Reading the AT way: A flexible approach to effective reading strategies

At Action Tutoring, we know strong reading skills lay the foundation for academic success. That’s why reading plays such a central role in our tutoring sessions. 

Reading the AT way is designed to bring consistency to our sessions. It ensures  pupils get the best possible support – while still allowing tutors the flexibility to adapt to their students’ needs. Discover what this approach involves, below. 

Modelling excellent reading

First things first: tutors should always model great reading, especially in the early sessions. This means reading passages aloud using the guided prompts provided in the workbooks. This does more than just showcase fluent reading – it helps pupils:

• Hear and absorb natural pacing and pronunciation.
• Engage in discussions and interact with the text.
• Build comprehension through strategic pauses and questions.

Why this approach works

The Education Endowment Foundation (EEF) notes:

“A fluent reading style can support comprehension because pupils’ limited cognitive resources are freed from focusing on word recognition and can be redirected towards comprehending the text.”

This is why we focus on modelling excellent reading and using structured techniques. It’s all so pupils can focus on understanding rather than just decoding words. To be able to progress with fluency, pupils need this to be modelled. 

Creating a stress-free environment

Reading, even in small groups, can be anxiety-inducing for pupils. Tutors should aim to create a stress-free environment, as this can really help pupils make gains in English.

Tutors should avoid:

• Numbering paragraphs for students to read out.
• Telling a pupil that they are going to read aloud without prior warning.
• Allowing pupils to pick ‘who reads next.’

A relaxed and supportive atmosphere will encourage pupils to engage more confidently with reading tasks. This is why our approach really benefits our pupils. Pupils enter the session knowing that reading aloud to a group of their peers, won’t be sprung on them. 

Mixing it up: Different reading techniques

Once pupils have had exposure to modelled reading, a tutor can choose to use different strategies to further engage their pupil groups. Take a look at the three different techniques below

1. Echo
   Students repeat sections that have been read aloud. This could be a tricky sentence, a question, or a whole paragraph. A technique like this is particularly useful because pupils get to mimic the excellent reading they just heard. Overall, this helps them improve fluency and confidence.
   
2. Paired
   Perfect for groups with mixed reading abilities, paired reading encourages students to take turns reading aloud. They can switch after every sentence or paragraph, or even reread sections their partner has just tackled. This keeps pupils engaged and allows for collaborative learning.
   
3. Timed
   For more fluent readers, why not introduce a little challenge? Ask them to see how much of a passage they can read in a set time (like one minute). Then perhaps compare progress across sessions.
   
   This isn’t about rushing -it’s about helping pupils develop stamina and confidence, which are essential skills for reading assessments.

Encouraging pupil participation

If you have one or more fluent readers, you may wish to share the reading amongst the group. For example, the tutor could model one paragraph, and the students could then take turns reading the following paragraphs.

However, a fluent reader is a reader who:

• Can read accurately.
• Can read at an appropriate speed without great effort.
• Can read with appropriate stress and intonation.

You will only truly know if this is the case after spending at least two or three sessions with your group. A tutor should think carefully about their pupils before adopting this approach.

Reading the AT way: In summary

Reading the AT way is our research-led practice that allows both pupils and tutors to thrive. Fluency here is the pathway to comprehending a text and soaking in the vocabulary on offer. By developing strong reading habits, pupils can engage more deeply with texts, enhance their analytical skills, and build confidence in their responses.

Extend our reach

We would love to introduce Reading the AT way to more pupils across England. If you have contacts in a school please let us know by referring a school, below.

Our Diversity, Equity and Inclusion (DEI) journey: A story of commitment, obstacles and change

At Action Tutoring, our journey towards becoming a more diverse, equitable, and inclusive organisation has been one of dedication, learning, growth – and, to be honest, some challenges and many unknowns.

As the Head of People and Culture, I’ve had the privilege of being part of this transformation. While the journey has had its ups and downs, each hurdle has provided valuable lessons that have shaped our progress. Read on as I take you through the detail of our Diversity Equity and Inclusion (DEI) journey.

