Headteacher Briefing One to One Tuition Wednesday 7 th July 2010

Overview Allocations and funding for Allocations and funding for Current data for South GloucestershireCurrent data for South Gloucestershire Successes and development issues for tuitionSuccesses and development issues for tuition Tuition: Good Progress PilotTuition: Good Progress Pilot Quality Assurance processes for Quality Assurance processes for Messages re Narrowing the GapMessages re Narrowing the Gap

Allocations and funding for Allocations for funding are as stated in letters sent to schools in April.Allocations for funding are as stated in letters sent to schools in April. Funding £47 million cut announced for tuition was unallocated funding within the DfE.Funding £47 million cut announced for tuition was unallocated funding within the DfE. Unused places from will be carried over to form part of schools’ allocations for Unused places from will be carried over to form part of schools’ allocations for Pupil and parent guarantees are no longer going aheadPupil and parent guarantees are no longer going ahead

One-to-one tuition policy update What we don’t know… If the one-to-one tuition programme might change next yearIf the one-to-one tuition programme might change next year How one-to-one tuition will interact with the Pupil PremiumHow one-to-one tuition will interact with the Pupil Premium When we will get decisions on each of these issuesWhen we will get decisions on each of these issues

Quote from a letter from Michael Gove…

Quote from press release from DfE… And longer-term we are clear that while there will be difficult decisions ahead, we will take the right balance between urgent action to manage the public finances; protecting frontline education services; and using the Pupil Premium to give significant extra funding for disadvantaged children who need the most supportAnd longer-term we are clear that while there will be difficult decisions ahead, we will take the right balance between urgent action to manage the public finances; protecting frontline education services; and using the Pupil Premium to give significant extra funding for disadvantaged children who need the most support

LA Data Update

LA update

Identified successes and development points Successes Majority of allocations have been taken up or flagged that they will be.Majority of allocations have been taken up or flagged that they will be. Already impacting on pupils’ progressAlready impacting on pupils’ progress Very positive response from students, teachers and parentsVery positive response from students, teachers and parents Effective leadershipEffective leadership Issues to consider: Involvement of parentsInvolvement of parents Identification of pupils from vulnerable groups and broader range of year groupsIdentification of pupils from vulnerable groups and broader range of year groups Tutor training and developmentTutor training and development Greater interactions between tutor/class teacher/pupil/parentGreater interactions between tutor/class teacher/pupil/parent

Identified successes and development points Successes Tuition experience has inspired tutors to change their practice in the classroomTuition experience has inspired tutors to change their practice in the classroom Successful external recruitmentSuccessful external recruitment Flexible models of tuition, including parent choice of tutorFlexible models of tuition, including parent choice of tutor Issues to consider: Involvement of English and Maths departments in secondaryInvolvement of English and Maths departments in secondary Quality assurance and evaluation of impactQuality assurance and evaluation of impact Mapping intervention for vulnerable groups, including tuitionMapping intervention for vulnerable groups, including tuition Tracking progress after tuitionTracking progress after tuition

Priorities for Identification Arrange the tuition identification criteria in order according to your school context and prioritiesArrange the tuition identification criteria in order according to your school context and priorities

Questions for Discussion Where does tuition fit in your mapping of intervention?Where does tuition fit in your mapping of intervention? How might the lifting of ring-fencing for tuition affect your current provision of tuition?How might the lifting of ring-fencing for tuition affect your current provision of tuition? How do you plan to involve parents more widely and deeply in tuition?How do you plan to involve parents more widely and deeply in tuition? How do you plan to evaluate and quality assure tuition next year?How do you plan to evaluate and quality assure tuition next year?

Good Progress Findings re Tuition

Over 288,000 pupils have received tuition since early rollout began in 2009Over 288,000 pupils have received tuition since early rollout began in 2009 In early rollout, tutored pupils who entered KS2 below L2 were around twice as likely to go on to achieve a Level 4 than all pupils who entered KS2 below L2In early rollout, tutored pupils who entered KS2 below L2 were around twice as likely to go on to achieve a Level 4 than all pupils who entered KS2 below L2 Tuition has a particularly strong impact on disadvantaged pupils, especially those eligible for FSMTuition has a particularly strong impact on disadvantaged pupils, especially those eligible for FSM The new Government has confirmed that raising standards and improving outcomes for disadvantaged pupils are its prioritiesThe new Government has confirmed that raising standards and improving outcomes for disadvantaged pupils are its priorities

National progress against plans

Key Stage 2 tuition starts 68% 18% 10% 4% Year 3 Year 4 Year 5 Year 6 January 2010May % 10% 19% 66%

Key Stage 3 tuition starts Year 7 Year 8 Year 9 January 2010May % 35% 21% 25% 32% 43%

Schools with KS4 places January 2010May % 6% 47% 8% 24% Year 8 Year 9 Year 10 Year 11 Year 7 15% 12% 37% 9% 27%

All KS2 Pupils receiving English tuition: Prior attainment The bar on the left shows the proportion of pupils in 2009 who did not achieve level 4 at KS2 or did not make 2 levels of progress from KS1 to KS2 broken down by their attainment at KS1. These 4 bars show the KS1 attainment of the pupils receiving English tuition in KS2. Is this what you would expect when comparing them to the distribution on the left? High proportions of Y3 pupils being tutored were assessed as 2A or 2B at KS1 – what might be the reasons for these pupils being offered tuition?

