For Ks3 And Ks4 Parents

Here are the facts:

The statements given below do not necessarily relate to each other. Rather, they set the scene for the current climate.

• During Key Stage 4 (run up to GCSE), on average, schools spend 4 periods (usually just shy of an hour each) a week on Maths lessons. These formal lessons should be supplemented by private study which varies student by student depending on students aptitudes and ability to understand and apply core concepts. Given the demands on students time, some students are not able to devote the necessary time needed for this, resulting in a shaky foundation and difficulty grasping advanced concepts.
• Spending enough one-on-one time during lessons has always been problematic and this has exacerbated in recent years. According to data published by the Department for Education in June 2019, the average class size for all secondary school classes increased from 21.2 in 2018 to 21.7 in 2019 and has been increasing since 2015.
• Most employers ask for at least a grade C in GCSE English and Mathematics. This loosely translates to a high 4 / low 5 within the current GCSE grading system. It is conceivable that can increase in the future as the job market becomes more competitive.
• Mathematics is a facilitating subject in fact it is amongst the most frequently asked for A-Level subject by universities.
• As of October 2019, 63% of schools with Ofsted Good or Outstanding within a 5 mile radius of Stanmore station require a minimum grade 7 in GCSE Mathematics to study A-Level Mathematics. The remainder require a minimum grade 6 with a few exceptions where subject choices are approved at the head of department s discretion. Students wishing to study A-Level mathematics (at a Good or Outstanding school) should bear in mind that sitting Foundation tier Mathematics drastically reduces the chance of being admitted to study A-Level Mathematics as the highest possible grade achievable through Foundation tier is a 5.

Does your child need maths tuitions?

The views expressed below are a my own and of course, each student and situation is different.

Change comes from within. The realisation of drawbacks, appreciation of the situation and willingness to change the status quo should come from students themselves. This makes the uptake of knowledge quicker as it is driven by will. If students feel they can improve performance without additional help then tutoring should not be imposed this could undermine their ability to self-learn, which is a very important skill. If however a student has devoted their time and resources to improving and is not happy with the results their effort has reaped, supplementary maths tuition should definitely be a consideration.

Key Stage 3 (Years 7, 8, 9)

All schools have devised their own assessment system for students prior to GCSE. The aim of assessments through this stage is to ensure students are GCSE ready when they reach the end of Key Stage 3. Unless correspondence from the school explicitly states effort is needed in this subject, tutoring may not be necessary.

Key Stage 4 (Years 10,11)

• If your child has been predicted a grade 8 or 9, they understand the course content well. Topics that need more attention should be highlighted at school and due attention should be given there. Tutoring is not necessary.
• If your child is sitting the higher tier and has been predicted a grade 5 7 then the root cause needs to be identified. Have core concepts been understood? Is enough time being spent in private study? If despite devoting time to improving their grade your child s performance is not improving, then tutoring may be necessary.
• If your child is predicted a grade lower than 5, supplementary maths tuition should be considered.

Why start Early?

• Sixth forms / 16+ colleges use predicted GCSE grades when considering extending provisional offers. Whilst this varies by school, predicted grades are generally based on Year 10 performance. Leaving maths tuitions to Year 11, whilst beneficial for final grades, will not help secure a provisional offer from a good school.
• Teachers start segmenting students into the Foundation and Higher tiers towards the end of Year 10. Whilst it is possible for students to get bumped up to Higher tier maths in year 11 it is less frequent.
• Core mathematical concepts are applied to other sciences and a good understanding of these early on make calculations in other subjects easier to execute.
• As with everything, practice makes perfect. The maths syllabus should be completed relatively early, leaving ample time for practice. Leaving tuitions to just before exams takes time away from other subjects and doesn t leave enough time for self-study.

How can I help?

As can be expected, the students who reach out do so because traditional, formal classroom-based learning has not worked well for them. I have an informal approach to teaching and try build a rapport with my students which serves as a medium for knowledge transfer. Course content comes from the core textbooks so besides teaching content that is readily available, where do I add value

• Teaching techniques from best practice to time management.
• Building confidence guiding students through tougher questions and encouraging them to take on challenging questions.
• Nurturing autodidacticism Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime . Helping students realise the potential of self-study.

If you feel your child can benefit from my approach, please get in touch.

References: Ofqual, Ofsted, Department for Education, schoolsweek.co.uk, high schools prospectus.