OPEN ACCESS SCHEME GUIDANCE

TUTORING PARTNER QUALITY STANDARDS ANDACCREDITATION CRITERIA

 NATIONAL TUTORING PROGRAMME

 

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IntroductionThe National Tutoring Programme (NTP) is an ambitious scheme that will provide additional, targeted support for thosechildren and young people who need the most help to catch-up as a result of recent disruption to their education. The NTPwill improve the academic outcomes of the most disadvantaged young people by improving and increasing access tohigh-quality and cost-e�ective 1-1 and small group intervention. There is extensive evidence that tutoring is one of the moste�ective ways to accelerate pupil progress, and we want to extend this opportunity to those that need it most.

To do this, the Department for Education is seeking to identify Tutoring Partners that can provide high-quality tuition todisadvantaged pupils that need help to catch-up on lost learning because of disruption to their education. The purpose ofthe NTP Tu Partner is to provide e�ective, tailored tuition to meet the needs and challenges of pupils from a disadvantagedbackground. These are pupils who are likely to have fallen further behind their peers for several reasons, includingintermittent school attendance, lack of access to a device for remote learning or insu�cient engagement in learning.

Provision of tuitionTutoring Partners will provide a range of di�erent tuition models, including online and in-person (face-to-face), including 1:1,1:2 and 1:3 tutor/pupil ratios. However, in order to reach as many disadvantaged pupils as possible with the available funding,Tutoring Partners will have a focus on small group learning. This is primarily expected to be a group size of three pupils toone tutor as overall, evidence shows that small group tuition is e�ective and groups of three pupils represent goodvalue-for-money, whilst also maintaining high impacts.

We want the NTP o�er to be as inclusive as possible and so Tutoring Partners can also o�er 1:1 and 1:2 models through NTPfor pupils who need more intensive support. This is likely to be specialist support, including pupils with Special EducationalNeeds, pupils attending Alternative Provision or other pupils who may have specialist needs. Tutoring Partners will provideeither online or face-to-face provision or a blended approach of both types of provision (this is the preferred approach).Tutoring Partners will provide support in the following subjects: English, Mathematics, Science, Humanities, Modern foreignlanguages and Primary level support (reading, writing, maths and science), although we expect schools to have a stronginterest in supporting English and Maths. Tuition can be o�ered to support any or multiple year groups (Y1-11) or KeyStage(s) in all state-maintained schools.

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Application and feedback processOrganisations assessed as meeting the criteria set below will be accepted onto the NTP Open Access Scheme for TutoringPartners. If an organisation is accepted to the scheme this means that a school will be able to have the cost of tuitionpartially subsidised by DfE, should the school choose to purchase tutoring from that Tutoring Partner. The information belowsets out our expectations of the standards, quality and rigour of Tutoring Partners that will provide tuition support toschools.

Applicants will need to meet all 13 of the quality standards laid out in the table below, and all 14 if applying to provideinternationally based tutors, by providing evidence and confirmation against the criteria to Randstad who will oversee theaccreditation on behalf of the DfE. Successful applicants will need to pass all quality standard criteria to be approved as aTutoring Partner.

Applicants can access the Open Access Scheme via the NTP website.● Your Tutoring organisation will need to answer the five initial questions to validate your eligibility to deliver tutoring.● If you qualify you will then be required to create a login to the platform.● You will then be asked to complete the application, please note you can save and access the details of your application

at a later date.

Unsuccessful applicants will be informed of reasons for non-accreditation by Randstad after the application has beenreviewed, and will be notified of the area(s) of the quality standards & accreditation criteria where they failed to meet therequirement.Unsuccessful applicants will be unable to re-apply during the initial application window, however following the initial windowof application, Randstad may open further registration windows with a specific focus (for example, by geographic region,subject area, stage etc) to address any areas where there may be gaps in provision coverage or may open the scheme forgeneral applications. The window for further registrations will be open no less than annually. Geographic regions will berestricted as required to meet coverage requirements.National Tutoring Programme – Tutoring Partner Quality Standards and Assessment Criteria

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ID Standard QualityStandard

Assessment Criteria to be met; Standard Threshold

1 UnderstandingSchoolsWorking andChallenges

TutoringPartnersdemonstratetheirunderstandingof the needs ofschools insupportingcatch-up toreduce theattainment gapbetween pupils,the ways ofworking inschools, andhow theirproposed servicesupportsappropriate,tailoredsolutions basedon experience.

