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You are the child

That will see the pain

That man has caused

That the earth has felt.


You are the child

That will grow in time

To learn the truth

That hurts your heart.



You are the child

that will wonder why

And wonder how

It reached this far.



You are the child

That will dare to dream

Of other paths

To heal our world.


You are the child

That will make the spark

That will fuel the fire

That comes from your heart.



You are the child

That will light the flame

That will burn with desire

To make the change.



You are the child

That will light the path

To teach the world

To heal the earth.


You are the child.


© All rights reserved, monkeymum.blog, 2017


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You are the child.


You don’t HAVE to send your 4-year-old to school

All over England, parents of 3- and 4-year-olds are thinking about school. Local schools are advertising open days; local authorities are sending out mailshots, detailing the deadlines by which “you must submit”; there are even radio adverts telling you that you need to apply for a school place before it’s too late.


But if you are one of the (increasingly) numerous parents who feel uneasy with the thought of sending your young child to school, it’s important to know that you CAN choose not to.


That’s right. Your 4-year-old does NOT have to go to school.




I realise that for some families, it seems absolutely the right thing to do, and I totally understand that. But I know there are parents out there who, like I was, are uncomfortable with the idea of their 4-year-old going off into full-time school, for whatever reason. Maybe because it feels like too much when they are still so tiny. Or because they feel like they need to be in the loving care of close family for a bit longer. Or maybe because, like me, since watching their children learn freely and naturally, their whole outlook on institutional education has changed.


Whatever the reason, the option – the perfectly valid and legal option – to NOT send your 4-year-old to school, is relatively unknown, and rarely talked about. Local authority literature often makes little (if any) mention of the fact that education at 4 is not compulsory. Nor do they publicise the fact that school – at any age – is optional. Instead, they seem, in many cases, to keep this information hidden away in a corner of their website, that you might only find if you type in the right search term.


So here’s the information you might find helpful, if you have (or know of) a 3- or 4-year-old, that might not be suited to school right now.


Firstly, in England, a child’s education is only compulsory from the beginning of the term after their 5th birthday. (For more legalities, see this link.)


This means that if you have a child who is 4, you are under NO LEGAL OBLIGATION to begin any kind of education at all, let alone send them off to full-time school. Of course, in reality, your 1-, 2-, 3- or 4-year-old has been educated in one way or another since birth, since it’s in their inherent nature to learn through their own self-motivation to explore and connect with their surroundings. But legally, you do not have to do anything at all. And you don’t have to inform anyone either (see below).


After your child has turned 5, you then have a legal duty to ensure they are receiving an appropriate education. And the law says you MAY use school for this. You don’t have to; it’s your choice. But it’s a choice that many people don’t seem to know about.


If the thought of school for your little one doesn’t feel right, or if it just feels like too much, too young, you’re not alone. A growing number of families are turning their backs on our ridiculously young school-starting age, and doing things their way, to suit their family.


Before coming to a decision, it’s worth taking time to think it through, weigh up the pros and cons, talk to trusted friends or family, and even do some reading about alternative education options.


Then, if you DO decide NOT to send your 4-year-old to school, your next steps will depend on how far along you are in the school application procedure.


If you have never submitted an application for a school place for your child, you do not have to anything at all. You can simply continue as you are, providing for your child in a way you choose. School is an opt-in system. You do not have to respond to the letters telling you about the application process (if you receive them – some do not), nor do you have to inform the local authority, or anyone else, that you won’t be using a school. Some local authorities “recommend” that you inform them or register with them as a home educator, as they like to be able to keep their records up to date, but again, you are under no obligation to do so.


If you have already submitted an application for a place in reception, and then decide you do not wish your child to go, you should let the local authority know as soon as you can, that you no longer require the place. You could wait until nearer the time and then decline or deregister if necessary (see below), but retracting your application as soon as you’ve made the decision, means that place may be offered to another family at an earlier stage.


If you have already been offered a place, or had one assigned for you, or if your child has already started school, you will need to formally deregister by notifying the school in writing (there are sample templates available for this). From that moment, you need not send your child, anymore.


For some people, it can be a huge relief to know that you (and your child) do not have to do this. If it feels unnatural or uncomfortable, or goes against your inner gut feelings, then trust in your instinct. You know, instinctively, what is right for your young child.