Our DEI journey: A timeline of change

2020: Laying the foundations for DEI

Our Diversity, Equity and Inclusion (DEI) journey began in 2020 when we first explored ways to improve diversity across our staff, tutors, and resources. We introduced initiatives to celebrate different cultures and identities through festivities and awareness days, fostering a greater sense of belonging.

The tragic death of George Floyd and the Black Lives Matter movement strengthened Action Tutoring’s commitment to DEI. Recognising that change couldn’t rest on one individual, we created a DEI working group – a team of passionate colleagues from diverse backgrounds who have since become the captains of our DEI journey. This working group is led by my colleague CJ, our Training Manager, and me.

2020-21: Building awareness and inclusion

The 2020-21 academic year saw us take significant steps towards embedding DEI principles. Key initiatives included:

• Lunch & Learn sessions to create safe spaces for staff to engage with DEI topics.
• Broaden Your Horizons sessions, designed to encourage diverse conversations and perspectives.
• Adoption of the HALO Code, affirming our commitment to ensuring Black employees and volunteers feel confident wearing their natural hair without discrimination.
• Encouraging staff to include pronouns in communications to promote gender inclusivity.
• Securing a DEI recruitment grant to fund improvements in our recruitment practices.

2021-22: Deepening our commitment

In 2021-22 we expanded our focus to include disability inclusion in our volunteer network. Key achievements included:

• Becoming a Disability Confident Committed employer, ensuring our processes are accessible and our team is equipped to support individuals with disabilities.
• Introducing a standard of behaviour to reinforce our expectations for inclusive behaviour within our volunteer community.
• Updating our website bios to better represent the diversity of our staff team, celebrating individual passions and commitment towards our mission.

2022-23: Expanding focus and improving data

During 2022-23, we broadened our focus to address specific challenges around age and ethnicity representation. This included:

• Launching dedicated Diversity, Equity and Inclusion (DEI) projects on age and ethnicity to improve representation in our staff and volunteer base.
• Improving our data collection processes through DEI surveys and enhancing our induction process to ensure inclusivity from the start.

2023-24: Refining and embedding DEI

The 2023-24 academic year marked a significant turning point as we continued embedding DEI in every part of our organisation. This year’s milestones included:

• Finalising our comprehensive DEI strategy, inspired by our Theory of Change, which now serves as our roadmap for ongoing progress.
• Conducting a recruitment review to improve fairness, inclusivity, and accessibility in our hiring processes.
• We embedded DEI competencies into our organisational framework. Rather than adding DEI as a standalone competency, we ensured it was integrated throughout all our core competencies.

2024-25: How to bring our DEI strategy to life

This year has been marked by action and a focus on implementing our strategy. We have developed a three-year action plan that involved much of the organisation. Our approach has shifted from Diversity, Equity and Inclusion (DEI) being primarily discussed within our working group to becoming an organisational priority, engaging everyone in the process.

Overcoming challenges: Lessons along the way

Our progress hasn’t come without its hurdles. One of the biggest lessons I’ve learned is the power of collaboration. I had to shift my mindset from ‘I need to do everything myself’ to ‘How can I and the working group support departments in driving their DEI efforts forward?’ It’s remarkable how DEI becomes a priority for everyone when you provide clear direction and empower teams to take ownership.

Another challenge was our initial absence of dedicated DEI expertise within the team. To bridge this gap, we reached out to external trainers and charity colleagues, learning from their insights and experiences. Ultimately, we all share the same goal, and collaboration is crucial – this work is far too important to be done in isolation.

It took us three years to finalise our DEI strategy – the main challenge was not knowing how to start or what to prioritise, given the breadth of our work. When we brought it back to our Theory of Change, values, and mission, we were able to create a strategy that truly represented our charity.

As an evidence-based organisation, we also faced the challenge of determining what data was genuinely valuable. Rather than attempting to collect everything, we focused on identifying key data points that would best inform our decisions.

I must highlight the invaluable role of our DEI working group and my colleague CJ, who have been instrumental in driving these efforts forward. DEI is not the responsibility of one individual or group – it’s a collective effort that requires ongoing commitment across the organisation.

