One to One Tuition Briefing

1. One to One Tuition Briefing Tuesday 9 November 2010

2. Overview • Story So Far and Future Developments • Managing the Tuition of Vulnerable Groups • Case Studies of the Impact of Tuition • Questions re. Individual Circumstances

3. Story So Far and Future Developments 2009-10: • 95% Started • 88% Completed • Completion dates required for 97 students

4. Nationally… • As at the end of the summer term there were 297,505 tuition starts (101%) in 17,924 schools • 169,024 starts in KS2 (111%) • 105,310 starts in KS3 (85%) • 23,331 starts in KS4 (136%)

5. When: Tuition starts through the year

6. Who/when: Most KS2 tuition was in Y6, but in the summer term tuition was focussed on Y5

7. Who/when: KS3 tuition peaked in the first half of the summer term

8. Story So Far and Future Developments 2010-11 • 52% Registered • 18.9% confirmed started • KS2: 14% • KS3: 25%

9. Tutor Training and Support • 18 attended Induction Training on 5 October • Evaluations: all felt that training ‘fully’ or ‘mostly’ met their needs and supported their development • Issues arising: Timing for identification, paperwork, etc Teachers identifying targets Contacting parents Liaising with teachers/parents Share tuition plan with class teacher

10. Funding… What we know… • CSR announced a £3.6bn increase in funding in cash terms for the schools budget by the end of the period (0.1% increase in each year of the Spending Review) • CSR announcement confirms funding is still available in schools’ frontline budgets which can be used for tuition. Decisions on how to use the funding will lie with schools and head teachers.

11. Funding • CSR set out details of a £7bn Fairness Premium, including the Pupil Premium, to target extra funding specifically at the most deprived pupils to enable them to reach their full potential and reduce educational inequalities. • Pupil Premium funding will be worth £2.5bn by the final year of the period. Funding will be allocated in its entirety to schools. • Finance colleagues in DFE undertaking the clawback of unspent funds from 2009/10 Standards Fund grants Still to confirm… • Methodology for funding the Pupil Premium – consultation closed recently

12. Policy perspective… What we know… • Support for clear and consistent use of progression measures, including in accountability arrangements, to drive school behaviours. This will include use of progression in the identification of underperforming schools. • Focus on improving outcomes for disadvantaged pupils • Arrangements for tuition in 2010-11, including parameters, unchanged

13. Policy perspective… • DfE will offer ongoing support in 2010-11 to build capacity locally • We now have a real imperative to build up and disseminate the evidence and best practice on tuition across the system Still to confirm… • Schools White Paper – due later this Autumn

14. Impact of tuition On your tables: Identify where tuition made an impact on the pupils. • Discuss how this was achieved. What were the key successes for the child? Will it be sustainable? • Were there any commonly tutored aspects that may need to be addressed by the whole school? • Where was tuition less successful and why? • What have you changed about tuition this year as a result of learning last year?

15. Managing the Tuition of Vulnerable Groups Representation of Vulnerable Groups in 2009-10 school allocations

16. Children in Care • % of pupils and students tutored were children in care = 1.3 • % of pupils and students in KS2 and KS3 in South Gloucestershire are children in care = 0.45 • % of children in care in KS2 and KS3 of schools that have in them on roll = 0.7 • % of schools that tutored the children in care on their rolls = 31%

17. Free School Meals • % of pupils and students tutored that received free school meals = 13 • % of pupils and students in KS2 and KS3 in South Gloucestershire are receive free school meals = 10 • % of schools that tutored children receiving free school meals on their rolls = 52

18. English as an Additional Language • % of pupils and students tutored with English as an additional language = 5.9 • % of pupils and students in KS2 and KS3 in South Gloucestershire with English as an additional language = 4 • % of pupils and students tutored with English as an additional language in KS2 and KS3 of schools that have them on roll = 4.4 • % of schools that tutored the Children in Care on their rolls = 54

19. KS2 %s: 2 Levels of Progress 2010

22. Identifying vulnerable pupils How useful is the ‘Priorities for Identification’ sheet for identifying vulnerable pupils in your school who would benefit from tuition?

23. Tutoring Pupils Who Receive Free School Meals

24. Background • A number of vulnerable groups access free school meals • How does school culture interact with pupil / community culture? • Is attendance data compared to progress data? • Do interventions challenge as well as support? • How is learning personalised? • How are parents engaged in learning? • How is learning and progress celebrated?

25. Background: White Working Class Boys • Language and literacy • Independence and resilience • Aspiration and engagement

26. White Working Class Boys • Active learning • Pace and accountability • Learning technologies • Language of learning • Social, emotional, learning and thinking skills • Personalisation and flexibility

27. Tutoring pupils with behaviour, emotional, social development needs

28. Background • Difficulties with establishing relationships • A number of barriers to progress • Low aspirations and negative attitudes • Low self esteem and restricted self-image as a learner • Slower development of social, emotional, learning and thinking skills

30. Building Relationships • Care about the student’s progress and high expectations • Basics • Language • Rewards/Sanctions • Feedback • Care and well being

31. Supporting minority ethnic pupils using one to one tuition EMAS

32. Achievement and minority ethnic pupils • There is consistent data showing the underperformance of minority ethnic pupils in schools, though some groups particularly Indian and Chinese consistently outperform others. • Groups can underachieve because of linguistic and cultural differences, which includes lack of clear communication between schools, families and communities. • Many Black heritage pupils start underperforming at the top of KS2 – as they become more self aware. • Pupils learning English as an Additional Language take 1-2 years to acquire conversational English but 7 or more to acquire English for academic purposes. Some never do so.

