Why British education has failed

Will Orr-Ewing has spent 20 years tutoring and founded Keystone Tutors, but he’s not here to tell you to hire a maths tutor for your nine-year-old. His argument is bigger: that Britain once had a culture of self-directed intellectual growth that state schooling quietly strangled, that the billion-pound tutoring industry is almost entirely pointed at the wrong goals, and that the GCSE system is simultaneously boring the top of the cognitive distribution and failing the bottom.

Tom and Calum receive him in the somewhat dusty schoolroom of the King Charles III Space Station to design an Anglofuturist curriculum—and debate whether the state can ever do what a parent, a tutor, or a good book can.

Tom, Calum, and Will discuss:

• Why tutoring is a superpower pointed at mediocre ends: “You’ve got this massive potential for intellectual expansion, but directed at very menial, mediocre ends.” The billion-pound industry is almost entirely Kumon-style drilling or GCSE cramming. The mimetic relationship between tutor and student—where the neophyte absorbs not just knowledge but how someone thinks—is almost entirely wasted on exam prep.
• The autodidactic culture that state schooling killed: Before the 1870 Education Act, elite education meant acres of childhood time for reading, with tutors as a clinic to check progress rather than the engine of learning itself. “All education is self-education,” as Charlotte Mason put it. The state provided for the bottom but quietly smothered that instinct everywhere else.
• GCSEs are failing everyone except the middling: Thirty percent fail maths and English GCSE every single year. The top of the distribution is bored stiff. “It’s only the middle runners who are really being served.” Schools are so incentivised to chase results that any choice between intellectual stretch and hammering assessment objective three goes the same way.
• The case for releasing kids at fourteen: The bottom thirty percent for whom the credentialist conveyor belt—GCSEs, university, graduate scheme—is “clearly so unenticing.” A more apprentice-based model, local relationships with employers, learning a trade. Michael Faraday was a bookbinder’s apprentice for seven years. A lot of fourteen-year-olds would rather be on an Isambard factory floor than in another PowerPoint-driven lesson—if the smartphone weren’t in their pocket.
• The state cannot replace parental culture: “The real problem is that the state cannot replace the role of a genuine parental culture.” Any attempt to enforce it through the curriculum cheapens it. The dirigiste continental model—school as nation-building—turns what was once emergent into a bureaucratic goal liable to be rewritten by a single pen. And yet: do we trust modern parents to deliver? “I’m not sure I do.”
• Schools as the last mile of the welfare state: Teaching children to use the loo. Brushing teeth. Breakfast clubs. “Whenever there’s an issue we decide as a society that we care about—the environment, AI literacy, financial literacy—it gets shoved into the curriculum, further bloating it and further undermining the chances of delivering something excellent.”
• The Anglofuturist village school prospectus: Gowns and mortarboards. Blackboards. History running from Æthelstan rather than Rosa Parks. Drone-building classes. A wall between the boys’ and girls’ houses patrolled on a mathematically complex schedule—crack the algorithm, and what awaits you is left as an exercise for the reader.

Plus: why Æthelstan would be confined to a cartoon on a Twinkl worksheet even if teachers wanted him, the left-wing case for aristocratic tuition, education savings accounts in half of American states, and whether sourdough is woke.