Making Good Progress Through Making Good Progress Through One-to-One TuitionOne-to-One Tuition

Activity – Mapping Intervention Activity – Mapping Intervention

• Think of all the things that your school Think of all the things that your school does to help pupils to make good does to help pupils to make good progressprogress

• Write these on the Post-ItsWrite these on the Post-Its

• Place each Post-It in one of the sections Place each Post-It in one of the sections of the ‘Intervention Triangle’ on your of the ‘Intervention Triangle’ on your tablestables

QuestionQuestion

Where should One to OneWhere should One to One

Tuition go?Tuition go?

Questions re. One-to-One TuitionQuestions re. One-to-One Tuition

• What Is It And How Big Is It?What Is It And How Big Is It?

• Why Is It Important?Why Is It Important?

• Why Should Schools Take It On?Why Should Schools Take It On?

• How Can Schools Organize Tuition? How Can Schools Organize Tuition?

• How Can Governors Support Its How Can Governors Support Its Development In Schools? Development In Schools?

• How Are Schools Being Supported?How Are Schools Being Supported?

What Is It?What Is It?

Principles of One-to-One TuitionPrinciples of One-to-One Tuition • Teachers provide a highly-skilled response to Teachers provide a highly-skilled response to

students’ needs in English and Mathsstudents’ needs in English and Maths• Students develop the skills and confidence to Students develop the skills and confidence to

learn effectively in the classroomlearn effectively in the classroom• Tuition can inform/ support the development Tuition can inform/ support the development

of other forms of intervention at KS3, it of other forms of intervention at KS3, it shouldn’t stand aloneshouldn’t stand alone

• The ultimate in personalised learningThe ultimate in personalised learning

What Is It?What Is It?

In Practice…In Practice… • 10 sessions of One-to-One Tuition for 10 sessions of One-to-One Tuition for

pupils who are not making sufficient pupils who are not making sufficient progress in English or Mathsprogress in English or Maths

• Delivered/facilitated by a qualified Delivered/facilitated by a qualified teacher, addressing specific areas teacher, addressing specific areas identified by the class teacher and identified by the class teacher and learning strategies/skills that will support learning strategies/skills that will support engagement in the classroomengagement in the classroom

How Big Is It?How Big Is It?

NationalNational• Introduced as part of the Making Good Introduced as part of the Making Good

Progress pilot;Progress pilot;• 36,000 pupils in Y5 & Y6 for Spring and 36,000 pupils in Y5 & Y6 for Spring and

Summer 2009;Summer 2009;• 300,000 pupils (3.5%) in KS2 & KS3 in total 300,000 pupils (3.5%) in KS2 & KS3 in total

for English and Mathematics in 2009/10;for English and Mathematics in 2009/10;• 300,000 pupils in English and 300,000 pupils 300,000 pupils in English and 300,000 pupils

in Mathematics by 2010/11in Mathematics by 2010/11

How Big Is It?How Big Is It?

South GloucestershireSouth Gloucestershire• 190+ pupils in Y5 & Y6 for 2008/09;190+ pupils in Y5 & Y6 for 2008/09;• 1500 pupils over KS2 & KS3 in 2009/10;1500 pupils over KS2 & KS3 in 2009/10;• 3000 pupils in 2010/113000 pupils in 2010/11• This will include pupils involved in the Every This will include pupils involved in the Every

Child a Writer programmeChild a Writer programme

A significant Wave 3 intervention forA significant Wave 3 intervention forstudents who are not making expectedstudents who are not making expected

progressprogress

How Big Is It? How Big Is It? Planning Planning • Allocations based on number of students Allocations based on number of students

entering Key Stage below expected levelentering Key Stage below expected level

FundingFunding • Tutor costs: 12 hours @ £25 per hour;Tutor costs: 12 hours @ £25 per hour;• Contribution towards on-costs: 12 x £4;Contribution towards on-costs: 12 x £4;• Contribution towards in-school costs: Contribution towards in-school costs:

£20 per pupil£20 per pupil

Why Is It Important?Why Is It Important?

The Quality Of Pupils’ Learning And Their ProgressThe Quality Of Pupils’ Learning And Their Progress how well pupils make progress relative to their how well pupils make progress relative to their

starting points, using contextual value added and starting points, using contextual value added and other value added measures, including whether other value added measures, including whether there is any significant variation between groups there is any significant variation between groups of pupilsof pupils (for example, minority ethnic groups, groups (for example, minority ethnic groups, groups with different prior attainment, gender groups, able, with different prior attainment, gender groups, able, gifted and talented groups, pupils speaking English as gifted and talented groups, pupils speaking English as an additional language), making clear whether there is an additional language), making clear whether there is any underachievement generally or among particular any underachievement generally or among particular groups who could be doing bettergroups who could be doing better

(OFSTED Evaluation Schedule from Sept 2009)(OFSTED Evaluation Schedule from Sept 2009)

Why Is It Important?Why Is It Important?

