Report for Lily Tatler

Date: 13/12/2011

Address: Flat 58, Hempstalls Lane, Newcastle under Lyme

Introduction

The following report was written after collaboration with all involved in Lily's home education.

Decision to Home Educate

The decision to home educate Lily was made after careful consideration of her best interests, specifically her mental wellbeing, following her strong desire to pursue this path. To ensure that we could provide all the necessary resources, we conducted an in-depth investigation into home education. We looked at our legal obligations and what was required to not only provide Lily with a core academic education, but also to meet her needs in relation to health, wellbeing, socialization, enrichment, and her ability to integrate and function in society. We also spent time discussing with Lily how her commitment to engage was necessary for this process to work.

Philosophy of Education

Our philosophy for education is that every child should have the opportunity and resources to enable them to have a full and varied education that provides for all their needs and ultimately enables their transition into becoming independent adults. Children should have access to an environment that facilitates this growth and meets their unique individual needs. They should be encouraged to fully engage in all that is involved and make suggestions on what to include and how it is carried out. They have the right to be supported and guided to reach their full potential as they see it.

Support and Resources

Lily is being guided and supported primarily by her mum, dad, and grandparents, with other family members providing assistance with various educational activities. As Lily is an only child, she has the full attention of all involved.

Lily has expressed an interest in music and has recently commenced weekly music lessons for enrichment. The lessons are on a one-to-one basis with a qualified DBS-checked tutor.

The resources we presently have include a designated quiet space with a desk and chair at both her home environment and at her grandparents. We have purchased a laptop specifically for Lily's educational use, as well as a printer, stationery, art supplies, books, and cookery equipment. Additionally, we have acquired a dictionary and thesaurus, and Lily is supported in joining the local library. We will add any further supplies as needed.

Educational Format

We have adopted a primarily structured approach for Lily's education. This format runs along similar lines to a typical school day and consists of structured time blocks for study, for example, three one-hour sessions in the morning, followed by a lunch break during which Lily is encouraged to go for a short accompanied walk before starting approximately two one-hour afternoon sessions. However, this format is flexible, allowing Lily to choose to study, work on projects, or engage in educational visits outside this structure. We feel that Lily has always benefited from some structure in her life, and should she choose to transition to a higher education establishment in the future, it will facilitate a smoother adjustment.

Core Academic Focus

Before Lily commenced home education, her last school report indicated that she was performing at the expected level in the majority of subjects for her age. Therefore, we have focused on Year 8 when providing her with resources for the core academic subjects. These materials are available for Lily to explore and trial. From our initial exploration, we have discovered that Lily engages well with online study modules and assessments (such as Oak Academy Year 8) and KS3 workbooks for Year 8. Lily has also received some one-to-one tutorials/discussions from family members, particularly in subjects like history, and has had informal one-to-one sessions in areas such as cookery and personal care.

Commitment to Holistic Education

We pledge to continue providing Lily with an education that encompasses all her needs (academic, social, health, and wellbeing) necessary for her transition into adulthood. The content we use will be appropriate for the pathway Lily desires, ensuring that it meets her unique and individual needs so she can reach her full potential. Our approach will evolve and develop over time. We have also encouraged Lily to see the benefits and importance of self-directed study, while supporting her in developing the skills needed for this. She has access to the internet, YouTube videos, and library books, and we assist her in seeking information online. We have shown her how to use the index in literature to locate topics of interest.

Educational Experiences

Lily will be introduced to a variety of educational experiences over time that incorporate all her needs: academic, health, wellbeing, and socialization.

Coordination of Approach

To ensure the effectiveness of our educational approach, Lily's grandma acts as a coordinator. She meets with Lily each week to review the educational activities completed. Through observation, completion of work, and discussion with Lily, she can assess if the system is producing the desired results stated in our philosophy. Lily is encouraged to identify any challenges she encounters, and as things evolve, this becomes an opportunity for her to discuss any areas she would like to modify, expand, or explore further. Lily's grandma also liaises with all involved in Lily's education to promptly address any issues that arise, and all this information is communicated to Lily's parents. The information gathered through these processes will be condensed by Lily's grandma to form the basis of our report to you.

Engagement and Suggestions

So far, Lily has been open to trying most suggested activities and has made recent requests for various art supplies for exploration and expression.

Recent Educational Activities

Numeracy

Lily has completed several online math modules, displaying quick understanding of concepts such as rounding and sequences. She applied her learning to practical situations, such as budgeting for cooking ingredients and identifying patterns in color sequences.

Literacy

Lily has been reading a book about the Tudors, expanding her vocabulary and learning about historical language changes. She utilized her dictionary and Google searches to check meanings and correct spellings, and she found the thesaurus helpful for her poetry writing.

History

Lily is interested in the Tudors, discussing her findings from library books with her grandparents. She was surprised by historical education discrepancies and conducted self-directed research on apprenticeships, which will be explored further in the next year.

Geography

Lily has a subscription to a newsletter featuring letters from various global locations. We look forward to receiving the first letter.

Mental Reasoning

Lily has started completing mystery-themed puzzle books, enhancing her logic and critical thinking skills through progressively difficult challenges.

Health and Wellbeing

Lily has shown improvement in her skincare routine after learning about the importance of cleansing through an informational video. Additionally, weekly wellbeing sessions address her social anxieties and the pressure to fit in.

Lily remains active by swimming regularly, aided by her dad's part-time job as an instructor. She enjoys exercise and relaxation and takes daily walks, either accompanying family or taking the dog.

Socialization

Lily interacts daily with a close-knit group of friends, participating in various activities and enjoying family time, which has positively impacted her confidence and self-esteem.

Life Skills/Enrichment

Lily helps care for the family dog, contributing to her sense of responsibility and self-esteem.

Music

Lily's weekly drum lessons have been a source of joy, showcasing her quick mastery of basic rhythms while bonding with her tutor.

Cookery

Lily has had several baking sessions, demonstrating her ability to read and follow recipes while learning cooking principles and concepts.

Art

Lily has started doodling and experimenting with drawing, embracing a self-directed approach in her artistic explorations.

Summary

Since starting home education, Lily's mental health has improved significantly. While she still grapples with past bullying incidents, she is comfortable socializing and expresses a clear desire to avoid traditional school environments. Discussions about future educational options have alleviated some of her anxieties, and she shows enthusiasm for her learning journey. Lily has thrived in her home education, indicating greater motivation and happiness in her studies. We have reassured her that should she wish to return to school, she will have our full support, although we emphasize that a specific process must be followed for that transition.