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Essex One to One Tuition

Essex One to One Tuition. Governor update Spring 2011. Objectives. To understand the potential of the programme and its impact To be clear about the role of governors in the one to one tuition programme To be aware of future challenges. The story so far….

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Essex One to One Tuition

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  1. Essex One to One Tuition Governor update Spring 2011

  2. Objectives • To understand the potential of the programme and its impact • To be clear about the role of governors in the one to one tuition programme • To be aware of future challenges

  3. The story so far… • Nationally, over 500,000 children have been tutored since September 2009 • In Essex just under 15000 pupils have received tuition for the same period

  4. Pupils who received tuition outperformed their peers at KS2 in English and in maths, in both threshold and progression measures source: 2010 unamended KS2 data and tuition database

  5. source: 2010 unamended KS2 data and tuition database Both boys and girls in receipt of tuition outperformed their peers, boys relatively more so than girls

  6. source: 2010 unamended KS2 data and tuition database Tuition had a significant impact on the attainment of disadvantaged pupils

  7. source: 2010 unamended KS2 data and tuition database Tuition has also been effective for SEN pupils relative to their peers, especially pupils with a statement of SEN

  8. source: 2010 unamended KS2 data and tuition database Within each ethnic group, pupils who received tuition outperformed their peers

  9. source: 2010 unamended KS2 data and tuition database Whilst tuition has been highly effective in improving outcomes for EAL pupils, it has actually narrowed the attainment gap more significantly for non EAL pupils

  10. source: 2010 unamended KS2 data and tuition database Over 70% of tutored pupils got back on track with their learning – going on to make 2 levels of progress/achieve at least L4

  11. source: 2010 unamended KS2 data and tuition database A more refined analysis, by sub-levels of prior attainment at KS1, shows that tuition had the greatest impact on the most vulnerable pupils in this cohort relative to their peers

  12. source: 2010 unamended KS2 data and tuition database The impact of tuition was most significant on the performance of the FSM pupils with the lowest prior attainment – narrowing attainment gaps for this pupil group

  13. source: 2010 unamended KS2 data and tuition database However the impact of tuition on those pupils with the highest levels of prior attainment deserves further investigation…

  14. For those FSM pupils with the highest levels of prior attainment, a similar investigation is required to unpick the impact of tuition on this cohort source: 2010 unamended KS2 data and tuition database

  15. KS3 Data • Impact data for all pupils receiving tuition this year is being collected by the Essex One to One Tuition Tracker.

  16. A message from the pupils... • A reference tool for schools • www.essex1to1tuition.org

  17. The role of Governors in one-to-one tuition

  18. Right child, right time, right intervention? • How have pupils been identified for tuition? • Are vulnerable groups represented? • Is tuition considered when provision mapping? • Is there a range of students in terms of year groups and ability?

  19. Right place, right tutor? • How many tutors are employed? • Do they fulfil the requirements to be qualified tutors? • Have you added the tutor(s) to your Single Central record? • Do tutors have a contract or letter of employment? • Have all tutors been properly inducted, including child protection training, school policies • When is tuition taking place and where?

  20. Monitoring the monitoring • Are pupils attending all tuition sessions? What procedures are in place to address non attendance? • How is pupil progress monitored during tuition? • What are the school’s procedures for monitoring the quality of tuition sessions? • Who quality assures the ITPs? • How is the impact of tuition being monitored over time? • How is the school’s monitoring of tuition impacting on the quality of tuition delivery? • How are the attitudes to tuition analysed and what is done about the findings

  21. Funding 2010-2011 • How many places has your school been allocated, including any additional places • How is your allocation divided? • How many places have been taken up? • Is there capacity to deliver all places in future?

  22. Looking to the future • Previous ring-fenced funding is now within the School Grant • Pupil Premium • CLA entitlement • Hold on to what has worked

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