Evidence the type of work theorganisation and their tutors haveundertaken with schools. This shouldinclude the numbers andcharacteristics of schools/pupilsworked with, the objectives of thework and challenges faced.

Evidence Tutoring Partners know howto integrate into the school systemand demonstrate contextualknowledge of a school’s curriculum,pedagogy and demographics.

Evidence an understanding of theneeds and challenges of schools andpupils in raising attainment. Provide aclear plan for how their services willsupport school to help pupilscatch-up. This should includeengaging schools in discussionsabout suitable frequency andtimetabling of tuition,age-appropriate teachingapproaches, curriculum planning andalignment and tailoring and adaptingsupport.

(1) Tutoring Partners have provided su�cientevidence of working with schools.

(2) Evidence provided of successful delivery ofthe services provided.

(3) Evidence of how they have and willintegrate into a school system with their tuitionservices.

(4) Evidence submitted of the use ofappropriate processes and systems to supportschools and meet their requirements.

(5) Evidence provided of dedicatedorganisational support for schools.

(6) Evidence of being able to align theirorganisational safeguarding policies with thoseof the customer (School) as the organisationresponsible for the safeguarding of the pupils.

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Evidence of appropriateorganisational support for schools,including processes forcommunication, methods to minimiseadministrative burdens, clear andquick responses to queries andconcerns, and details of theorganisational infrastructurededicated to support tutors andteachers.

2 Excellence inImpact

TutoringPartners detailrobust systemsand processesfor supportingincreasedacademicattainment fordisadvantagedpupils.

Tutoring Partners evidence processesfor measuring and reporting theimpact of tuition, including pre-andpost-intervention data and use ofcontrol or comparison groups whereapplicable.

Tutoring Partners demonstrate atrack record of how delivery of theirservices supports improvement inacademic achievement andattainment, helping pupils catch-upto their peers or age-expectedstandard.

Tutoring Partners will demonstrateevidence in specific subjects or

(1) Evidence of how tuition programmes aredesigned to meet set targets and evidencethese processes through to impact with pupils.

(2) Evidence of robust assessment processeswhich identify key features, and measure theimpact, of e�ective tuition and how thatsupports a continuous strengthening ofpractice.

(3) Evidence provided of use of qualitative data,such as case studies with relevant tuitionservices impact demonstrated.

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pedagogies that underpin theiro�erings to the service.

3 UnderstandingDisadvantagedPupils

TutoringPartnersdemonstratetheirunderstandingof the needs ofdisadvantagedpupils and waysof meeting thoseneeds andovercomingbarriers.Evidence shouldbe based onexperience andplans/ proposalsfor delivery.

Evidence of the type of workpreviously undertaken to improve theattainment of disadvantaged children.

Evidence of an understanding of thespecific challenges faced bydisadvantaged pupils and how tuitionprocesses will support schools toovercome these. This would includetackling barriers to learning, issues ofpotential disengagement and theimpact of lack of remote learning etcand intermittent school attendance.

(1) Evidence that robust plans are in place forhow the organisation will support and engagedisadvantaged pupils in tuition, overcomingidentified risks and barriers.

(2) Evidence of prior successful delivery whichmet the needs of disadvantaged pupils.

4 High QualityTutors

TutoringPartners willemploy robustrecruitmentprocesses,including settingappropriatequalificationstandards, andshall provide

Evidence of recruitment processesand employment of suitably andappropriately qualified tutors.

Evidence of specifying, and recruitingto match, the appropriate skills,competencies, qualifications andexperience of all tutors in relation tothe tuition services provided.

(1) Clear evidence of robust recruitmentprocesses and robust criteria for tutors,including interviews, pre-appointmentsuitability checks, reference checks andassessment evidence of the tutor’s quality ofsubject knowledge.

