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10/08/2011
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One-to-one tuition: Making Good Progress pilot

School or setting

Authored by:
Dan Wild
School:
Monkspath Junior School
Type of school:
Primary
Type of setting (if Early Years):
LA maintained school
Local Authority:
Solihull
Region
West Midlands
Free school meals:
Less than 20%

Learners

Year groups:
Year 5, Year 6
Gender:
Both
Performance:
Below age-related expectation
Whole school:
No
People involved:
Support staff, Carer, Middle leader, Parent, Senior leadership team (SLT), Teacher, Year group leader
Number of classes:
Individual pupils rather than classes
Number of adult learners:
10

What were your reasons for doing this type of development work?

One-to-one tuition is part of overall provision for intervention. The DCSF are piloting one-to-one tuition as part of their Making Good Progress Pilot, and we took part in this because we wanted to make best use of assessment for learning, ensuring that teaches are well equipped to identify and respond to all pupils individual needs which would in turn lead to all children making the best progress that they possibly can and, where appropriate, identify any impact from short bursts of intensive 1:1 teaching through tutors.

Who might find this case study useful?

  • Head of school improvement
  • Headteacher
  • Middle leader
  • National Strategies consultant
  • SIP (School Improvement Partner)
  • Subject leader
  • Teacher

Key points

Point 1

One-to-one tuition for individual pupils has positive impact on their progress

Point 2

One-to-one tuition gives children the opportunity to focus on specific aspects of their learning

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  • What

    The intention was to help children progress at least one sub-level during the term in which they received tuition and developed an enjoyment of learning. Approaches included independent learning, problem solving and training.

  • Impact

    It was found that children were more confident and made marked progress. Teachers were exact in their assessment of pupils' work and the school had a sharper focus on engaging tutors and parents.

  • Summary

    There were several crucial things that made a difference, such as liaison with parents, tutors, teachers and children. Flexibility, accurate assessment and careful selection of those taking part was also crucial.