One to One Tutors’ NetworkOne to One Tutors’ Network

Tuesday 9 November 2010Tuesday 9 November 2010

Overview Overview

• Story So Far and Future DevelopmentsStory So Far and Future Developments

• Managing the Tuition of Vulnerable Managing the Tuition of Vulnerable GroupsGroups

• Case Studies of the Impact of TuitionCase Studies of the Impact of Tuition

• Questions re. Individual Questions re. Individual CircumstancesCircumstances

Story So Far and Future Story So Far and Future DevelopmentsDevelopments

2009-10:2009-10:

• 95% Started95% Started

• 88% Completed88% Completed

• Completion dates required for 97 Completion dates required for 97 students students

Nationally…Nationally…

• As at the end of the summer term there As at the end of the summer term there were 297,505 tuition starts (101%) in were 297,505 tuition starts (101%) in 17,924 schools17,924 schools– 169,024 starts in KS2 (111%)169,024 starts in KS2 (111%)– 105,310 starts in KS3 (85%)105,310 starts in KS3 (85%)– 23,331 starts in KS4 (136%)23,331 starts in KS4 (136%)

Where: LA breakdownWhere: LA breakdown

123

6

21

13

31

20

5

510

34

8 22

25

46

18

43

116

21

101

83

0

10

20

30

40

50

60

70

80

90

100

110

120

130

140

150

KS2 KS3 KS4 Overall

Key Stage

Nu

mb

er

of

LA

s

Number of LAs below 50% Number of LAs betw een 50% and 60% Number of LAs betw een 60% and 70%

Number of LAs betw een 70% and 80% Number of LAs betw een 80% and 90% Number of LAs betw een 90% and 100%

Number of LAs above 100% !

When: Tuition starts through the When: Tuition starts through the yearyear

0

20000

40000

60000

80000

100000

120000

140000

160000

180000

11/0

9/09

18/0

9/09

25/0

9/09

02/1

0/09

09/1

0/09

16/1

0/09

23/1

0/09

30/1

0/09

06/1

1/09

13/1

1/09

20/1

1/09

27/1

1/09

04/1

2/09

11/1

2/09

18/1

2/09

25/1

2/09

01/0

1/10

08/0

1/10

15/0

1/10

22/0

1/10

29/0

1/10

05/0

2/10

12/0

2/10

19/0

2/10

26/0

2/10

05/0

3/10

12/0

3/10

19/0

3/10

26/0

3/10

02/0

4/10

09/0

4/10

16/0

4/10

23/0

4/10

30/0

4/10

07/0

5/10

14/0

5/10

21/0

5/10

28/0

5/10

04/0

6/10

11/0

6/10

18/0

6/10

25/0

6/10

02/0

7/10

09/0

7/10

16/0

7/10

23/0

7/10

30/0

7/10

Nu

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f tu

itio

n s

tart

s

KS2 plans KS3 plans Actual KS2 Actual KS3 KS4 plans Actual KS4

Who/when: Most KS2 tuition Who/when: Most KS2 tuition was in Y6, but in the summer was in Y6, but in the summer term tuition was focussed on term tuition was focussed on Y5Y5 Tuition starts through 2009-10

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

Autumn1 Autumn2 Spring1 Spring2 Summer1 Summer2

Term

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f p

up

ils s

tart

ing

tu

itio

n

Year3

Year4

Year5

Year6

Who/when: KS3 tuition peaked Who/when: KS3 tuition peaked in the first half of the summer in the first half of the summer termterm Tuition starts through 2009-10

0

2000

4000

6000

8000

10000

12000

14000

Autumn1 Autumn2 Spring1 Spring2 Summer1 Summer2

Term

Nu

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er o

f p

up

ils s

tart

ing

tu

itio

n

Year7

Year8

Year9

Funding…Funding…What we know…What we know…• CSR announced a £3.6bn increase in CSR announced a £3.6bn increase in

funding in cash terms for the schools funding in cash terms for the schools budget by the end of the period (0.1% budget by the end of the period (0.1% increase in each year of the Spending increase in each year of the Spending Review)Review)

• CSR announcement confirms funding is still CSR announcement confirms funding is still available in schools’ frontline budgets available in schools’ frontline budgets which can be used for tuition. Decisions on which can be used for tuition. Decisions on how to use the funding will lie with schools how to use the funding will lie with schools and head teachers.and head teachers.