(2) Evidence of recruiting tutors with theappropriate qualifications to meet the level anddemand of the tuition services demanded.

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training to theirtutors. Evidence of a recruitment process to

assess and match the tutor’sknowledge of subject, pedagogicalapproaches, curriculum and key stagecompetencies to the tuition serviceso�ered.

Evidence of training provided totutors prior to deployment in schoolsto ensure consistency of high-qualitytuition. This should include e�ectiveinteraction and liaison with bothteachers and pupils and specificneeds relating to type of tuitiono�ered, e.g., e�ective management ofsmall group tuition, online provision orSpecial Educational needs or otherspecialist support.

Evidence of identifying and providingrelevant ongoing professionaldevelopment for tutors, includingreviewing and improving previousdelivery of tuition.

(3) Evidence of providing training courses, withrelevant, tailored content. Detail of the durationand frequency of training provided in order toensure high quality level of tuition provision.Training needs reviewed regularly.

(4) Evidence of dedicated ongoing professionaldevelopment for tutors, including regularperformance reviews.

5 High QualityTuitionSessions

TutoringPartners mustconfirm thatthey can o�er ahigh quality

Evidence of a deep understanding ofthe principles and practices that leadto e�ective tuition outcomes and thattheir services are targeted to meetthat need. Details should be provided

(1) Evidence of quality content, curriculum andsubject knowledge, appropriate pedagogicalapproach such as Systematic SyntheticPhonics and Teaching for Mastery and pupil

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15-hour block oftuition toschools andeligible pupils.

of how their approaches andpractices for delivering tuition arebased on evidence of e�ectivepractice.

Evidence of understanding the needsof, and responding appropriately to,the di�ering circumstances of pupils.This should include approaches thatrespond to age, di�ering levels ofengagement and progress and otherbarriers to learning.

Evidence of an understanding of, andan ability to adapt to, di�eringteaching approaches and pedagogiesthat are used by schools includingTeaching for Mastery and SystematicSynthetic Phonics (SSP) whereappropriate e.g., SSP should alwaysbe used where a child is unable toread words. This should include aclear alignment to and depth ofknowledge of curriculum and subjectknowledge.

Evidence of methods and approachesthat support upfront planning andengagement with teachers,establishing key learning objectivesand curricular alignment, monitoring

monitoring and assessment built into thedesign and delivery of tuition sessions.

(2) Evidence of adapting or reviewing tuitionapproach as a result of feedback from schoolsor ambition to achieve better outcomes.

(3) Confirmation that face-to-face service andonline o�er meets NTP requirements.

(4) Confirmation that the o�er aligns withPrimary requirement: must cover one or moreof Literacy, Numeracy, and Science

(5) Confirmation that the o�er aligns withSecondary requirements: must cover: Maths,English, Science, Humanities and ModernForeign Languages.

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and reporting, flexibility to adapt topupil/teacher requirements andpositive liaison with schools.

Confirmation of availability of 15-hourblocks of tuition by Key stage,subject; group sizes (1:1, 1:2 &/or 1:3)and if face-to-face &/or online.

6 Excellence inDelivery

TutoringPartners mustconfirm thatthey have robustprocesses andsystems in placeto drivehigh-qualityservice delivery.

Tutoring Partners detail theirmonitoring and evaluation processesto demonstrate how they maintainhigh quality tuition services and reactto feedback or negative data.

Tutoring Partners will detailmonitoring methodology andassociated assessment and reportingprocedures.

Tutoring Partners will have a clear QApolicy and processes in place.

(1) Evidence of standardised collection of dataon quality of tuition delivered, including data onpupil attainment and feedback from teachers.

(2) Evidence of sampling quality to ensureaccurate comparable reporting,

(3) Detail a robust process for monitoringsessions, collecting and analysing data, andfeedback systems.  Expand on periodicity andprocesses. Demonstrate how pupil progress istracked and used to inform delivery.

(4) Demonstrate how they will quality assurethe delivery of tutoring, including theprocesses in place for identifying andresponding to issues.

(5) Evidence of rectification and improvementof service as a result of information / feedback.