• We now want to ensure that every child who has fallen behind during Key Stage 2or by the start of secondary school has an entitlement to extra support. As part of the Pupil Guarantee, there will be a guarantee of ten hours of one-to-one catch-up tuition for primary pupils who are falling behind during Key Stage 2. And for those children who are not secure in English and mathematics at the expected level (National Curriculum Level 4) when they start secondary school, we will also guarantee them one-to-one or small group catch-up tuition in Year 7.

Education White Paper 2009: ‘21Education White Paper 2009: ‘21stst Century Schools’ Century Schools’

Why Should Schools Take It On?Why Should Schools Take It On?

MGP Pilot:MGP Pilot:• Pupils in receipt of tuition have made better Pupils in receipt of tuition have made better

progress than those not receiving tuitionprogress than those not receiving tuition• Tuition seems to have a particularly strong Tuition seems to have a particularly strong

impact on progress among pupils selected impact on progress among pupils selected from lower starting pointsfrom lower starting points

• Tuition seems to be particularly beneficial for Tuition seems to be particularly beneficial for certain groups of pupils (EAL/FSM…)certain groups of pupils (EAL/FSM…)

Why Should Schools Take It On?Why Should Schools Take It On?

Teachers report:Teachers report:• That following tuition pupils are more willing to have a That following tuition pupils are more willing to have a

go, ask questions, put their hand up etc…go, ask questions, put their hand up etc…• Seeing the transfer of skills from tuition to the Seeing the transfer of skills from tuition to the

classroomclassroom• Learners are more engaged in the subject tutored Learners are more engaged in the subject tutored

and across the curriculumand across the curriculum• That pupils who have finished tuition show That pupils who have finished tuition show

improvements in attainment as recorded through improvements in attainment as recorded through termly assessmentstermly assessments

Why Should Schools Take It On?Why Should Schools Take It On?

Headteachers report:Headteachers report:• ‘‘Tuition has a positive impact on teacher cpd, pupils Tuition has a positive impact on teacher cpd, pupils

and school improvement. Although it requires effort, and school improvement. Although it requires effort, particularly getting it off the ground, it’s really particularly getting it off the ground, it’s really worthwhile’worthwhile’

• ‘‘Seeing the impact on pupils interms of their Seeing the impact on pupils interms of their confidence and progression overcomes the initial confidence and progression overcomes the initial concerns you have about tuition.’concerns you have about tuition.’

• ‘‘The response from parents to tuition has been The response from parents to tuition has been amazing. I was surprised by this and it has definitely amazing. I was surprised by this and it has definitely increased my efforts to make tuition a success.’increased my efforts to make tuition a success.’

How Can Schools Organize Tuition? How Can Schools Organize Tuition?

Read the ‘Essentials and Good Practice’Read the ‘Essentials and Good Practice’

document and either:document and either:

a)a) Highlight statements that describe how Highlight statements that describe how your school your school isis organizing tuition organizing tuition

Or:Or:

b) Highlight statements that describe how b) Highlight statements that describe how you feel your school you feel your school could could organize organize tuitiontuition

How Can Schools Organize Tuition? How Can Schools Organize Tuition?

QuestionsQuestions

• What do you anticipate to be the What do you anticipate to be the successes of how your school has successes of how your school has organized or will organize tuition?organized or will organize tuition?

• What are or will be the challenges of What are or will be the challenges of organizing tuition?organizing tuition?

How Can Governors Support Its How Can Governors Support Its Development In Schools?Development In Schools?

Questions governors could ask include:Questions governors could ask include:• How have pupils been identified?How have pupils been identified?• Who is tutoring the pupils and how is it organised, Who is tutoring the pupils and how is it organised,

particularly liaison between tutor and teacher/ tutor particularly liaison between tutor and teacher/ tutor and parents?and parents?

• Are there any personnel issues that the governors Are there any personnel issues that the governors need to be aware of?need to be aware of?

• What is the timescale for tutoring the allocated What is the timescale for tutoring the allocated numbers of pupils? Is the school on track to make numbers of pupils? Is the school on track to make full use of the funding over the academic year?full use of the funding over the academic year?

