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Headteacher Briefing One to One Tuition

Headteacher Briefing One to One Tuition. Wednesday 7 th July 2010. Overview . Allocations and funding for 2010-11 Current data for South Gloucestershire Successes and development issues for tuition Tuition: Good Progress Pilot Quality Assurance processes for 2010-11

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Headteacher Briefing One to One Tuition

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  1. Headteacher BriefingOne to One Tuition Wednesday 7th July 2010

  2. Overview • Allocations and funding for 2010-11 • Current data for South Gloucestershire • Successes and development issues for tuition • Tuition: Good Progress Pilot • Quality Assurance processes for 2010-11 • Messages re Narrowing the Gap

  3. Allocations and funding for 2010-11 • Allocations for funding are as stated in letters sent to schools in April. • Funding £47 million cut announced for tuition was unallocated funding within the DfE. • Unused places from 2009-10 will be carried over to form part of schools’ allocations for 2010-11 • Pupil and parent guarantees are no longer going ahead

  4. One-to-one tuition policy update What we don’t know… • If the one-to-one tuition programme might change next year • How one-to-one tuition will interact with the Pupil Premium • When we will get decisions on each of these issues

  5. Quote from a letter from Michael Gove…

  6. Quote from press release from DfE… • And longer-term we are clear that while there will be difficult decisions ahead, we will take the right balance between urgent action to manage the public finances; protecting frontline education services; and using the Pupil Premium to give significant extra funding for disadvantaged children who need the most support

  7. LA Data Update

  8. LA update

  9. Successes Majority of allocations have been taken up or flagged that they will be. Already impacting on pupils’ progress Very positive response from students, teachers and parents Effective leadership Issues to consider: Involvement of parents Identification of pupils from vulnerable groups and broader range of year groups Tutor training and development Greater interactions between tutor/class teacher/pupil/parent Identified successes and development points

  10. Successes Tuition experience has inspired tutors to change their practice in the classroom Successful external recruitment Flexible models of tuition, including parent choice of tutor Issues to consider: Involvement of English and Maths departments in secondary Quality assurance and evaluation of impact Mapping intervention for vulnerable groups, including tuition Tracking progress after tuition Identified successes and development points

  11. Priorities for Identification • Arrange the tuition identification criteria in order according to your school context and priorities

  12. Questions for Discussion • Where does tuition fit in your mapping of intervention? • How might the lifting of ring-fencing for tuition affect your current provision of tuition? • How do you plan to involve parents more widely and deeply in tuition? • How do you plan to evaluate and quality assure tuition next year?

  13. Good Progress Findings re Tuition

  14. Over 288,000 pupils have received tuition since early rollout began in 2009 • In early rollout, tutored pupils who entered KS2 below L2 were around twice as likely to go on to achieve a Level 4 than all pupils who entered KS2 below L2 • Tuition has a particularly strong impact on disadvantaged pupils, especially those eligible for FSM • The new Government has confirmed that raising standards and improving outcomes for disadvantaged pupils are its priorities

  15. National progress against plans

  16. Key Stage 2 tuition starts January 2010 May 2010 4% 5% Year 3 10% 10% Year 4 18% Year 5 19% 66% 68% Year 6

  17. Key Stage 3 tuition starts January 2010 May 2010 21% Year 7 25% 43% Year 8 44% Year 9 35% 32%

  18. Schools with KS4 places January 2010 May 2010 Year 7 6% 12% Year 8 15% 37% 15% Year 9 47% Year 10 24% Year 11 27% 9% 8%

  19. All KS2 Pupils receiving English tuition: Prior attainment These 4 bars show the KS1 attainment of the pupils receiving English tuition in KS2. Is this what you would expect when comparing them to the distribution on the left? High proportions of Y3 pupils being tutored were assessed as 2A or 2B at KS1 – what might be the reasons for these pupils being offered tuition? The bar on the left shows the proportion of pupils in 2009 who did not achieve level 4 at KS2 or did not make 2 levels of progress from KS1 to KS2 broken down by their attainment at KS1.