FundingFunding• CSR set out details of a £7bn Fairness Premium, CSR set out details of a £7bn Fairness Premium,

including the Pupil Premium, to target extra including the Pupil Premium, to target extra funding specifically at the most deprived pupils funding specifically at the most deprived pupils to enable them to reach their full potential and to enable them to reach their full potential and reduce educational inequalities. reduce educational inequalities.

• Pupil Premium funding will be worth £2.5bn by Pupil Premium funding will be worth £2.5bn by the final year of the period. Funding will be the final year of the period. Funding will be allocated in its entirety to schools. allocated in its entirety to schools.

• Finance colleagues in DFE undertaking the Finance colleagues in DFE undertaking the clawback of unspent funds from 2009/10 clawback of unspent funds from 2009/10 Standards Fund grantsStandards Fund grants

Still to confirm…Still to confirm…• Methodology for funding the Pupil Premium – Methodology for funding the Pupil Premium –

consultation closed recentlyconsultation closed recently

Policy perspective…Policy perspective…What we know…What we know…• Support for clear and consistent use of Support for clear and consistent use of

progression measures, including in progression measures, including in accountability arrangements, to drive school accountability arrangements, to drive school behaviours. This will include use of progression behaviours. This will include use of progression in the identification of underperforming schools.in the identification of underperforming schools.

• Focus on improving outcomes for disadvantaged Focus on improving outcomes for disadvantaged pupils pupils

• Arrangements for tuition in 2010-11, including Arrangements for tuition in 2010-11, including parameters, unchangedparameters, unchanged

Policy perspective…Policy perspective…

• DfE will offer ongoing support in 2010-11 DfE will offer ongoing support in 2010-11 to build capacity locally to build capacity locally

• We now have a real imperative to build up We now have a real imperative to build up and disseminate the evidence and best and disseminate the evidence and best practice on tuition across the systempractice on tuition across the system

Still to confirm…Still to confirm…• Schools White Paper – due later this Schools White Paper – due later this

AutumnAutumn

Story So Far and Future Story So Far and Future DevelopmentsDevelopments

2010-112010-11

• 52% Registered52% Registered

• 18.9% confirmed started18.9% confirmed started

• KS2: 14%KS2: 14%

• KS3: 25%KS3: 25%

Impact of tuitionImpact of tuitionOn your tables:On your tables:

Identify where tuition made an impact on the pupils.Identify where tuition made an impact on the pupils.• Discuss how this was achieved. What were the Discuss how this was achieved. What were the

key successes for the child? Will it be key successes for the child? Will it be sustainable?sustainable?

• Were there any commonly tutored aspects that Were there any commonly tutored aspects that may need to be addressed by the whole school?may need to be addressed by the whole school?

• Where was tuition less successful and why?Where was tuition less successful and why?• What have you changed about tuition this year as What have you changed about tuition this year as

a result of learning last year?a result of learning last year?

Managing the Tuition of Managing the Tuition of Vulnerable Groups Vulnerable Groups

Representation of Vulnerable Representation of Vulnerable Groups in 2009-10 school Groups in 2009-10 school

allocationsallocations

Children in CareChildren in Care

• % of pupils and students tutored were % of pupils and students tutored were children in care = children in care = 1.31.3

• % of pupils and students in KS2 and KS3 in % of pupils and students in KS2 and KS3 in South Gloucestershire are children in care = South Gloucestershire are children in care = 0.450.45

• % of children in care in KS2 and KS3 of % of children in care in KS2 and KS3 of schools that have in them on roll = schools that have in them on roll = 0.70.7

• % of schools that tutored the children in care % of schools that tutored the children in care on their rolls = on their rolls = 31%31%

Free School MealsFree School Meals

• % of pupils and students tutored that % of pupils and students tutored that received free school meals = received free school meals = 1313

• % of pupils and students in KS2 and % of pupils and students in KS2 and KS3 in South Gloucestershire are KS3 in South Gloucestershire are receive free school meals = receive free school meals = 1010

• % of schools that tutored children % of schools that tutored children receiving free school meals on their rolls receiving free school meals on their rolls = = 5252

English as an Additional LanguageEnglish as an Additional Language

• % of pupils and students tutored with English % of pupils and students tutored with English as an additional language = as an additional language = 5.95.9

• % of pupils and students in KS2 and KS3 in % of pupils and students in KS2 and KS3 in South Gloucestershire with English as an South Gloucestershire with English as an additional language = additional language = 44