33. Poverty data – overrepresentation of minority ethnic groups. • 20% + of all children are in poverty • Black Caribbean – 26% of children in poverty • Indian – 27% of children in poverty • Black African – 35% of children in poverty • Pakistani and Bangladeshi - 50+% in poverty

34. Existing advice to raise expectations and aspirations. • Have high expectations of minority ethnic pupils in all aspects of school life. • Set high targets. Discuss high aspirations. • Minority ethnic pupils need to have their culture explicitly valued by their teachers, in their curriculum and be given successful role models. • Challenge negative stereotypes and patronising attitudes.

35. English as an Additional Language • Always give a great deal of time to talk. • Make sure pupils are understanding what they read and not barking at print. It is very likely that they have surface fluency and need to explore wider vocabularies and language use. • Use the EAL diagnostic writing tool to analyse errors. This is additional to ordinary assessment tools and is very necessary. • http://www.emas4success.org/acrobat/WholeSchoolPlanning/UsefulDocuments/NSsecdiagnosticwritingtool2009.pdf

36. Instant help from EMAS • Telephone helpline every morning – 01454 862786. Phone one of our teachers and discuss your pupil. • On line support www.emas4success.org

37. Tutoring a looked after child

38. The Tutor and Tuition • The tutor will apply the same principles, high expectations and standards when working with looked after children as they would with non-looked after children. • In developing the sessions the tutor will want to promote an environment where the pupil feels safe, confident, willing to participate fully and take risks. • It is important that the tutor is sensitive to the needs of a looked after child particularly with reference to parents, families, carers and special events such as mother’s day, for example

39. Managing the first tutorial is particularly important as it sets the tone, pace, style and standard for the others. At this initial point the tutor will need to make sure that the child is comfortable and allow time to answer any questions he/she may have. • Looked after Children may be initially reticent to participate in tuition sessions, finding it difficult to engage with yet another adult. Active encouragement and praise of success that is both genuine and earned will support the looked after child to demonstrate and develop the skills that will enable them to work independently

40. The Tutee A looked after child or young person may experience some or all of the following: • Embarrassment at being ‘looked after’ or ‘in care’ and concern about the welfare of their parents or other family members. They may feel excluded from ‘normal’ family life and feel a strong sense of loss and sadness; • Regular periods of instability, which may be the result of frequent moves of placement and can result in a fear of the unknown or an anxiety about their future;

41. • A disrupted education due to numerous changes of school, and/or periods of non-attendance at school which may result in them falling behind; • Isolation, low self-esteem and, in some cases, bullying as a result of their experiences. Difficult life events can affect concentration and the ability to make friends and build relationships; • Difficulties in forming attachmentsto adults as a result of what has happened to them; • The belief that teachers and ‘officials’ know all about them or that they don’t know them at all.

42. However, despite this, they may also have very positive feelings about being looked after. For example: • Feeling safe and having someone looking after them instead of them having to look after themselves; • Being allowed to ‘be a child’ and receiving encouragement and support from adults who believe in them; • feeling secure with a sense of routine and stability; • having a better quality living environment.

43. The carer • The carer takes on all the responsibilities normally associated with parenting. It is expected that they will be positive about the tuition, have high expectations from it and encourage the pupil at all times by asking them about the sessions or helping them with homework. • The carer will want to ensure that their child attends tuition: if it takes place in the home they will need to make a suitable space available, or make arrangements for the child to get to, and be collected from the tuition venue. • As the lives of children in care are often complicated the carer will need to keep the school updated with any relevant information which may impact on the tuition and contact the tutor and school immediately if there is an attendance problem or change in arrangements.

44. Gypsy, Roma and Traveller Communities • Gypsies • Scottish Travellers or Gypsies • Welsh Gypsies or Travellers • Roma • Travellers of Irish heritage • Show people • Fairground families • Circus families • New Travellers • Bargee or canal-boat families

45. 4 Key Messages • Gypsy, Roma and Traveller children and young people have the same right to unhindered access to education • Long history of racial prejudice and discrimination • Duty on schools to create an inclusive culture • Research studies identified Gypsy, Roma and Traveller Pupils as the group “most at risk” in the education system.

46. Wider issues impacting • Accommodation • Mobility • Parent and community involvement • Gypsy, Roma and Traveller culture

47. Review: How would you support your tutors with tutoring pupils from vulnerable groups? • Training and ongoing professional development • Identification and links with relevant staff leaders • Liaison with families, parents, carers • Organization of tuition • Briefing re. policies and procedures • Line management / peer support

48. Individual Questions • An opportunity to raise issues with us