Year 6 pupils receiving tuition: Prior attainment In 2009 almost twice as many of the pupils who did not achieve L4 or make 2 levels of progress in maths by the end of KS2, had a KS1 outcome of 2C compared to 2B. This isn’t reflected by the year 6 pupils receiving tuition. In ,108 pupils who did not achieve L4 or make 2 levels of progress in English by the end of KS2, had a KS1 outcome of 2A. Compare this to the 5,109 Y6 pupils tutored this year in English who were 2A at the end of KS1.

All KS3 and KS4 Pupils receiving maths tuition: Prior attainment The bar on the left shows the proportion of pupils who do not achieve Grade C maths GCSE or do not make expected progress from KS2 to KS4 broken down by their prior attainment at KS2. These 5 bars show the KS2 attainment of the pupils receiving maths tuition in KS3&4. As you might expect, high proportions of the year 7 pupils being tutored were L3 at the end of KS2. As we move up the year groups pupils who were L4 at the end of KS2 make up a higher proportion of the tutored group reflecting the stalling that happens in KS3.

Data from the Making Good Progress Pilot shows that progression differs across year groups These charts show the progression based on TA data of a nationally representative sample of pupils over a period of 5 terms (from Autumn 2007 to Summer 2009). More pupils make more progress in Key Stage 2 than pupils in Key Stage 3. The pupils who progressed most are the ones who were in year 6 at the end of the period. The pupils who progressed the least were in year 8. Source: Making Good Progress Pilot In KS3 pupils progressed more in maths than in reading or writing Y4 pupils made less progress in maths than in reading or writing Although the charts look similar for reading and writing there are some interesting differences, i.e. Y4 and Y7 Look at the proportion of pupils who make no progress or go backwards through KS3

Data from the Making Good Progress Pilot shows that progression is different through the year These charts show the termly progression of a nationally representative sample of pupils. In KS2, pupils make the least progress between the end of the summer term and the end of the autumn term. Pupils make the most progress in the summer term. In KS3, pupils make less progress overall. They also make less progress over the spring term than they do at KS2. Source: Making Good Progress Pilot NB: For illustrative purposes we have picked out Y4 and Y6 but the patterns shown are the same across KS2 and similarly for Y8 and KS3

Prioritising tuition When considering who will receive tuition schools should consider:When considering who will receive tuition schools should consider: –narrowing the gap of achievement for vulnerable groups, LAC, FSM, SEN, BME; –year groups and times in the year when progress slows for pupils;

Quality Assurance: School Toolkit Developed by colleagues in Cornwall;Developed by colleagues in Cornwall; Resource for monitoring and evaluating the impact of tuition in school;Resource for monitoring and evaluating the impact of tuition in school; Use all or in part;Use all or in part; Use to compliment existing school systems.Use to compliment existing school systems.

Contents of toolkit… 1. Questions for student voice1. Questions for student voice 2. Questionnaire for parents and carers2. Questionnaire for parents and carers 3. Tuition observation sheet3. Tuition observation sheet 4. Class teacher evaluation sheet4. Class teacher evaluation sheet 5. Tutor evaluation sheet5. Tutor evaluation sheet 6. Exemplification of ITPs in English6. Exemplification of ITPs in English 7. Exemplification if ITPs in mathematics7. Exemplification if ITPs in mathematics 8. School quality assurance8. School quality assurance 9. Quality assurance tool9. Quality assurance tool

Tuition Observation Proforma Helps leaders and tutors to monitor recommended structure of sessions, as outlined in tutor training materials.Helps leaders and tutors to monitor recommended structure of sessions, as outlined in tutor training materials. Helps to identify range of approaches usedHelps to identify range of approaches used Provides framework for identifying good practice and development pointsProvides framework for identifying good practice and development points

7. Review and reflect 6. Secure 5. Apply 4. Try 3. Model 2. Remember 1. Introduction

School Evaluation Toolkit and observation proforma How could you use these documents to support tuition in your school?How could you use these documents to support tuition in your school? Who needs to be involved in this work?Who needs to be involved in this work? How could it compliment existing evaluation systems?How could it compliment existing evaluation systems?

Quality Assurance: LA Focus Supporting the selection of vulnerable groups.Supporting the selection of vulnerable groups. Supporting school engagement.Supporting school engagement. Supporting schools’ monitoring processes.Supporting schools’ monitoring processes. Supporting the evaluation of impact on progress and attainment.Supporting the evaluation of impact on progress and attainment.

Local Authority Quality Assurance What would support schools in developing capacity to deliver tuition?What would support schools in developing capacity to deliver tuition? What areas need strengthening before central support ends?What areas need strengthening before central support ends?

Quality Assurance Survey Most frequently tutored aspects for each year groupMost frequently tutored aspects for each year group Case study of impact of tuition for a pupilCase study of impact of tuition for a pupil

Tuesday 21 September 2010, at Bristol Aerospace Welfare Association, Filton

22 October 2010 Deadline for schools to submit UPNs of all pupils to be provided with one-to- one over the course of November 2010 Deadline for schools to enter Autumn Term start dates against relevant tutees’ names 3 December 2010 Local Authority transfer of funds to cover pupils tutored during the Autumn terms 2010; 4 March 2011Deadline for schools to enter Spring Term start dates against relevant tutees’ names and requests for extra places;

11 March 2011 Local Authority transfer of funds to cover pupils tutored during the spring term 2010; 26 March 2011 Confirmation by schools of extra allocations for summer term 2010; 8 July 2011 Deadline for schools to enter Spring Term start dates against relevant tutees’ names; 15 July 2011 Local Authority transfer of funds to cover pupils tutored during the summer term 2010;