• % of pupils and students tutored with English % of pupils and students tutored with English as an additional language in KS2 and KS3 of as an additional language in KS2 and KS3 of schools that have them on roll = schools that have them on roll = 4.44.4

• % of schools that tutored the Children in % of schools that tutored the Children in Care on their rolls = Care on their rolls = 5454

KS2 2 Levels of Progress 2010KS2 2 Levels of Progress 2010

FSMFSM Reading:Reading:

86.486.4

Writing:Writing:

79.479.4

Maths:Maths:

69.469.4

Non-FSMNon-FSM 89.689.6 81.581.5 85.685.6

Tutoring Pupils Who Receive Tutoring Pupils Who Receive Free School Meals Free School Meals

BackgroundBackground• A number of vulnerable groups access free A number of vulnerable groups access free

school mealsschool meals• How does How does school cultureschool culture interact with pupil / interact with pupil /

community culture?community culture?• Is attendance Is attendance datadata compared to progress compared to progress

data?data?• Do interventions Do interventions challengechallenge as well as as well as

support?support?• How is learning How is learning personalisedpersonalised??• How are How are parentsparents engaged in learning? engaged in learning?• How is learning and progress How is learning and progress celebratedcelebrated??

Background: White Working Class Background: White Working Class BoysBoys

• Language and literacyLanguage and literacy

• Independence and resilienceIndependence and resilience

• Aspiration and engagementAspiration and engagement

White Working Class BoysWhite Working Class Boys

• Active learningActive learning

• Pace and accountabilityPace and accountability

• Learning technologiesLearning technologies

• Language of learningLanguage of learning

• Social, emotional, learning and thinking Social, emotional, learning and thinking skillsskills

• Personalisation and flexibilityPersonalisation and flexibility

Tutoring pupils with behaviour, Tutoring pupils with behaviour, emotional, social development needs emotional, social development needs

BackgroundBackground

• Difficulties with establishing Difficulties with establishing relationshipsrelationships

• A number of barriers to progress A number of barriers to progress • Low aspirations and negative attitudesLow aspirations and negative attitudes• Low self esteem and restricted self-Low self esteem and restricted self-

image as a learnerimage as a learner• Slower development of social, Slower development of social,

emotional, learning and thinking skillsemotional, learning and thinking skills

Indivi

Confront and

Contract

Rules and Consequences

Listening and Relationships

Tutor – TuteeRelationship

Building RelationshipsBuilding Relationships

• Demonstrate clearly that you care about Demonstrate clearly that you care about the student’s progress and have high the student’s progress and have high expectationsexpectations

• BasicsBasics• LanguageLanguage• Rewards/SanctionsRewards/Sanctions• FeedbackFeedback• Care and well beingCare and well being

Supporting minority ethnic pupils Supporting minority ethnic pupils using one to one tuitionusing one to one tuition

EMASEMAS

Achievement and Achievement and minority ethnic pupilsminority ethnic pupils• There is consistent data showing the There is consistent data showing the

underperformance of minority ethnic pupils in underperformance of minority ethnic pupils in schoolsschools, though some groups particularly Indian and , though some groups particularly Indian and Chinese consistently outperform others.Chinese consistently outperform others.

• Groups can Groups can underachieve because of linguistic underachieve because of linguistic and cultural differencesand cultural differences, which includes lack of , which includes lack of clear communication between schools, families and clear communication between schools, families and communities.communities.

• Many Black heritage pupils Many Black heritage pupils start underperforming start underperforming at the top of KS2at the top of KS2 – as they become more self – as they become more self aware.aware.

• Pupils learning English as an Additional Language Pupils learning English as an Additional Language take take 1-2 years to acquire conversational English 1-2 years to acquire conversational English but 7 or more to acquire English for academic but 7 or more to acquire English for academic purposespurposes. Some never do so.. Some never do so.

Poverty data – overrepresentation of Poverty data – overrepresentation of minority ethnic groups.minority ethnic groups.

• 20% + of all children are in poverty20% + of all children are in poverty• Black Caribbean – 26% of children in povertyBlack Caribbean – 26% of children in poverty• Indian – 27% of children in povertyIndian – 27% of children in poverty• Black African – 35% of children in povertyBlack African – 35% of children in poverty• Pakistani and Bangladeshi - 50+% in povertyPakistani and Bangladeshi - 50+% in poverty

Existing advice to raise expectations Existing advice to raise expectations and aspirations. and aspirations.