The decision you make now is not a permanent, set-in-stone, irreversible decision. You can always take it, as we and many others do, year by year, deciding as a family what feels right. There is always the option of entering school later on. Some families end up never using schools at all, but for many others, it’s simply a case of delaying it until their child is ready. If you decide to home educate for a bit after your child turns 5, there is plenty of community-based support to help you. A quick search on google should bring up  national and local home education pages, which are a good place to start.



There are a few other points to bear in mind as you weigh up your options:


1) Having a place in reception, usually means a guaranteed place at that school in a child’s future years. If you decide not to enter your child in reception, there is no guarantee that in future there will be place available at your local/preferred school, if you later decide that your child is now ready. Reception, Year 1 and Year 2 classes are often fully subscribed. You may find yourself having to look further afield.


2) Although at 4 you are under no obligation to provide an “education” for your child, from the beginning of the term after their 5th birthday, you are. This means from that point on, it would be unwise to ignore any letters from the local authority making enquiries, which they are entitled to do if they have reason to believe an education may not be being provided. Ignoring enquiry letters can give them more cause for concern. Instead there are a number of helpful websites that provide template response letters.


3) Some parents with “summer-born” children have had success with requesting a “deferred entry”, in which schools have reserved places for the child until the following year, or even allowed them to enter reception a year later than they would have. It’s worth looking into, if you think this might suit your child.


4) Some schools may agree to the option of “flexi-schooling”, which involves part-time attendance. I have never personally known anyone to have success with this request (it is at the discretion of the head teacher of a school to allow it), but it may be worth a try if you think it could work.


5) Although, legally, non-school education is the default option, and despite the growing numbers of people not opting-in, in wider society, school at 4 is still by far the most common choice, and as a result, you may find yourself feeling like you are swimming against the tide when met with wave after wave of curious (but usually well-intentioned) questions and comments from onlookers. Feel proud of your choice to stand up for what you know is right for your family.



Parents of 3- and 4-year-olds agonise over choosing the “right” school for their child. A tremendous amount of thought, time and emotion – quite rightly – goes into making the decision, weighing up all the options and picking the best schools for their application.


It’s just a shame that so often there is this ONE option that doesn’t enter their thoughts, or is not even known about, or is too easily dismissed.


The option to NOT send their 4-year-old to any school, but to keep them close by them for a bit longer.


It’s definitely an option worth considering.


Please feel free to forward this to anyone who you think might find it useful.


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The freedom that I hope they will always have…

Tonight, as I lay beside my daughters and watch them peacefully fall asleep, I think about the freedom that I hope they will always have:


The freedom to stay up that little bit later, playing, or reading that extra story that they ask for, before they fall asleep;


The freedom to sleep late in the morning if they need to, because there is nowhere that we absolutely must be by a certain time;


The freedom to play whatever – and whenever – they want;


The freedom to spend their time as they wish;


The freedom to be whomever they choose to be, on any given day;


The freedom to think and learn for themselves, and not be forced to fit somebody else’s vision of what they should be;


The freedom to grow up knowing their true self and what is in their hearts and their minds, and to follow that;


Freedom to choose, freedom to explore and learn in their own way, and freedom to be themselves, to pursue their own individuality.


I hope they will always be free spirits.


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Life Learning: how education happens in our family

In England, education is compulsory for all children from the age of 5. Many people assume ‘education’ means ‘school’, but thankfully we still have the choice (unlike some other countries) to educate our children ourselves. And it doesn’t have to mimic school. In fact studies such as this one, although only small in scale, have shown that non-school-like learning is actually incredibly effective.


So here’s how it looks for the children (aged 5 and 6) in our family.


Please note: I speak only for our family, and only for this moment in time. All families are different, and have their own priorities, philosophy and methods. I am not speaking for the home educating community in general. Only for us. It’s also possible that in the future, our circumstances may change, in which case we’ll adapt if we need to.

1) They learn about things as they arise


We don’t plan ‘topics’ or ‘themes’ or units of work. There is so much inspiration that arises naturally from our everyday lives, that it doesn’t seem necessary to plan things out in blocks. If something in particular sparks an interest, we talk about it, ask questions, find answers, go and visit somewhere that’s related to it. But it’s usually all quite spur of the moment. And often, the interest is fleeting, with them moving pretty quickly onto an interest in something else. It’s natural, it’s fluid and it’s personal to them.


This is also true for reading, writing and maths. We don’t sit down and ‘do lessons’. Our children have learnt to read through normal, natural, everyday experiences – signposts, cards in games, computer games. Our board games and family games often involve some reading or writing or maths. But we play them for fun, usually at their suggestion, not in order to teach them something.


