1. One to One Tuition 1

2. Agenda  Big picture  Paying Tutors  H.R.Issues  Data Input and Collation  Networking

3. One to one tuition: the big picture 1

4. “There will be a widespread expansion of one-to-one tuition so that all children have the support that in the past has been the preserve of those who can afford to pay for it.” Children’s Plan, December 2007 “Because every child should leave primary school able to read, write and count, any child who falls behind will not be left behind - but will now have a new guaranteed right to personal catch up tuition.” Gordon Brown, September 2008 2

5. The Tuition Commitment One to one tuition will support:  36,000 pupils in Years 5 and 6 in the Spring and Summer Terms of 2009  3.5% of pupils in KS2 and KS3 (and in National Challenge schools in KS4) in both English and mathematics in 2009-10  300,000 children a year in English and 300,000 children a year in mathematics by 2010-11

6. Standards Fund 2009 - 10  Funding for tuition is included in the 2009 Standards Fund Grant  Funding is ring-fenced at LA level  Funding covers: –tutor costs –participation funding –LA management of tuition

7. Selection Criteria  Pupils who entered the key stage below age related expectations  Pupils who are falling behind trajectory during the latter stages of a key stage  Looked after children who would particularly benefit from this support: * This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues. 4

8. The parameters for 1:1 tuition  One to one  10 hours (plus funding for 2 hours liaison/planning/training)  Suggested minimum of one hour per session  Delivered by a qualified tutor  Based on targets agreed between class teacher, tutor and pupil  Not a replacement for other intervention strategies 3

9. Some of the Myths  An hour is too long  Pupils would prefer one to two or three  Pupils will not want to stay after school or have sessions at the weekend  Young pupils will be too tired at the end of the day  Pupils will be stigmatised  You can’t send a tutor to the pupil’s home  A good classroom assistant or HLTA could deliver the tuition

10. Response from pupils Pupils :  are overwhelmingly positive about the experience  are unfazed by one to one contact even if delivered by an unfamiliar adult  find that the hour flies by  say tuition is fun because of the wide range of activities used

11. Response from pupils (2) Pupils:  are able to identify what they need to improve  know they are improving because they are more confident and get better marks in class  see tuition as a privilege  value being able to shape the sessions and like that tuition is tailored to their needs

12. Pupil Comments “Sometimes your teacher can be scary but my tutor is just my friend who knows more than me so I can ask more questions”. “There’s just her and you, so you can have all her time, she can help you when you are stuck.” “The time goes really quickly because you are enjoying yourself”. “In class, I’m scared people will make fun of me when I don’t know things”. “I felt special”.

13. Response from parents  Parents extremely supportive of the offer – some have attended sessions  Evidence that the tuition passport is engaging parents in their children’s learning  Some parents report significant changes in their children’s attitudes to learning

14. Response from tutors  Find the sessions intense but rewarding  Are confident about range of teaching and learning strategies required  Recognise the benefit of being able to intervene at the point of misconception  Are clear that the pedagogy for one to one tuition is different from that for classroom teaching

15. Response from schools  Teachers who are tutors arepositive about the experience  Schools consider tuition to be a good CPD tool  Some teachers found that tutoring had made them re-think aspects of whole class teaching  Good dynamic between teacher and tutor and exchange of information supports class teaching

16. Impact Teachers report:  that following tuition pupils are more willing to have a go, ask questions, put their hand up etc.  seeing the transfer of skills from tuition to the classroom  that pupils who have finished tuition show improvements in attainment as recorded through termly teacher assessments  an emerging factor …helping others Overall tuition data in the MGP pilot indicates that a higher proportion of pupils who have tuition make expected progress than those who don’t

17. Questions

18. Making it Work in School 1

19. A pilot LA perspective Where: –In school –At home –Libraries –Supermarkets –Community Centres –Children’s Centres –Village Halls –Activity Centres When: –After school –Before school –During the school day –At weekends –In the holidays Who: –Tuition agencies –Own teachers –Part time/supply teachers –Teachers known to school –Returners In the 10 pilot LAs …

20. Who can benefit from one-to-one tuition? Pupils:  who have been taught a skill but have failed to secure it  who have difficulty grasping a concept and transferring it into practice  whose learning has been hampered by a previous misconception  with a lack of experience  new to English, those with a limited vocabulary or who have not had much opportunity to participate in sustained talk or reading 3

21. When is one-to-one tuition not appropriate?  Where several pupils fail to grasp a new idea or skill  If the problem is not of understanding but of application  For those pupils where specialist help is part of the school’s existing provision  As a replacement for poor quality first teaching 4

22. What makes one-to-one tuition particularly effective for pupils? One to one tuition:  engages pupils in their learning in a way which is not always possible in the classroom  provides highly tailored sessions, designed to meet individual needs, delivered by a qualified tutor  is delivered at a pace that is appropriate to the pupil  builds on what the pupil already knows  ensures misunderstandings are quickly identified and addressed at the point of misconception  increases pupils’ understanding of what they need to improve and why they need to improve

23. Steps to support effective planning and delivery of one-to-one tuition Pupils identified for tuition Class teacher identifies targets Class teacher liaises with tutor Tuition takes place Tutor and class teacher review progress 8

24. Aspects to consider Who should tutor? How can tutors be supported to improve? Who should receive tuition? What needs to be done to ensure effective communication? How do we build on successes from tuition in the classroom? How can tuition support school improvement?

25. Paying Tutors 1

26. Discussion In what ways can you ensure that tuition has a positive effect on your school improvement plan? What is the learning you would expect as a school to gain from tuition? What support do you think you will need as a school? What support should be provided for tutors? 13