• Have high expectations of minority ethnic Have high expectations of minority ethnic pupils in all aspects of school life.pupils in all aspects of school life.

• Set high targets. Discuss high aspirations.Set high targets. Discuss high aspirations.• Minority ethnic pupils need to have their Minority ethnic pupils need to have their

culture explicitly valued by their teachers, in culture explicitly valued by their teachers, in their curriculum and be given successful their curriculum and be given successful role models.role models.

• Challenge negative stereotypes and Challenge negative stereotypes and patronising attitudes.patronising attitudes.

English as an Additional LanguageEnglish as an Additional Language

• Always give a Always give a great deal of time to talkgreat deal of time to talk. . • Make sure pupils are understanding what Make sure pupils are understanding what

they read and not barking at printthey read and not barking at print. It is very . It is very likely that they have likely that they have surface fluencysurface fluency and and need to need to explore wider vocabularies and explore wider vocabularies and language uselanguage use..

• Use the Use the EAL diagnostic writing toolEAL diagnostic writing tool to to analyse errors. This is additional to ordinary analyse errors. This is additional to ordinary assessment tools and is very necessary.assessment tools and is very necessary.

• http://www.emas4success.org/acrobat/Wholehttp://www.emas4success.org/acrobat/WholeSchoolPlanning/UsefulDocuments/NSsecdiagSchoolPlanning/UsefulDocuments/NSsecdiagnosticwritingtool2009.pdfnosticwritingtool2009.pdf

Instant help from EMASInstant help from EMAS

• Telephone helpline every morning Telephone helpline every morning – 01454 862786.– 01454 862786. Phone one of our Phone one of our teachers and discuss your pupil.teachers and discuss your pupil.

• On line support On line support www.emas4success.orgwww.emas4success.org

Tutoring a looked after childTutoring a looked after child

The Tutor and TuitionThe Tutor and Tuition• The tutor will The tutor will apply the same principlesapply the same principles, high , high

expectations and standards when working with expectations and standards when working with looked after children as they would with non-looked after children as they would with non-looked after children. looked after children.

• In developing the sessions the tutor will want to In developing the sessions the tutor will want to promote an promote an environment where the pupil feels environment where the pupil feels safe, confident, willing to participate fully safe, confident, willing to participate fully and take risks. and take risks.

• It is important that the tutor is It is important that the tutor is sensitive to the sensitive to the needsneeds of a looked after child particularly with of a looked after child particularly with reference to parents, families, carers and reference to parents, families, carers and special eventsspecial events such as mother’s day, for such as mother’s day, for example example

• Managing the Managing the first tutorial is particularly first tutorial is particularly important as it sets the tone, pace, style and important as it sets the tone, pace, style and standard for the othersstandard for the others. At this initial point the . At this initial point the tutor will need to tutor will need to make sure that the child is make sure that the child is comfortable and allow time to answer any comfortable and allow time to answer any questions he/she may have.questions he/she may have.

• Looked after Children may be Looked after Children may be initially reticent initially reticent to participate in tuition sessions, finding it to participate in tuition sessions, finding it difficult to engage with yet another adult.difficult to engage with yet another adult. Active encouragement and praise of success Active encouragement and praise of success that is both genuine and earned will support the that is both genuine and earned will support the looked after child to demonstrate and develop looked after child to demonstrate and develop the skills that will enable them to work the skills that will enable them to work independently independently

The TuteeThe Tutee

A looked after child or young person may A looked after child or young person may experience some or all of the following:experience some or all of the following:

• • EmbarrassmentEmbarrassment at being ‘looked after’ or ‘in at being ‘looked after’ or ‘in care’ and concern about the welfare of their care’ and concern about the welfare of their parents or other family members. parents or other family members. They may They may feel excluded from ‘normal’ family life and feel excluded from ‘normal’ family life and feel a strong sense of loss and sadnessfeel a strong sense of loss and sadness;;

• • Regular periods of instabilityRegular periods of instability, which may be , which may be the result of frequent moves of placement and the result of frequent moves of placement and can result in a can result in a fear of the unknown or an fear of the unknown or an anxiety about their future;anxiety about their future;

• • A disrupted educationA disrupted education due to numerous due to numerous changes of school, and/or periods of non-changes of school, and/or periods of non-attendance at school which may attendance at school which may result in them result in them falling behind;falling behind;

• • Isolation, low self-esteem and, in some cases, Isolation, low self-esteem and, in some cases, bullyingbullying as a result of their experiences. Difficult as a result of their experiences. Difficult life events can affect concentration and the life events can affect concentration and the ability to make friendsability to make friends and build relationships; and build relationships;

• Difficulties in forming attachmentsDifficulties in forming attachments to adultsto adults as a result of what has happened to them;as a result of what has happened to them;

• • The belief that teachers and ‘officials’ know The belief that teachers and ‘officials’ know all about them or that they don’t know them all about them or that they don’t know them at all.at all.

