What

What specific curriculum area, subject or aspect did you intend to have impact on?

• English - reading
• English - writing
• Mathematics

How did you intend to impact on pupil learning?

By providing one-to-one tuition for individual pupils identified as falling behind.

The Making Good Progress pilot provided for:

• 10 hours of tuition (plus funding for 2 hours liaison/planning), with a suggested minimum of one hour per session
• Tuition to be delivered by a tutor, who must be a qualified teacher
• Agreed targets (with the class teacher) for the work of the pupils

The criteria for selection of pupils for one to one tuition are:

• Pupils who have entered key stage below age related expectations
• Pupils who are falling behind trajectory during the latter stages of a key stage
• Looked after children who would particularly benefit from this support

What were your success criteria?

• That tutored pupils should make at least one sub-level progress during the term in which they received tuition.
• That tutored pupils further develop their enjoyment of learning.

What information or data did you use to measure progress towards your success criteria?

• Periodic teacher assessment
• Pupil consultation data
• Test results

What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?

• Independent learning
• Learning how to learn
• Other
• Problem solving

Describe the teaching approaches you used

• Identification and planning.
• 10 Pupils were identified (through class teachers’ use of APP Guidelines) with need for precise and targeted intervention to reach age-related expectations. Next steps for these 10 pupils were identified using the APP criteria.
• Clear targets were agreed between the teacher and the tutor, and the programme shaped around the pupil’s needs. (See example of individual tuition plan below.) Targets were amended during the sessions as the pupil’s needs changed. Tutor and class teacher liaised frequently.
• Parents of tutored pupils were informed of tuition and invited to a Tuition Launch to engage them in the process.
• Tuition Launch held in the evening at school and run by Pilot Leader, Tutor and LA Consultant. It was timed to coincide with the start of the tutoring to give the process more impact.
• Tuition Launch focused on providing information to parents on the Pilot and specifically the tuition process.
• Parents were asked to put themselves in the place of their child as the learner and consider their needs. They were also provided with strategies for supporting their child’s learning at home.
• At the end of the evening, parents were asked to evaluate the session. The feedback was positive and highlighted a clear desire to support their child in making progress but an uncertainty about how to go about it.

The Tuition Programme

• During the 10 week tuition programme, continuous informal feedback took place between the tutor, the parents and the class teacher. Parents were invited to attend a tuition session to gain a better understanding of the impact tuition was having on their child. After each session the pupil 'Tuition Diary' (see example below) was completed which outlined how the session had gone and provided details of any homework that was asked to be completed. The diary is signed weekly by the tutor, child and parent which enables a shared understanding of the learning that has taken place.
• At the end of the programme, a follow up evaluation session was held by the tutor where parents were invited to share and evaluate their child’s experiences of tuition and the progress they have made.
• There are currently (Dec 08) 11 children being tutored in English and 12 children being tutored in maths. There are a further 10 children in English and 12 in maths due to begin tutoring in Spring 2009.

A typical Tutoring session would follow a similar structure to:

The first 10 minutes discussing the past week, for example, what the pupil has been doing in class, how they have felt about their work, how they coped with their work etc.

Next would be a re-cap of the previous tutoring session and a discussion of the pupil’s targets and aim for the session. There would be a practical, visual and hands on element to introduce the new learning.

In an English session there would be time for the application of the new learning to a range of texts (eg narrative, non fiction, poetry). This would also include application to different media as appropriate eg CD/ DVD. In a maths session this would be a focus on using an applying.

Next, the pupil would spend some time reinforcing the learning through some written work, using their own ideas, for example creating their own piece of writing incorporating what has been learnt in the session.

Finally the session would finish with a summary and review of the areas covered, alongside a brief overview of what will be covered in the next session, including anything that needed going over again.

Challenges encountered

• Engaging parents with their pupils’ learning in a positive way. Childcare and other barriers often prevented parents from attending school information sessions. So parents were invited to attend a workshop at a time we felt was most suitable to them. The intention was to create a relaxed environment where parents could feel confident and supported to discuss learning.
• Clarifying the role of the tutor in terms of their position between parents and the school so that the tutor’s position is not compromised. We ensured the tutor’s role was defined clearly by the school. It has been clarified that if a child or parent discloses information to the tutor, then the tutor’s responsibility is to pass that information on to designated member of staff.

DCSF Assessing Pupil Progress materials http://www.standards.dfes.gov.uk/primaryframework/assessment/app DCSF One-to-One Tuition video http://uk.youtube.com/watch?v=AXujo6mBZow DCSF guidance on One-to-One tuition for LAs and schools can be found at http://www.dcsf.gov.uk/localauthorities/_documents/content/item%20no-%202312080002_%208021-DCSF-1-to-1%20Guidance.pdf

Upload

• Photographs of One-to-One Tuition sessions (PDF-1.1 MB) Attachments
• Example of an individual tuition plan (PDF-885 KB) Attachments
• Example page from a Tuition Diary (PDF-815 KB) Attachments

What did you do? What approaches to CPD and learning for adults were used?

• Training

Describe the CPD approaches you used

The Local Authority set up a pool of tutors and held a briefing session on One-to-One Tuition for recruited tutors.

We then contacted tutors from the pool list. This was a challenging part of implementing the pilot as all the tutors we contacted had already agreed to work elsewhere. Eventually two tutors contacted us, approximately 6 months into the pilot, and we began tutoring six Year 6 pupils in English and two in maths.

The number of pupils that we provide one to one tutoring for has grown over the last year and we should be able to offer one to one tutoring to meet our entitlement (10% of KS2 pupils in English and maths) over the course of this academic year - approximately 70 pupils will have received one to one tuition this year.

What CPD materials, research or expertise have you drawn on?

The guidance and support of local authority (LA) consultants has been invaluable. We have also drawn on the expertise of our SLT and MLT.

Who provided you with support?

• Other
• Senior management

How were you supported?

LA consultants have drawn together a pool of tutors and provided training for them. SLT has ensured that the process has run smoothly in school including the selection of appropriate pupils for one-to-one tuition and ensuring close liaison between parent, pupils and tutors.