Making Good Progress Through One-to-One Tuition

1. Making Good Progress Through One-to-One Tuition

2. Activity – Mapping Intervention • Think of all the things that your school does to help pupils to make good progress • Write these on the Post-Its • Place each Post-It in one of the sections of the ‘Intervention Triangle’ on your tables

3. Question Where should One to One Tuition go?

4. Questions re. One-to-One Tuition • What Is It And How Big Is It? • Why Is It Important? • Why Should Schools Take It On? • How Can Schools Organize Tuition? • How Can Governors Support Its Development In Schools? • How Are Schools Being Supported?

5. What Is It? Principles of One-to-One Tuition • Teachers provide a highly-skilled response to students’ needs in English and Maths • Students develop the skills and confidence to learn effectively in the classroom • Tuition can inform/ support the development of other forms of intervention at KS3, it shouldn’t stand alone • The ultimate in personalised learning

6. What Is It? In Practice… • 10 sessions of One-to-One Tuition for pupils who are not making sufficient progress in English or Maths • Delivered/facilitated by a qualified teacher, addressing specific areas identified by the class teacher and learning strategies/skills that will support engagement in the classroom

7. How Big Is It? National • Introduced as part of the Making Good Progress pilot; • 36,000 pupils in Y5 & Y6 for Spring and Summer 2009; • 300,000 pupils (3.5%) in KS2 & KS3 in total for English and Mathematics in 2009/10; • 300,000 pupils in English and 300,000 pupils in Mathematics by 2010/11

8. How Big Is It? South Gloucestershire • 190+ pupils in Y5 & Y6 for 2008/09; • 1500 pupils over KS2 & KS3 in 2009/10; • 3000 pupils in 2010/11 • This will include pupils involved in the Every Child a Writer programme A significant Wave 3 intervention for students who are not making expected progress

9. How Big Is It? Planning • Allocations based on number of students entering Key Stage below expected level Funding • Tutor costs: 12 hours @ £25 per hour; • Contribution towards on-costs: 12 x £4; • Contribution towards in-school costs: £20 per pupil

10. Why Is It Important? The Quality Of Pupils’ Learning And Their Progress • how well pupils make progress relative to their starting points, using contextual value added and other value added measures, including whether there is any significant variation between groups of pupils (for example, minority ethnic groups, groups with different prior attainment, gender groups, able, gifted and talented groups, pupils speaking English as an additional language), making clear whether there is any underachievement generally or among particular groups who could be doing better (OFSTED Evaluation Schedule from Sept 2009)

11. 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-oneor small group catch-up tuition in Year 7. Education White Paper 2009: ‘21st Century Schools’

12. Why Should Schools Take It On? MGP Pilot: • Pupils in receipt of tuition have made better progress than those not receiving tuition • Tuition seems to have a particularly strong impact on progress among pupils selected from lower starting points • Tuition seems to be particularly beneficial for certain groups of pupils (EAL/FSM…)

13. Why Should Schools Take It On? 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 • Learners are more engaged in the subject tutored and across the curriculum • That pupils who have finished tuition show improvements in attainment as recorded through termly assessments

14. Why Should Schools Take It On? Headteachers report: • ‘Tuition has a positive impact on teacher cpd, pupils and school improvement. Although it requires effort, particularly getting it off the ground, it’s really worthwhile’ • ‘Seeing the impact on pupils interms of their confidence and progression overcomes the initial concerns you have about tuition.’ • ‘The response from parents to tuition has been amazing. I was surprised by this and it has definitely increased my efforts to make tuition a success.’

15. How Can Schools Organize Tuition? Read the ‘Essentials and Good Practice’ document and either: • Highlight statements that describe how your school is organizing tuition Or: b) Highlight statements that describe how you feel your school could organize tuition

16. How Can Schools Organize Tuition? Questions • What do you anticipate to be the successes of how your school has organized or will organize tuition? • What are or will be the challenges of organizing tuition?

17. How Can Governors Support Its Development In Schools? Questions governors could ask include: • How have pupils been identified? • Who is tutoring the pupils and how is it organised, particularly liaison between tutor and teacher/ tutor and parents? • Are there any personnel issues that the governors need to be aware of? • What is the timescale for tutoring the allocated numbers of pupils? Is the school on track to make full use of the funding over the academic year? • What impact has one to one tutoring had on pupils or is anticipated to have on pupils?

18. How Are Schools Being Supported? • Teachernet Screen Shot

19. How Are Schools Being Supported?

21. Name Addresses Tel No.’s Email addresses DoB QTS Status Subject 1 / 2 Status How Are Schools Being Supported?

22. How Are Schools Being Supported? One to One Tuition Pay and Conditions Considerations Jo Hardy Jenny Wagstaff L&SE Personnel

23. How Are Schools Being Supported?

24. How Are Schools Being Supported?

25. How Are Schools Being Supported? Training and support for tutors Induction training for tutors • 21st October, The Grange School, 7pm-9pm • 10th November, Severnside, 4pm-6pm • 7th January, 4pm-6pm • 16th March, 4pm-6pm • Networks for Tutors: • January 11th, 5pm-6.30pm, Locality 1 • January 12th, 5pm-6.30pm, Locality 2 • January 14th , 5pm-6.30pm, Locality 3.

26. How Are Schools Being Supported? Locality Networks • Funding to support schools who host networks • One school from each locality is needed to avoid lengthy journeys for tutors. • Intention is that identified Lead tutors and Lead schools will take on the running of the networks where possible.

27. How Are Schools Being Supported? QA Key Points • Data Analysis of Early Roll Out and Tracking of Schools’ Entries on Web Pages • Visits to Identify Lead Tutors • Initial LA Evaluation • DCSF Visit • Newsletters and Emails • Briefings

28. Review • What Is It And How Big Is It? • Why Is It Important? • Why Should Schools Take It On? • How Can Schools Organize Tuition? • How Can Governors Support Its Development In Schools? • How Are Schools Being Supported?

29. Evaluations and Next Steps • Please take time to complete evaluation forms • Please feel free to discuss issues and your next steps with me

30. Extension:How Can You Know That It’s Working? • Tuition Plans • Observations (video) • Pupil Surveys/Interviews • Tutor Survey/Interviews • Teacher Survey/Interviews • Parent Survey/Interviews