Seeker said,
"Seriously, if there was the possibility of registration being refused there would be stuff in there about appeals, and all that sort of thing."
The guidance states:
"That the DCSF review the current statutory definition of what constitutes a ?suitable? and ?efficient? education in the light of the Rose review of the primary curriculum, and other changes to curriculum assessment and definition throughout statutory school age....The outcome of this review should further inform guidance on registration."
and later, "National guidance should be issued on the requirements of registration."
This suggests that if the parent's plans do not conform with what the DCSF decides is a suitable education then registration will be refused. Can you think an alternative explanation?
The guidance also states:
"That parents be required to allow the child through exhibition or other means to demonstrate both attainment and progress in accord with the statement of intent lodged at the time of registration."
Many autonomous home educators believe that the action of displaying education in this way will disrupt the child's attitude to learning. Here's are one autonomous home educator's thoughts on home visits:
"Having a home visit (or any kind of face-to-face meeting) with a person standing in judgement over your whole life-style can be destructive of autonomous education, for it would be a very unusual child who did not experience a narrowing of choices, and very unusual parents who could entirely protect their child from anxiety ? and therefore from a loss of spontaneous motivation ? at the very prospect of such a judgement."
www.fitz-claridge.com/Articles/Evidence.html
I am an autonomous home educator and home visits certainly changed how I approached home education. I attempted to 'encourage' my children to do 'school work' and this lead to arguments and stress. Since moving we have been able to follow a fully autonomous approach (as we are unknown to our new LEA) and we have been much happier as a family.
One child learnt to read at 5, another learnt to read at 13 but they both have a wide general knowledge, read at an adult level and enjoy learning. Both are now doing very well at college and their tutors have remarked on how self motivated they are when researching and completing work both in and out of college. All the marks received so far have been distinctions. I doubt the DCSF would have approved our approach as suitable, but in our children's experience it was.