Home educators lead busy lives, we get it, so when it comes to replying to Local Authority enquiries it can seem an easy option to use AI or a website/app that tells you what your child learned from different tasks. There is also the situation where the parent may feel that the LA won’t accept what they do as suitable, so they explain something that may not actually be true, because it is what the parent thinks the LA wants to know. Or provide a report written by someone else such as a tutor. However, these are incredibly problematic things to do and LAs see them a mile off.
Instead, you need to understand a few things:
The LA are not assessing the learning – instead they are checking that the child is not missing from education – it is not a comparison to school.
This enquiry is not about showing lots of school type learning – it is about explaining how what they are doing is suitable to them.
You do not have to describe curriculum targets being met during a baking activity – instead you can keep it simple with ‘X baked a cake unsupervised, understanding and following the recipe, they were also able to understand doubling the measurements, in just a few months this has been progress from needing close supervision and support’ That’s it, you can include that under literacy, or numeracy or in the hands on learning section (our report writing guide talks you through what is needed).
– You do not break this down any further using an app or AI, you do not have to write ‘Relevant KS2 Maths objectives: Time: Setting timers, calculating baking and cooling time’. Measurement: Weighing ingredients using grams and kilograms. Fractions: Using half, quarter, and three-quarter measures. Decimals: Reading scales (e.g. 0.5kg, 250g). Ratio and proportion (upper KS2): Adjusting recipes to make more or fewer portions.’
This kind of detail distracts from the point that the child learned something and progressed. The LA don’t require the ins and outs of a task.
Another example, a young child enjoys learning about dinosaurs and their habitat from colouring in pictures and conversations with mum, that is all you would have to say, you don’t need AI to then add in all this extra waffle ‘ Relevant KS1 Science objectives (Animals, including humans / basic scientific knowledge): Ask simple questions about the world. Learn about different types of animals (extinct animals like dinosaurs). Notice similarities and differences between species. Relevant KS1/KS2 Art objectives: Improve control and confidence with artistic tools. Use a range of materials creatively to design and make products. Use drawing and colouring to develop ideas. Develop techniques with colour, pattern, texture, line, and shape.’
All of this extra explanation will distract from the overall picture of what is being learned, how it is suitable to the child, and the progress learned. It also then sets an expectation that you will provide this level of detail every time.
If formal learning such as workbooks and websites are used, you simply need to state which one, the topics covered, how it is suitable and progress made, for example ‘X started using the CGP IGCSE English Language complete workbook and revision guide in August, they are approx 2/3 of the way through, including topics such as figurative speech and understanding text, for the most part they learn independently, using Oak Academy to solidify any sections they struggle with. They have their GCSE booked for June next year and have started looking at sample exam papers which I mark and discuss with them.’
You wouldn’t need to say ‘He has learned to spot figurative language such as: Similes, Metaphors, Personification, Recognise language choices that create mood, tension, or imagery. Explain why the writer chose those words. Example Text: “The wind howled through the empty streets, tearing at the broken signs.” He analysed it like this: The phrase “tearing at the broken signs” suggests destruction and chaos. The verb “howled” suggests the wind is loud and threatening. It creates a dark, eerie atmosphere.’
The child does not have to be learning at the same level as schooled peers – if a 12 year old left school unable to read age comparable level books then that is what you explain, you explain that in the last few months (or whatever time period) you have realised their reading level is around aged 7 for example, and that they are using that age level reading books, but that they are learning new words, learning how to create more complex sentences in their own storytelling etc. You explain that this is the correct level for them as anything more is too difficult to do. You include info about how you support them. And that is ok, the education must suit the child. Telling the LA the child is reading something they aren’t just isn’t necessary. Our report guide emphasises the importance of explaining an education that suits your child’s age, ability and aptitude. This does not mean it has to be age equivalent.
Do not tell the LA what you think they want to hear – LAs legally have to respect whatever style of home education you follow, as long as it is the right style for the child. So don’t say you have a structured curriculum led morning if you don’t. Don’t say you use workbooks if your child took one look at them and refused. Don’t say what they’re not doing – instead, talk about what they are doing, and how it is suitable. If your child appears not to be doing much in the sense of education, try to reframe your thinking. A suitable home education is everything they do, this includes looking after their mental health. If your child left school unable to put pen to paper, you tell the LA that whilst you are providing mental health support to recover from school trauma, you are supporting them by letting them tell you a story whilst you write it down for them. Or that you have bought voice to type software for them to dictate their own. For a child who freaks out at anything that resembles school you explain that learning is done through play, where you bring in mathematical questions through playing with lego, writing and spelling through writing a menu for playing cafe, etc. You include what you do do and why that is right for your child.
There are paid for services who will offer to write your report for you, they ask for a list of things the child has learned, and they then pad it out with the KS targets etc, but this just doesn’t matter, it doesn’t provide the LA the info they need, it doesn’t explain how the education is suitable to that particular child. An LA is going to realise what you have used, and that you do not talk about your actual child and how what they are learning is suitable, they are going to come back with questions.
The same thing happens with tutor reports, it explains what the child has learned, but does nothing to explain how the parent ensures the suitability of the education. The parent is legally responsible for the education – that includes knowing what is being learned with a tutor and how it is suitable to the child. Remember, the LA can not dictate how you reply to their enquiries, we strongly urge you not to send tutor reports (even if it is as well as your own info) as this sets a dangerous precedent for others.
AI makes mistakes in writing reports, it focuses on school like information, and it definitely doesn’t know your child. Yes it will explain all the learning targets met whilst pond dipping, but an LA is going to know the massive amount learned whilst looking for newts, they don’t need it spelling out. The important part is why pond dipping was suitable to your child, for example explaining that they have been following the life cycle of spawn to frog, watched a documentary and written/drawn a diagram. that they needed support to read and pronounce some of the more complex words, and that they have learned how to shade with a pencil.
Providing info to the LA is not comparable to a school report – a school report tells you if the child is meeting specific KS targets – it doesn’t actually tell you how the education is right for your child.
Reframe your thinking – it doesn’t matter what the LA ask for, or the language they use, they could literally ask for anything they want but it doesn’t mean they’re entitled to it – your response is the same, a 1-2 page explanation of how the education is full time, what was learned, how it was learned, how it is suitable to your child, progress made and social opportunities. That is all, any extra waffle muddies the key points you need to make. Using our report writing guide really is the best way of ensuring you provide the info they need, and none of what they don’t. And remember, the LA shouldn’t be enquiring too often, once a year is ok, and once education is established these enquiries should be brief and your reply very brief. The rest of our Dealing with the LA section will help you understand all of this, we have not included a direct link here as it differs depending on your country.
LA language – an LA that asks for a timetable actually needs to know how the education is full time and the style you use. An LA that asks for photos is not entitled to them, but instead they need some examples of topics learned and how they did with it.
Families who have issues with their LA after providing a report fall into 1 of 2 situations, they either live in an area that massively oversteps, in which case contact us. Or their report failed to actually explain how the education was suitable to the child, or didn’t include enough specifics on what was learned. It is a fine balance but our guide, when followed closely, explains all of this.
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