This has been playing around at the back of my mind for a few months now. Normally when someone starts lessons with me and says they have passed grade x with y results, despite being asked and reminded, they never remember to bring the mark sheet or certificate. Sometimes it isn't an issue, but when someone claims to have passed an exam way beyond any ability they can demonstrate, even months down the line, I wish I could look up their results. I know there is an issue of privacy here, but I can't help wondering if it would be possible to ask them to sign a disclaimer form, which would then allow me to have access to their marks. I think it would help, simply because either they have forgotten what they have achieved or might have slightly over egged the pudding. I don't know whether other teachers do this sort of thing, or just insist that mark sheets/certificates need to be brought along.

I'd be interested in advice here.

You have made your judgement of the student's ability, so I don't see how a mark sheet would really be useful in planning what to do next with your teaching - other than satisfying your curiosity or confirming your suspicions.

Why should a student show you their old mark sheets if they don't want to? Maybe they are embarrassed by the comments and want to have a fresh start with a new teacher.

Point taken, but it's more when I raise queries, and basically I'm told but I got a distinction in Grade 2 (or such like) and they resist taken on board how best to move on. It would also help to be aware of problem areas that need a little extra help, without having to put someone through the mill.

But surely your assessment based on a number of lessons' worth of interactions is more valid than the comments of an examiner based on a single episode? I tell my students before their exams that the results are only a snapshot of their performance on that day - usually to help them keep it in proportion if things go wrong - but this works the other way too - fluke-ing a good mark doesn't make you an effective musician - a musician is only as good as their last performance!

Have confidence in your own assessments - I find discussing the criteria in These Music Exams is quite effective in making points about how they are likely to score, and what the required standard is. At the end of the day, if people don't want to listen, there isn't a lot you can do about it...

Thanks. Basically, I'm taking the line with new enquiries, specially if the pupil is already working towards a grade, that it is going to take at least 3 weeks of lessons before I can make an initial assessment. And stress that over a couple of months, an initial assessment may in itself have to be overhauled. I think I'm wary after one specific encounter, from where I was standing, there was no way the pupil had attained the exam let alone the mark claimed by the parent (no grade 1 theory, despite being told this was the case). Everyone seems to be endorsing that no matter what has gone on before, performance/practising/teaching that are current is what really counts. I just wanted to make sure I wasn't missing something obvious which other teacher might consider. It is a relief in a way. Have three new prospective pupils coming for a chat along with their parents. I've drawn up T&Cs and a simple contract, based on recent experiences. New starters will begin on these terms and existing pupils will be moved onto contract over the next month or so. Quite simply, if they don't like it, but want lessons from me, they will have abide by the same T&Cs as everyone else. Just a little fed up with constant cancellations, recriminations because exam prep isn't completed and oh well life in general sometimes!!!!!!!!!!