Finally, one of the most persistent challenges has been ensuring DEI remains a priority, no matter how busy our operations become. We can’t treat DEI as an accessory – it must run through our DNA.

Embracing opportunities: The road ahead

Despite the challenges, our journey has unlocked valuable opportunities. For example, collecting demographic data about our volunteer tutors has allowed us to make informed decisions to improve representation. This year, we are taking this further by embedding data insights into our strategic planning to ensure long-term change.

Our Diversity, Equity and Inclusion (DEI) strategy

Our Diversity, Equity and Inclusion (DEI) strategy outlines where we share our goals and commitments with stakeholders, supporters, and potential partners. By being transparent, we hope to demonstrate our dedication to accountability and inspire collaboration.

Our commitment: Continuing the DEI journey

As I look ahead, I know there’s more to do. We will continue refining our practices and embedding DEI principles across Action Tutoring. I’m looking forward to bringing the entire organisation together to make this happen.

Bridging the gap: how a state-funded tutoring programme can ensure excellence for all

A recent report by Public First has reignited an essential conversation about the future of state-funded tutoring. With compelling evidence and practical recommendations, the report identifies how a state-funded tutoring programme could help to tackle the persistent attainment gap which exists today.

Lessons learned, future focused

The report includes a comprehensive review of the National Tutoring Programme (NTP) and the 16-19 Tuition Fund (16-19 TF), delivered in response to the pandemic learning loss. It not only clearly identifies the challenges faced in these programmes, but also leverages the lessons learned. As a result, it proposes a robust blueprint for a future national tutoring offer.

The stark reality: funding shortfalls and missed opportunities

Despite the widely acknowledged benefits of tutoring, schools and colleges are struggling to maintain or afford the provision without dedicated funding. Pupil Premium is no longer available to support these costs. School leaders report that these funds are increasingly being used to plug budget gaps rather than for targeted interventions. The Public Accounts Committee’s recent inquiry highlighted this concerning trend. Additionally, a recent survey with schools found that 74% cited there was an “insufficient level of Pupil Premium funding” available to deliver support.

The situation is even more challenging for post-16 students where no equivalent Pupil Premium funding exists. Alice Eardley, Interim CEO of Get Further, highlights this disparity, emphasising that “more than half of young people from disadvantaged backgrounds leave school without a standard pass in GCSE English and maths. To pass these crucial qualifications in post-16 education, they require targeted support. We know tutoring is an impactful and cost-effective intervention but, with funding for disadvantaged students ending at age 16, this transformative support is often out of reach”.

A call for action: inclusive and equitable excellence

The report proposes a blueprint for a state-funded tutoring programme to specifically support pupils who have fallen behind in English and maths. This aligns with the Government’s recently published Curriculum and Assessment Review Interim Report, which calls for an inclusive and equitable curriculum to ensure excellence for all.

Key recommendations for a successful national programme

The impact: transforming lives and bridging gaps

The report has received interest from a number of MPs and policymakers. Paul Waugh MP said:

“A defining mission of this Labour government is to break down barriers to opportunity and we are committed to building a better future for all young people – no matter who they are or where in our country they grow up. The evidence in Rochdale and across the country shows that high-quality tutoring can be transformative, helping pupils to catch up, succeed and access the opportunities they deserve. This report shows that top-up tutoring in state schools can raise standards and help close the attainment gap, and I hope that its findings will be taken on board by the Department for Education”

Jonathan Simons, Partner at Public First and lead author of the report, concludes,

“State-funded tutoring was one of the most ambitious education interventions we’ve seen in a generation, and it worked. Millions of pupils benefited, especially those who needed it most. But without a long-term plan, that progress risks slipping away. This report shows how we can learn from what has gone before, in order to build a state-funded national tutoring offer that tackles the critical educational challenges across our system today.”

The message is clear: state support for a national tutoring offer is not just a matter of policy. It is an investment in the future of millions of young people. By addressing the funding gaps and implementing effective models, we can create a more equitable and inclusive education system where every pupil has the opportunity to thrive.

You can read the full report here.