However, despite this, they may also have very positiveHowever, despite this, they may also have very positivefeelings about being looked after. For example:feelings about being looked after. For example:

• • Feeling safe and having someone looking after them Feeling safe and having someone looking after them instead of them having to look after themselves;instead of them having to look after themselves;

• • Being allowed to ‘be a child’ and receiving encouragement Being allowed to ‘be a child’ and receiving encouragement and support from adults who believe in them;and support from adults who believe in them;

• • feeling secure with a sense of routine and stability;feeling secure with a sense of routine and stability;

• • having a better quality living environment.having a better quality living environment.

The carerThe carer• The carer The carer takes on all the responsibilities normally takes on all the responsibilities normally

associated with parentingassociated with parenting. It is expected that they . It is expected that they will will be positive about the tuition, have high expectations be positive about the tuition, have high expectations from it and encourage the pupil at all timesfrom it and encourage the pupil at all times by asking by asking them about the sessions or them about the sessions or helping them with helping them with homework. homework.

• The carer will want to ensure that their child attends The carer will want to ensure that their child attends tuition: if it takes place in the home they will need to tuition: if it takes place in the home they will need to make a suitable space available, or make arrangements make a suitable space available, or make arrangements for the child to get to, and be collected from the tuition for the child to get to, and be collected from the tuition venue. venue.

• As the lives of children in care are often complicated the As the lives of children in care are often complicated the carer will need to keep the school updated with any carer will need to keep the school updated with any relevant information which may impact on the tuitionrelevant information which may impact on the tuition and contact the tutor and school immediately if there is and contact the tutor and school immediately if there is an attendance problem or change in arrangements.an attendance problem or change in arrangements.

Gypsy, Roma and Traveller Gypsy, Roma and Traveller CommunitiesCommunities

• GypsiesGypsies• Scottish Travellers or GypsiesScottish Travellers or Gypsies• Welsh Gypsies or TravellersWelsh Gypsies or Travellers• RomaRoma• Travellers of Irish heritageTravellers of Irish heritage• Show peopleShow people• Fairground familiesFairground families• Circus familiesCircus families• New TravellersNew Travellers• Bargee or canal-boat familiesBargee or canal-boat families

• Gypsy, Roma and Traveller children and young Gypsy, Roma and Traveller children and young people have the people have the same right to unhindered same right to unhindered access to educationaccess to education

• Long history of racial prejudice and Long history of racial prejudice and discriminationdiscrimination

• Duty on schools to create an inclusive cultureDuty on schools to create an inclusive culture• Research studies identified Gypsy, Roma and Research studies identified Gypsy, Roma and

Traveller Pupils as the group “Traveller Pupils as the group “most at riskmost at risk” in ” in the education system.the education system.

4 Key Messages4 Key Messages

Wider issues impactingWider issues impacting

• Accommodation Accommodation

• MobilityMobility

• Parent and community involvementParent and community involvement

• Gypsy, Roma and Traveller cultureGypsy, Roma and Traveller culture

Review: How might you change your Review: How might you change your practice when tutoring pupils from practice when tutoring pupils from vulnerable groups?vulnerable groups?

• Identification and links with relevant Identification and links with relevant staff leadersstaff leaders

• Planning with regard to child’s domestic Planning with regard to child’s domestic and school contextand school context

• Liaison with families, parents, carersLiaison with families, parents, carers

• Briefing re. policies and proceduresBriefing re. policies and procedures

• Peer supportPeer support

Future SupportFuture Support

• Developing a tutor repertoireDeveloping a tutor repertoire

• Self-evaluationSelf-evaluation

• Peer supportPeer support

• Uploading resources to the website Uploading resources to the website

Individual QuestionsIndividual Questions

• An opportunity to raise issues with usAn opportunity to raise issues with us