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7 Safeguarding TutoringPartners mustdemonstratethey have robustsystems andprocesses inplace to ensuretutor sessionscomply withsafeguardingpolicies,legislation andstatutoryguidance.

Tutoring Partners evidencesafeguarding policies and processesthat are in place covering all aspectsof the Tutoring Partners Service

All Tutoring Partners must submit:(1) Detail of the safeguarding policies andprocedures in places which are in line withlegislation and statutory guidance. Applicantsmust also provide evidence that policies andprocedures are updated regularly.Evidence of procedures in place for sta� andtutors who have safeguarding concernsregarding a child or receive a disclosure from achild.

(2) Evidence of clear and robust Whistleblowingpolicy and procedures together with policy andprocedures for Allegations Management.Evidence Code of Conduct policies that set outbehaviours and expectations for all sta� andtutors.Evidence of safeguarding policies andprocedures that will align with partneredschool’s procedures. This should include howyour sta� and tutors will know how to reportand escalate safeguarding concerns.

(3) Evidence of clear escalation procedures forschools/individuals to report safeguardingconcerns, and detail how these will bemanaged. This should include detail onnotifying the Prime of any safeguarding issues& how they will manage them.

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Tutoring Partners detail that clearorganisational and governancestructures in place, including anappropriate member of sta�appointed to the role of DesignatedSafeguarding Lead/O�cer.

All Tutoring Partners must:(1) Evidence confirmed appointment(s) to therole of Designated Safeguarding Lead. Thisshould set out the duties of the DSL and LeadO�cer which should include managingreferrals, work with others, raisingsafeguarding awareness.

(2) Evidence of plan in place to ensure requiredDSL training takes place regularly and trainingplan will be updated every two years Evidencein plan of on-going knowledge and skillsdevelopment of DSL to ensure compliance withlatest regulation required to fulfil the role.

Tutoring Partners evidence thatappropriate safeguarding and childprotection training is in place,delivered to all tutors and updatedregularly.

Tutoring Partners must:(1) Evidence system to ensure appropriatesafeguarding and child protection training is inplace and processes to maintain records ofsta� training.

(2) Evidence how often training is updated toalign with statutory guidance.

(3) Evidence process to ensure sta� and tutorsreceive on-going safeguarding and childprotection updates (for example, via email,e-bulletins and sta� meetings), to providethem with relevant skills and knowledge tosafeguard children e�ectively.

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Tutoring Partners evidence thatrobust safer recruitmentpolicies and procedures are inplace, and detail how they willcarry out a range ofpre-appointment checks on alltutors in accordance with the

Keeping Children Safe in Educationframework.

Tutoring Partners must:(1) Detail procedures for pre-employmentchecks to ensure compliance with the “KeepingChildren Safe in Education Framework”,including a list of checks which will becompleted.Evidence systems in place to capture and holdresults of pre-appointment checks.

(2) Commit to carrying out enhancedDBS1checks with Barred list checks on tutorsworking on the programme, and detail howthey will commit to doing so.Detail evidence that sta� and tutors have hadthe appropriate level DBS check and BarredList.

(3) Detail evidence processes in place torecord, maintain and update records forindividual checks on all Tutors.

(4) Detail evidence that best availableequivalent checks will be completed to ensureinternational tutors are not prohibited fromteaching prior to employment

Tutoring Partners evidence thatsafeguarding policies and procedureshave been adapted accordingly forface-to-face online tutoring.

Tutoring Partners must:(1) Detail systems and governance in place tospecifically meet safeguarding policies andprocedures for online face to face tutoring.

1References to DBS should be read as including Disclosure Scotland or Access NI checks as appropriate.

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The Tutoring Partner must ensurethat they adapt their digital, onlineand online at home policies andpractice in line with emerging DfEguidance or that of the schools.

(2) Detail systems and processes in place tospecifically meet delivery in a digital setting.

(3) Detail adapted Code of Conduct policiesthat sets out behaviours and expectations forall sta� and tutors providing face to face onlinetuition.

