"Do you enter pupils for exams?"

It’s the time of year when I receive the most enquiries about starting lessons. One of the first questions I'm often asked by prospective parents is, “Do you enter pupils for exams?” Recently, I’ve been reflecting on the role of exams in my teaching.

So why is this such a common question from parents? I think many view exams as an effective way to measure a child’s progress, making their investment feel worthwhile. Perhaps they see it as a way to check the quality of the teaching? Or maybe it's just assumed that exams are the natural next step once lessons have started.

Whatever the reason, in my experience, the exam system is often misused. It provides a syllabus, not a full curriculum, so it’s essential to cover much more than what’s required at each level. This ensures that pupils receive a well-rounded music education.

Rightly or wrongly, teachers in the UK seem to be judged based on their exam results. There’s perhaps some comfort in knowing that every pupil entered for an exam has passed with merit or distinction. However, I can’t speak for all teachers, but I don’t want to be judged solely by exam outcomes. Each of those passes was a small part of my pupils’ musical journeys—and I was just the guide.

Exams can be an effective way to motivate pupils and encourage them to explore a wider range of music. Another advantage is that they can enter for exams when they’re ready. I always encourage my pupils to perform and consider what the piece is about, so they can communicate that to the audience. Every pupil learns at their own pace and in their own way. I’m guided by a framework for each level and create a tailored curriculum for each pupil based on that. My ultimate goal is to help pupils become independent, creative, and well-rounded musicians. Exams can fit into this journey, but they are not essential.