Sometimes they decide to draw pictures with speech bubbles or labels on them, or they write messages on little cards or notelets they’ve made. Sometimes Jess, 6, will write a whole letter or story, without being asked. Sometimes they ask how to spell words, or how to form specific letters, but it’s on their terms. If they don’t want to, they won’t.


Often, mostly before bed, they ask for us to read books together. They sometimes decide to follow the words with their fingers or their eyes as I read to them. Sometimes they ask to read. Sometimes Amy (who’s 5 and not a competent reader just yet) “reads” the story by telling it from memory or from the illustrations, and feels dead proud of herself for it. They stay there as long as they want to, and they ask questions about the words or the story whenever they think of them. It’s in their hands.


More recently, Jess has been learning LOTS of writing skills on social online games. The in-game chat features (with appropriate supervision and internet safety education, of course) and writing opportunities on games like Minecraft and Roblox, have been a massive motivation for her.



2) They mostly learn through play
My two girls will play for hours, on their own, with each other, with friends, or with us. Role play, board games, fantasy games, computer games, guessing games, pretending-to-be-daft games, tickling, play fighting, trampolining, drawing games, tree-climbing…


Natural learning opportunities arise all the time during proper, self-directed, free play. As well as the obvious ones, like co-operation, friendship and turn-taking, there are more subtle or incidental learning experiences involving sciences (like hunting for woodlice, balancing the seesaw and exploring how liquids behave with water play), maths (like keeping score, sharing out cards, estimating time, budgeting in-game finances in computer games), writing (like letters or notes in role play, score-keeping, in-game online chat), and loads more.



The things that are important to them as children, the necessary elements they need for their lives in that moment, occur spontaneously and naturally. If they, at this time, have no necessity for – or interest in – learning about a particular historical time period, or a particular region of the world, or a particular abstract mathematical idea, then I see no point in pursuing it right now. We’ll wait until the need arises, or until their natural curiosity leads them down those particular routes. But for now, they’re happy to play.


3) We don’t do tests, mark work or keep records of attainment


All those tests that schools are subject to – the ones that you hear of in the news, as children’s-rights groups and teaching unions oppose them – are totally unnecessary for home educated children. Formal school tests, ie the national curriculum (sats) tests, are designed to measure a school’s success, not to give useful information about the student. Baseline tests and phonics tests are also for the benefit of the school, not the child. But even informal tests and worksheets – for us – are not necessary. While they may be invaluable in giving a class teacher an impression of their students’ learning, in the one-to-one learning environment outside of school, we can see, directly and on a daily basis, what our children can and can’t do. Likewise, marking and record-keeping may help a class teacher to keep track, but with just our own children to educate, there really is no need for it. Instead, we do stuff, we enjoy it, and we move on.


4) Learning happens anywhere, any time


For all the reasons I’ve explained above, there’s no such thing in our household, as ‘school time’ or ‘learning time’. Instead, it happens any time of day (and yes, often late at night), any day of the year, at home or out and about. So don’t be surprised to see home educating families out shopping, playing, running errands, visiting theme parks or play centres, or anywhere else, during conventional school hours. School time and term time mean nothing to us (except the opportunity for visiting quieter, less crowded places, and more affordable holidays, of course).



5) They have ownership of it


Because we don’t force any school-type learning on them, our children have real ownership over the things they do choose to do. They come up with ideas and put them into action. An everyday occurrence or a random question, can spark a journey to discover more, or a desire to create, or the curiosity to delve deeper. And it’s their ideas, their creations, driven by their curiosity or imagination. And when they’ve had enough, or satisfied their curiosity, or lost interest, they are free to let it go.


6) Sometimes we have to say no


From the outside, looking in, it may look like we let our children do whatever they want, all the time. And while there may be some home educators that work this way, where the child’s autonomy and freedom extend to all areas of everyday life (sometimes known as radical unschooling), we are not in that place.


As a family, we do our best to live in a way that is respectful – to all of us. Although we try to take the children’s ideas and inspiration and run with them, sometimes it’s just not possible. When the kids genuinely want to do something, or go somewhere, or purchase something, we try to be open-minded and say yes. But sometimes we have to say no.


Money is one reason. For example, both of our children want their own computer. And while, in a radical unschooling family, the response might be an enthusiastic yes, and while I can see the endless educational value in it, the truth is we just couldn’t afford it; we are already tightly budgeting. Instead we have to make do with what we’ve got, taking turns. Which of course, sometimes causes frustration.