  20. Year 6 pupils receiving tuition: Prior attainment In 2009 almost twice as many of the pupils who did not achieve L4 or make 2 levels of progress in maths by the end of KS2, had a KS1 outcome of 2C compared to 2B. This isn’t reflected by the year 6 pupils receiving tuition. In 2009 3,108 pupils who did not achieve L4 or make 2 levels of progress in English by the end of KS2, had a KS1 outcome of 2A. Compare this to the 5,109 Y6 pupils tutored this year in English who were 2A at the end of KS1.

  21. All KS3 and KS4 Pupils receiving maths tuition: Prior attainment The bar on the left shows the proportion of pupils who do not achieve Grade C maths GCSE or do not make expected progress from KS2 to KS4 broken down by their prior attainment at KS2. These 5 bars show the KS2 attainment of the pupils receiving maths tuition in KS3&4. As you might expect, high proportions of the year 7 pupils being tutored were L3 at the end of KS2. As we move up the year groups pupils who were L4 at the end of KS2 make up a higher proportion of the tutored group reflecting the stalling that happens in KS3.

  22. Data from the Making Good Progress Pilot shows that progression differs across year groups Although the charts look similar for reading and writing there are some interesting differences, i.e. Y4 and Y7 Look at the proportion of pupils who make no progress or go backwards through KS3 In KS3 pupils progressed more in maths than in reading or writing These charts show the progression based on TA data of a nationally representative sample of pupils over a period of 5 terms (from Autumn 2007 to Summer 2009). More pupils make more progress in Key Stage 2 than pupils in Key Stage 3. The pupils who progressed most are the ones who were in year 6 at the end of the period. The pupils who progressed the least were in year 8. Source: Making Good Progress Pilot Y4 pupils made less progress in maths than in reading or writing

  23. Data from the Making Good Progress Pilot shows that progression is different through the year These charts show the termly progression of a nationally representative sample of pupils. In KS2, pupils make the least progress between the end of the summer term and the end of the autumn term. Pupils make the most progress in the summer term. In KS3, pupils make less progress overall. They also make less progress over the spring term than they do at KS2. Source: Making Good Progress Pilot NB: For illustrative purposes we have picked out Y4 and Y6 but the patterns shown are the same across KS2 and similarly for Y8 and KS3

  24. Prioritising tuition • When considering who will receive tuition schools should consider: • narrowing the gap of achievement for vulnerable groups, LAC, FSM, SEN, BME; • year groups and times in the year when progress slows for pupils;

  25. Quality Assurance: School Toolkit • Developed by colleagues in Cornwall; • Resource for monitoring and evaluating the impact of tuition in school; • Use all or in part; • Use to compliment existing school systems.

  26. Contents of toolkit… • 1. Questions for student voice • 2. Questionnaire for parents and carers • 3. Tuition observation sheet • 4. Class teacher evaluation sheet • 5. Tutor evaluation sheet • 6. Exemplification of ITPs in English • 7. Exemplification if ITPs in mathematics • 8. School quality assurance • 9. Quality assurance tool

  27. Tuition Observation Proforma • Helps leaders and tutors to monitor recommended structure of sessions, as outlined in tutor training materials. • Helps to identify range of approaches used • Provides framework for identifying good practice and development points

  28. 7.   Review and reflect 6.   Secure 5.   Apply 4.   Try 3.   Model 2.   Remember 1.   Introduction

  29. School Evaluation Toolkit and observation proforma • How could you use these documents to support tuition in your school? • Who needs to be involved in this work? • How could it compliment existing evaluation systems?

  30. Quality Assurance: LA Focus • Supporting the selection of vulnerable groups. • Supporting school engagement. • Supporting schools’ monitoring processes. • Supporting the evaluation of impact on progress and attainment.

  31. Local Authority Quality Assurance • What would support schools in developing capacity to deliver tuition? • What areas need strengthening before central support ends?

  32. Quality Assurance Survey • Most frequently tutored aspects for each year group • Case study of impact of tuition for a pupil

  33. ONE TO ONE TUITION TRAINING Tuesday 21 September 2010, 0900-1530atBristol Aerospace Welfare Association, Filton

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