• What impact has one to one tutoring had on pupils or What impact has one to one tutoring had on pupils or is anticipated to have on pupils?is anticipated to have on pupils?

How Are Schools Being Supported?How Are Schools Being Supported?

• Teachernet Screen ShotTeachernet Screen Shot

How Are Schools How Are Schools Being Supported?Being Supported?

How Are Schools Being Supported?How Are Schools Being Supported?

• NameName

• AddressesAddresses

• Tel No.’sTel No.’s

• Email addressesEmail addresses

• DoBDoB

• QTS StatusQTS Status

• Subject 1 / 2Subject 1 / 2

• StatusStatus

How Are Schools Being Supported?How Are Schools Being Supported?

One to One TuitionOne to One TuitionPay and ConditionsPay and Conditions

Considerations Considerations

Jo HardyJo Hardy

Jenny WagstaffJenny Wagstaff

L&SE PersonnelL&SE Personnel

How Are Schools Being Supported?How Are Schools Being Supported?

27 November 2009

schools to enter details of pupils provided with one-to-one over the autumn terms 2009 on DCSF Data Collaction Site;

4 December 2009

Local Authority transfer of funds to cover tutored during the summer and autumn terms 2009;

5 March 2010

schools to submit details of pupils provided with one-to-one over the spring term 2010 and details of pupils identified for tutoring during summer term 2010, including request for extra places;

12 March 2010

Local Authority transfer of funds to cover tutored during the spring term 2010 and offer of further places for summer term 2010;

26 March 2010

Confirmation by schools of extra allocations for summer term 2010.

How Are Schools Being Supported?How Are Schools Being Supported?

Training and support for tutorsTraining and support for tutors Induction training for tutorsInduction training for tutors

– 2121stst October, The Grange School, 7pm-9pm October, The Grange School, 7pm-9pm– 1010thth November, Severnside, 4pm-6pm November, Severnside, 4pm-6pm– 77thth January, 4pm-6pm January, 4pm-6pm– 1616thth March, 4pm-6pm March, 4pm-6pm

– Networks for Tutors:Networks for Tutors:– January 11January 11thth, 5pm-6.30pm, Locality 1, 5pm-6.30pm, Locality 1– January 12January 12thth, 5pm-6.30pm, Locality 2, 5pm-6.30pm, Locality 2– January 14January 14thth , 5pm-6.30pm, Locality 3. , 5pm-6.30pm, Locality 3.

How Are Schools Being Supported?How Are Schools Being Supported?

How Are Schools Being Supported?How Are Schools Being Supported?

Locality NetworksLocality Networks • Funding to support schools who host Funding to support schools who host

networks networks

• One school from each locality is needed to One school from each locality is needed to avoid lengthy journeys for tutors.avoid lengthy journeys for tutors.

• Intention is that identified Lead tutors and Intention is that identified Lead tutors and Lead schools will take on the running of the Lead schools will take on the running of the networks where possible.networks where possible.

How Are Schools Being Supported?How Are Schools Being Supported?

QA Key PointsQA Key Points• Data Analysis of Early Roll Out and Tracking Data Analysis of Early Roll Out and Tracking

of Schools’ Entries on Web Pagesof Schools’ Entries on Web Pages• Visits to Identify Lead TutorsVisits to Identify Lead Tutors• Initial LA EvaluationInitial LA Evaluation• DCSF VisitDCSF Visit• Newsletters and EmailsNewsletters and Emails• BriefingsBriefings

Review Review

• What Is It And How Big Is It?What Is It And How Big Is It?

• Why Is It Important?Why Is It Important?

• Why Should Schools Take It On?Why Should Schools Take It On?

• How Can Schools Organize Tuition? How Can Schools Organize Tuition?

• How Can Governors Support Its How Can Governors Support Its Development In Schools? Development In Schools?

• How Are Schools Being Supported?How Are Schools Being Supported?

Evaluations and Next Steps Evaluations and Next Steps

• Please take time to complete evaluation Please take time to complete evaluation forms forms

• Please feel free to discuss issues and Please feel free to discuss issues and your next steps with meyour next steps with me

Extension:Extension:How Can You Know That It’s How Can You Know That It’s Working? Working?

• Tuition PlansTuition Plans

• Observations Observations (video)(video)

• Pupil Surveys/Interviews Pupil Surveys/Interviews

• Tutor Survey/Interviews Tutor Survey/Interviews

• Teacher Survey/Interviews Teacher Survey/Interviews

• Parent Survey/Interviews Parent Survey/Interviews