Free tutoring for the 11+ - or how to make the 11+ more meritocratic

[tryingreallytrying]

Thinking aloud...

I successfully tutored my own dc for the 11+ and have been approached many times to tutor other people's children (I'm a teacher, but not at this level, but frankly didn't find it difficult to get on top of requirements for the 11+).

I've always said no to doing any paid tutoring (though I've tutored a friend's child for free) - I know I could make lots of money doing this but strongly believe that grammar schools should not only be open to the children of those who can pay - much like it used to be when I went to grammar school myself.

I'd like to return to that situation - where 11+ exams are NOT tutored for. But in the absence of that, I'd like to ensure that 11+ exams are open to everyone, rich or poor, and that the poor are as well prepared for the exams as the rich.

I'm happy to offer my expertise - but can't afford to spend my time tutoring everyone who might want it for free, personally.

So how to achieve that goal? I've thought of creating materials, websites... Anyone else like to join with me in this? Got any other ideas?

What has stopped me tutoring any of mine is that I knew it wouldn't work. They would always have had a good reason why wasn't a good time to sit down and do some practice papers.

I paid to avoid the hassle (for them and me) of constantly nagging and being on their case about the 11+. We have used group tuition, which is cheaper and more fun for them.

stillenacht.

In 1984 many parents did not have cars, so I think the driving right on the Motorway is more socially divisive than the ACAS question

what does ACAS stand for , I don't know and my dad was a negotiator for the NUM ( Though not in 1984) He had gone on to greater things by then.

Personally I share Minifingers views on selective education in general, but I applaud your desire to do what you can to make the existing system fairer, Trying. Just thought I'd mention some research I heard about the Sutton Trust doing, looking at whether providing free tutoring to disadvantaged groups could help narrow the gap. I don't think this was focused on 11+ specifically, but it might be worth seeing if they have any general thoughts that might be applicable to what you're trying to do.

It's worth pointing out that there is no "single" 11+ test - each area has its own version depending on the requirements of the schools there, with wide variation in the percentage of children passing - from the superselectives in Birmingham and parts of Kent, for example, to the fully or partially selective areas and a range of opt-in or opt-out arrangements. The exams can also cover different subjects, with great variation in the emphasis. That's why I wondered which area the OP had in mind.

I'd like to ask people on this thead where they think the cut off point should be for the 11+.

What percentage of children do they think would benefit from being educated separately from their less able peers?

If you do have an answer to this question, how have you arrived at it.

Because surely this is a crucial question.

At present about 40% of UK students will go to university. If that helps.

I think those genuinely interested in the 11+ will either self-tutor or employ a tutor. I live in a very strong 11+ area (Kent). It's amazing how much ignorance there is about the exam. Parents either don't investigate what is needed , or discover too late that schools do not prepare children for the exam ( state schools are not allowed to). That's why website such as elevenplusexams.co.uk are invaluable in bridging this gap.

I remember exactly what I wrote for the ACAS question...it was "something to do with the trains". I was 10 and a half. With regards to the motorway question to be fair where I lived not one of my friends' parents was car-less. In fact growing up I didn't know anyone without one car in their family. I suppose that's my lower middle class upbringing for you.

OP I'm just wondering how many DC you have who have passed the 11+? It really isn't uncommon at our grammar, which is superselective, for all children in a four or five child family to get in. There are a large number of three child families with all the DC in. That's about the whole family happening to be bright, not about tutoring. It's possible that your 'tutoring' didn't affect the outcome at all. I also know a large number of children with very invested parents who were tutored to within an inch of their lives but who failed to get in. I know that it's the mantra here that tutoring is essential, but it really isn't. A good grounding in maths and English is essential however, as is the need for the child to be bright.

stillenacht 'Just watch the news' is missing the point. You were applying for an independent which took a fairly wide ability range but a relatively narrow social range in 1984. The test for grammars is aimed at a different market with a different end purpose; I don't think one can compare.

10% Mini.

Invicta. This is where the system (Though I am as Everybody knows a Believer ) falls down. Every area has its own rules and regulations about 11+ coaching in schools, in fact I know of Primary Schools in the North West who compare their pass rates with the Prep schools and select kids in devious ways from 7. They are quite upfront in saying we prepare kids for the 11+ and achieve X Percentage each year.

The system should be standardised across the areas with 11+ selection. Any pupil deemed with potential by the Primary school should be able to get Coaching or help, Means tested so kids from deprived backgrounds are able to get the coaching free paid for by the education authority.

Blimey, 'Something to do with the trains?'! Clearly the question wasn't the clincher :)

We'll at the time there was a train strike and ACAS were involved. I guess I got a half mark!

Well not we'll

I don't think they do have a different end purpose tbh. I have taught in the grammar for over 10 years and the education my pupils receive overall is comparable to a private education for free! The purpose of where I work is to get as many A/As as possible out of the pupils... It was the same at my indie except As hadn't been invented!

Soul but what about those just over the thresh hold for means tested?

I think schools should just run 11+ clubs for any kid interested.Not hard.

They run art clubs,football clubs etc.

I don't think those from private schools should be allowed to enter.

Retropear. If the schools could afford it, then of course that would be great.

The threshold though could be increased as to who qualifies for free tutoring and help so it would cover up to a reasonable family income.

We can debate what a reasonable family income is , but the threshold should be far higher than the Free School meal one.

Of course schools could afford it.

Most primaries expect teachers to offer a club after school.

Mine do all sorts of things free.It would take a few photocopiable materials which are all kindly laid out by CPG and Bond in great detail and a teacher doing 11+ instead of say art or craft.

They do Sats clubs.

The kids who get extra Sats input then cream off the places in the top groups in secondary so to be honest I see no argument against 11+ groups.

stillenacht I was referring to the end purpose in terms of admissions policy, obviously.

10% of children should be educated separately because they are very bright?

What about the 5 or 10% below this threshold? We have absolutely no way of accurately judging potential or intelligence based on current methods. Is it fair on those chdren to categorise them at the age of 11 using tests which we know to be a pretty crude tool at identifying potential.

stillenacht, out of curiosity, how many A's at GCSE (as opposed to A/A) does the average child at your grammar achieve? I ask the question because of your comment about peaking through tutoring aged 11. At our grammar, which is one of the more high achieving in terms of results, very few students indeed (if any) drop out because they can't keep up. Which doesn't correlate with your suggestion at all. I'm wondering what sort of grammar you teach at I suppose, where this inability to keep up with fast paced teaching occurs. Presumably the DC drop out or get very poor GCSEs?

Sorry Ventura but it wasn't obvious in the way it was stated. I have had enough of the slating I'm getting on this thread. Needless to say I could be teaching one of your DCs in the grammar system (which I believe caters for top 40%- not top 25% as is often bandied around). I was just trying to suggest a broader paper than those currently presented to the poor darlings living in fear of failing an artificial so called test of intelligence. Fwiw I don't have to worry as neither of my DSs will ever be in the grammar system but I do have extensive experience of having taught thousands of pupils within the system and discussions with colleagues to boot.

I think you might find the system abused and many children from well-off homes using your altruistic service when they have parents who can well-afford private tuition.....