(4) Detail the safeguarding policy andprocedures that evidence show how tutors,children and young people are safe andresponsible online and creating a safe onlinelearning experience. Evidence must include:Protocols for privacy controls.The use of secure platforms for sessionsEncrypted passwords. Log on and o� times.Details logs of group or individual chatfunctions.Content: how it is used and how it is shared.Details on the use of video streams duringsessions, photography, sharing of appropriateimages.Procedures for storing, monitoring andrecording of online sessions.

8 Tuition ServiceGeographicCoverage /Capacity

TutoringPartners mustdetail theirgeographicalcoverage (reach)

Tutoring Partners must be able todeliver tuition to at least 500 pupils inthe 2021/2022 academic year.

(1) Evidence that organisation capacity issu�cient to reach the total number of pupilsquoted in their application – must be aminimum of 500 pupils per AY.

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and capacity inorder to informthe NTP aim ofprovidingnationalcoverage oftutoringservices.

TutoringPartners musthave thegeographicalcoverage andscale to meritmanagementsupport and tomeet theambitions of theNTP to reach themostdisadvantagedpupils at scale.

Evidence of su�cient numbers oftutors and relevant infrastructure inplace to reach target number ofpupils in application.

Evidence of organisational capacity atpoint of application, and detail of anyplans to grow.

Confirmation of regions whereservices will be o�ered.

(2) Evidence of maximum numbers of tutorsand delivery capacity.

(3) Confirmation of regions and range whereservices will be o�ered.

9 Value for Money TutoringPartners mustsubmit pricing(inc VAT) foreach 15-hourblock of tuition.

Tutoring Partners evidence that theirtutoring is a value for money (VFM)proposition and that prices are withinexpectations of market rates.

The Tutoring Partner will work withthe Prime Supplier on finalising itspricing.

(1) Pricing meets VFM benchmark of enablingan average cost of £22.31/hour per pupilacross the programme.

(2) Pricing of face-to-face service o�erings tomeet NTP VFM requirements.

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The DfE via thePrime Supplierwill subsidiseschools for thecost of tuitionsessions thatcomply with theAccreditationStandard.

Expectedvolumes to bemet are 524,000pupils in AY2021-22 and650,000 pupilsin AYs 2022-23and 2023-24Please note thatAY’s 2022-23 &2023-24 aresubject to SpendReviewconfirmation andmay be subjectto change

Tutoring Partners shall provide pricesfor 15-hour packages of tuition bysubject, group size (1:1, 1:2 &/or 1:3)and face-to-face &/or On-lineprovision.

Pricing of proposals for subject / yeardi�erentiations if applicable acrossthe primary and secondary o�ers.

Tutoring Partners confirm that is hasnot colluded with other applicants onsubmissions and pricing.

(3) Pricing of Online service o�erings to meetNTP VFM requirements.

(4) Tutoring Partners complete and submitPricing Table in the application.

(5) Tutoring Partners completed anti-collusionwarranty provided by the Prime Supplier.

10 Sustainability TutoringPartners musthave plans todevelop theorganisation and

Tutoring Partners evidence plans togrow and develop business o�ering toschools.

(1) Submitted confirmation of plans to growtheir capacity and improve the quality of theiro�ering.

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build confidencein the qualityo�ering toschools over thelifetime of theprogramme.

Tutoring Partners have a strategy togrow their capacity and increasequality o�ering to Schools and buildconfidence in value proposition.

(2) Evidence of plans to meet reach andcapacity levels of tuition services throughrecruitment and development plans in line withservice demand.

(3) Submitted strategy and plans for assessingand building quality product and confidence ofschool markets

11 Supporting theBrand

TutoringPartners and itssta� will operatein a manner thatenhances andpromotes thehigh-qualityreputation of theNTP Services.

TutoringPartners willcomply with NTPKey Messages,building theseinto theircommunicationand marketingframework.

TutoringPartners willwork with the

Tutoring Partners will confirm itsagreement to work with the Prime onpromoting and defending thereputation of the NTP Service.

(1) Tutoring Partners confirm that they willsupport the brand in-line with the statedstandard and requirements.