Also, with two young children, neither of whom are old enough to be left alone at home, it’s impossible at times, to agree on activities. Sometimes we have to say no, and one or other -or both- has to concede.


And sometimes, simply for the sake of my own sanity, I have to say no. When the thought of doing whatever they are asking fills me with dread, through my own exhaustion or stress, out of respect for myself, I say no.





Education in our family is rooted in respect: respect for our children’s autonomy and freedom, and equal respect for all members of the family. In my title, I called it “life learning”, but some may call it autonomous learning or unschooling.


In the most recent edition of John Holt’s book, Teach Your Own, co-author Pat Farenga says:

“When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear.”


I feel like that sums us up perfectly. Our family certainly feels full of freedom – and trust – for our children to be in charge of their own learning.


A quick note about the future


Sometimes I’m asked about what we’ll do when the kids are older, when it comes to secondary school age… exams… qualifications… higher education…


At the moment, if I’m honest, I don’t know. Things may change. But I’m hoping they’ll stay as they are. I’m pretty sure, by the time they are teenagers, my children won’t still want to be playing doctors or barbies or orchard board games. They will find other interests and pastimes, and maybe even find something they are passionate about that will lead them down a path to a career. They will learn what they need to learn to get there, just as they are doing now, and just as we adults do. Maybe that will mean exams and qualifications; maybe it won’t. Maybe it will mean hours of study; maybe it will mean hours of doing whatever they are passionate about.


The beauty of this kind of education, is that it’s not mapped out. It can go in any direction at all.


And THAT is exciting!


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Unlearning what I’ve learnt: why my teaching qualification doesn’t help me home educate

When I tell people I home educate, I can often predict how the conversation will go. When I also tell them I’m a school teacher, it’s even more predictable. A typical conversation goes something like this:


“So what do you do for a living?”
“I’m a primary school teacher…”
“Ah, I guess that’s a big help then!”

Actually, it’s not.

In fact, if I’m 100% honest, I’d say it’s been more of a hindrance, than a help. There’s a widely held misconception that qualification or experience as a school teacher, would make the job of home educating easier. I’ve even seen parents asking if they ought to train as a teacher before they home educate, believing it might help.

It won’t.

I worked as a teacher long before I even thought about home educating; long before I had children of my own. And it wasn’t until I had my own and watched them grow from babies into young children, that I began to realise how contrived and unnatural school education is. Now that my two are both compulsory school age, the difference between how children naturally learn, and how children learn in school, is even more obvious; it became so glaring in fact, that it made continuing in my job as a school teacher, increasingly difficult.  In truth, teacher training and classroom experience, give us very little understanding of the way children learn if they’re not in school.

I wrote recently, about why home educated children get along just fine without needing qualified teachers, and really, the reason that home educating is no easier as a teacher, is just an extension of that. School experience taught me how to help children learn in a school setting, under specific school conditions, with a specific curriculum and resources. But it is no help at all in understanding how my own free children learn, which is totally different.

Some people assume it would help with specific subject knowledge, that you could then teach your child. It won’t. You can’t learn every subject in detail. Even primary school teachers don’t do this, despite having to teach the whole lot. They often teach outside of their knowledge comfort zone. Teaching isn’t about knowing all the facts.


Some people think it helps you understand how children learn. Again, it doesn’t because, as I mentioned earlier, learning in school is nothing like autonomous learning at home. Admittedly, some home educators follow very ‘school-like” plans and procedures, and I would guess that maybe, in this case, teaching experience might be of value. I suppose if you’re choosing to run your home like a mini school, it could be useful to know how schools operate – how they get children to learn. But for unschoolers (or autonomous home educators) like us, who use a totally different approach to learning, school procedures and institutional pedagogy are pretty much redundant.


Maybe it gives me more inspiration or more ideas – more exciting ways to help my kids learn?  No.  Because a lot of school learning (not all, of course) is actually pretty dull. Classrooms, unit plans, textbooks, worksheets, PowerPoints, partner-talk, chalk and talk, extended writing, guided reading…. Compare this with the freedom of taking the learning anywhere, anytime, going off on tangents, following a dream, meeting new people, seeing and experiencing things in real life rather than on an interactive whiteboard screen or on a handout. Compared with the opportunities that home education offers, the classroom experience is really quite uninspiring.


