A few years ago I had the opportunity to home-educate two children who were obviously going to benefit from having some time out of mainstream school. Despite the scepticism and the negativity of friends and acquaintances, it was truly a fruitful time and one that has, in the memory, taken on a golden glow - like the Vicar of Dibley or The Darling Buds of May.
That we were doing the right thing at the time was not in question � and looking back it was an undoubted success. But could we provide the right curriculum? What was the right curriculum? Were there any rules? Would we be �inspected�?
The main criticism came from those who suggested that the children were somehow �missing out� because they were going to be deprived of the company of other children. The word most commonly bandied around at this time was �socialisation�. But before long it was obvious that the children had a very wide and interesting social circle, which didn�t necessarily have to include children of exactly the same age. Former-critics saw the transformation in the children�s motivation and the results they were beginning to achieve, and all talk of �socialisation� ceased.
And what of the curriculum? We began by writing a set of targets for each child and then engaged each of them in working out how and when those targets were to be achieved. At first our aims were all based around the academic curriculum because we wanted to make sure that the basics were covered and that the children wouldn�t lose out if/when they eventually joined the mainstream again. But then we broadened our targets into large projects, giving ourselves the time and space to investigate subjects in depth and to pursue areas of interest which were not of the National Curriculum. Once we broke free of the chains of the National Curriculum, we never looked back. Every day was an exciting challenge and every moment was precious.
Was it a luxury? Absolutely yes. But only because we knew these days were likely to be limited. It was always the plan that at some stage the children would go back into the �system� and take their exams. This was a three-year adventure which we would all remember for the rest of our lives.
I am asked frequently by OLP parents whether I would recommend home-educating. They might ask because their child is not getting such a good deal in school, (not enough challenge? lack of motivation? bullying?) I am sure I must be one of the very few former headteachers who would support the notion of home-schooling, but if you are in the luxurious position of not having to go to work to support the family and if you have a couple of years spare to enjoy your child�s one-and-only childhood, then grab the chance and go for it. You will never look back.