(2) Tutoring Partners will submit theircommunication and marketing framework tothe Prime Supplier, to ensure alignment withNTP branding and messaging.

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Prime Supplierto supportcommunicationsand marketingrequirements.

12 Data Protection Tutoring Partnerswill have robustdata protectionpolicies andprocedures thatalign with currentlegislation.

Tutoring Partners will detail robustprocesses and systems that are in linewith the General Data ProtectionRegulation (GDPR) and the DataProtection Act 2018.

(1) Tutoring Partners submits declaration andevidence of compliance.

13 Economic &FinancialStanding (EFS)

The TutoringPartner must befinancially andeconomicallyviable and robustenough tomanage call-o�services fromSchools forservices.

All assessment ofthe applicant TP’sEFS will betransparent,objective and

The applicant consents to theeconomic and financial standingassessment approach and candemonstrate that they have a robusteconomic and financial standing (EFS)to qualify for the TP framework.  

Applicant Tutoring Partners will berequired to provide documentation todemonstrate their financial capacityto reliably deliver tutoring. To informthis assessment financial statementsand credit reference checks will berequired. In addition, Directors will beasked to self-certify that:

● They have not been subject toany sanction under the

(1) Applicant Tutoring Partners are assessed tobe financially viable based on provision of theof the following evidence to enable a robustassessment of their economic and financialstanding:1. Copies the audited statutory financialstatements for the last 3 years, if available.2. If not available, then as an alternativeprovide management accounts for the last 2years including income and expenditurereport, balance sheet and cashflows.3. A recent credit rating report from aknown agency such as Dun & Bradstreet4. A signed and dated DirectorsStatement, self-certifying to the points notedin the assessment criteria

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non-discriminatory.

Companies Act or relatedlegislation,

● That there are no ongoing taxinvestigations or overdueliabilities

● That there are no bankcovenants which have beenbreached in the last 3 months.

5. Any additional relevant supportinginformation in relation to financial healthwhich would mitigate potential financial risks.

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Tutoring Partnersintending toprovide any oftheir onlinetuition throughtutors basedoverseas shouldapply robustchecks andpolicies to ensureboth tutors andpupils area�ordedcomparableprotections aswith tuitiontaking place

Tutoring Partners will detail robustprocesses, systems and contractualarrangements that are fully compliantwith the UK General Data ProtectionRegulation (GDPR) and the DataProtection Act 2018 where data is tobe transferred overseas. Datatransfers will be limited to countrieswithin the EU or which have a findingof adequacy2.

Tutoring Partners detail how they willcarry out a range of pre-appointmentchecks on all overseas tutors inaccordance with the Keeping ChildrenSafe in Education framework.

(1) Tutoring Partners submits declaration andevidence of compliance with international datatransfer provisions under the GDPR.

(2) Commit to carrying out enhanced DBSchecks with Barred list checks on overseastutors working on the programme, and detailhow they will commit to doing so.

(3) Confirmation that appropriate criminalrecord checks will be conducted for overseastutors and detail of any other checks that theTP will conduct.

(4) Evidence of policies that ensure fair pay andconditions for overseas tutors and sta� such as

2 The European Commission has so far recognised Andorra, Argentina, Canada (commercial organisations), Faroe Islands, Guernsey, Israel, Isle of Man,Japan, Jersey, New Zealand, Switzerland and Uruguay as providing adequate protection. (Adequacy decisions | European Commission (europa.eu))

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wholly within theUK

Tutoring Partners detail how they willconduct criminal records checks foroverseas tutors in line with HomeO�ce and DFE guidance.

Tutoring Partners demonstrate thatthey have considered and applied fairpay and conditions for overseastutors and sta�.

Tutoring Partners demonstrate thatthey recruit suitably qualifiedoverseas tutors with comparablequalifications to UK based tutors

minimum age limits, minimum pay oracceptable working hours.

(5) Evidence that the Tutoring Partner haschecked for appropriate qualifications inrecruiting overseas tutors, such as equivalentsto GCSE, A-levels or QTS as appropriate.

If you would like further feedback following the outcome of the Open Access Scheme application please contacttuitionpartner@nationaltutoring.org.uk.

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