Or maybe it helps to have worked with lots of different children? Still no. The only children you really need to know in depth, in order to home educate, are your own. The experience of having taught other people’s children is of no value whatsoever. Why would you need to know in-depth how other children learn? It might be useful to look into alternative learning styles if you really can’t find things that work for your own child, but there’s plenty of reading material freely available that will help with this. You certainly don’t need to have been there and done that.

Some people think it might make it easier to find (or make) resources… no. I use Google and YouTube, mainly.


It isn’t just me saying this. I see, all the time online, home educators who are NOT school teachers reassuring others that they manage fine, that teaching experience or qualifications are unnecessary, that you can learn alongside your child. I’m not saying everybody would feel confident or able to educate their own children: it’s a big and scary step away from the norm. But being a teacher doesn’t suddenly somehow fill you with confidence. In fact, I suspect in a lot of cases it does the opposite, leaving teachers stressed and anxious.


Teaching provides skills in classroom management, crowd-teaching, curriculum planning, lesson planning, scrutinising data and results, behaviour management and report writing. But these aren’t helpful in the slightest for unschooling. And even if we were using a more structured approach, I’m pretty sure we would get by without a certificate or a whole load of school experience. It’s just too different.


But here’s what it HAS helped with…
It has shown me how not to do it. I’ve seen too many 10- and 11-year-olds (as well as plenty older and some younger), totally disillusioned by school, reluctant to learn and reluctant to behave. Years of having curriculum forced on them, and erosion of their opportunity to play and develop naturally, has taken its toll. I looked at them and the environment they were coming into every day, and thought, “There has to be a better way…”


Thankfully, I found it.


More valuable than any previous teaching experience or qualification, is the time spent watching and working with your own kids; following their lead, their interests, their dreams; the freedom (and unpressured and space) to respond to their needs; and a few books about how children truly learn if they’re not tied to school.

It is true that a lot of home educators are, or have been, teachers, but it’s not because being a teacher makes it any easier. There are thousands of home educators who are not teachers, who do an amazing job.


Has my teaching qualification and experience been useful in home ed? No. In fact, I’ve had to consciously unlearn everything I learned about… well, learning.


Children leaving the school system for home education are encouraged to “deschool”. We home educating teachers need that just as much, to unlearn everything we learnt about learning.

Don’t forget – I’m now also on Facebook. Find my page 
here  Hope to see you there!


Re: Home education

**A friend, who wishes to remain anonymous, has asked me to share this publicly, so others can also share it with their own friends and family. Please feel free 💜**

Dear all,

Re. Home education

Many of you will start to see articles/hear radio progs/watch tv series’ showing home education in a negative light. This is going to be ramped up quite a bit at the moment due to a Private Member’s Bill, started in the Lords, that’s going for its second hearing in Parliament. A Bill that wants to introduce Ofsted-style regulation to those that choose to HE (which is often one of the many reasons we choose NOT to send our children into the state school system). Aside from the fact that there is nowhere near enough money in the government’s pot (Brexit, anyone?) to start regulation, home ed will, for the next few months, take a battering in the press in an attempt to get the public angry and on board.

To my friends and family that don’t wholly approve of our choice, this coverage is designed to encourage those negative feelings you have. To make you feel angry about how unfair it is that you get fined for taking your child on holiday in term time and we don’t; that your children are subjected to tests and ours are not; that we can choose how our children learn – in fact, our CHILDREN can choose how they learn – while those in school have no choice but to learn the national curriculum. The list is endless. Obviously, as we all know, different horses for different courses. School and home education are different and each works well for different children. But lots of people don’t like that there is a choice and don’t like that many people choose to opt out of state education (this also includes those who choose private education, by the way). 

Those of us who home educate are actually saving the state around £5000 per year, per child. That’s the average amount a school place costs annually. We get no funding – it is entirely self-financed – and that’s a choice we make. So, while many people often mistakenly believe they are financing this way of life for those that choose it, they couldn’t be more wrong: By our children NOT attending school, we are actually saving the state thousands of pounds and not costing YOU a penny. 

If you know my husband and me, and if you know our son, you’ll know we’re just a regular family. And you may then be able to appreciate that the overwhelming majority of home ed families are not like the ones portrayed in the media. In fact, those being portrayed negatively are, in reality, probably not like that either! These people have no media-training and don’t understand how context and words can be easily twisted and edited. In the same way that most schooled families are not like those featured on programmes that show school-kids in a negative light. An illusion designed to get a reaction.

Don’t fall for it! It’s a ploy to get a Private Member’s Bill through government. This is how the wicked web of deceit works. 

Thanks for reading 😉