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Making Good Progress Tutoring

Making Good Progress Tutoring. At Kingston Primary School. 2007-2009. Evening meeting for all KS2 parents to explain MGP – September 2007 10% of KS2 pupils for both Literacy and Numeracy Used full tutoring allocation 2 teachers employed – October 2007. Staffing:

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Making Good Progress Tutoring

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  1. Making Good ProgressTutoring At Kingston Primary School

  2. 2007-2009 • Evening meeting for all KS2 parents to explain MGP – September 2007 • 10% of KS2 pupils for both Literacy and Numeracy • Used full tutoring allocation • 2 teachers employed – October 2007

  3. Staffing: retired HTs retired teachers Secondary teachers supply teachers teachers employed at the school advertised internally/externally

  4. 4 pupils each • Weekly lessons take place after school • Lessons during holidays • Spaces for lessons

  5. Administration • Children identified & parents and pupils contacted by HT • Letters sent to introduce scheme • Liaise with tutors re. days/times

  6. Advise parents & book sessions on 1st come 1st served basis • Provide information regarding contact details of tutor where tutoring will take place

  7. Prepare tuition packs include pupil passport • Send excel spreadsheet to County at beginning of each month including pupil subject start date Information updated monthly

  8. Liaise with parents/tutor during sessions • Nearing 10th session prepare final paperwork for tutor to give at final session pupil questionnaire parent questionnaire completion certificate

  9. Final spreadsheet sent to County • Admin time equates to 1 hour per week – beginning and end more time, less in the middle.

  10. Tutor’s Perspective • Planning • Built bank of materials • Wide range of materials for very personalised learning

  11. Training courses useful • Completely different to class teaching • Excellent way of finding out children’s learning difficulties

  12. During sessions discussions with teacher very useful re. attitudes to learning behaviours motivation level in class • Relationships important – pupils/parents

  13. Work on a tiny problem gave rise to a ripple effect • Confidence levels increased • Children discussed content of lessons with each other

  14. Teacher’s Perspective • Liaise with tutor at beginning of sessions • Liaise each week with tutor during sessions • Supports pupil in class as tutor does

  15. Liaises re. how pupil had settled to tutoring enjoyment response during sessions social aspects • All staff felt tutoring had made a big impact on children’s confidence and learning

  16. Pupils’ Perspectives • Many said they didn’t want tutoring but glad they had it • ‘I wanted to do better but didn’t know how, I now know what I am doing!’

  17. All felt 1-1 helped them to do better in class • Pupils enjoyed the more creative lessons • All said it was a good idea to have tutoring • Many wanted 15 sessions!

  18. Tensions • Parents whose children were not given tuition. • Parents refused tuition.

  19. Advantages • All pupils, except one, enjoyed the sessions and were happy to attend. • All pupils progressed very well. • Pupils completed homework. • Parents pleased with tuition.

  20. Additional Workload • HT discussion with pupils/parents. • Teacher / tutor discussions. • Administration – details of pupils information required by County letters to parents timetables payment to tutors CRB checks

  21. Lessons Learned • Holiday tutoring. • One person in charge of all administration.

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