Sharon Peel, Education Challenge Lead at Dorset Council
In an effort to tackle educational disadvantage and raise Key Stage 2 attainment, Dorset Council partnered with Action Tutoring to provide targeted support for under-resourced pupils. This collaboration, overseen by Sharon Peel, Education Challenge Lead at Dorset Council, highlights the transformative power of co-funded tutoring models in regional education strategies.
Read on to discover how this strategic partnership has transformed the landscape for under-resourced pupils, raising Key Stage 2 attainment and boosting pupil wellbeing. This case study reveals how this collaboration not only delivers profound results in the classroom but also provides a scalable, cost-effective blueprint for regions nationwide.
The challenge: Addressing Regional educational disadvantage
Dorset Council’s core strategy revolves around reducing educational disadvantage and ensuring every child receives a high-quality education. A primary concern was the attainment gap for disadvantaged students, particularly at the KS2 level.
“Dorset has a strategy to ‘reduce educational disadvantage,’” explains Sharon Peel. “One of the themes of this strategy is to raise attainment of under-resourced pupils, particularly by KS2… ensuring that all children thrive in their education, preparing them for adulthood.”
The solution: An evidence-based tutoring partnership
When evaluating interventions, Dorset Council identified tutoring as a premier evidence-based solution. Action Tutoring was selected for its reputation and cost-effective model utilising high-quality volunteers. After a successful pilot in two schools, the council expanded the initiative to seven eligible schools with the highest proportions of disadvantage.
“AT has a proven track record and uses high quality volunteers which reduces the cost alongside their own fundraising,” Sharon Peel notes. “This supports the aim of children having tutors who are passionate about reducing educational disadvantage and providing a quality service in the most cost effective way.”
Observed impact: Confidence, engagement, and academic progress
The impact of the programme has been profound, affecting both academic performance and student well-being. Headteachers have reported increased motivation, while teachers have noted that disruptive behaviour has diminished as students return from sessions better prepared to participate in class.
“Our schools highly value the tutoring,” says Peel. “Children’s confidence has grown as the nurturing effect of the tutoring has also supported their well being and sense of agency… seeing disadvantaged pupils thriving in their tutoring sessions is the best part of my job.”
From a logistical standpoint, the partnership has been seamless for the local authority, with Action Tutoring handling the administrative load and providing clear, timely reporting that demonstrates measurable progress.
In their own words: Stories of pupil impact
A true measure of success is what the pupils themselves have to say about Action Tutoring’s programme. Here is what some pupils shared about their experience with Action Tutoring and the difference it made in their learning journey:
“I think I do have to say, other than lunchtime and break time, I think action tutoring has been the best bit of year 6. I’m sorry, year 6 teachers, it’s just Action Tutoring is so fun.”
Lydia, Year 6 pupil
“I’ve been better in my maths. I’m more comfortable with other teachers now, comfortable with answering questions that I don’t know – trying my best to answer the questions that I haven’t learned yet and I don’t know. It’s really helped me and I’m more comfortable.”
Sophia, Year 6 pupil
There’s a lot of helpful things my tutor has taught me, but the top two he’s taught me are fractions, adding and subtracting and typing and dividing. And learning what perseverance is – never give up!
Joshua, Year 6 pupil.
Read more about how targeted tutoring empowered Joshua to build his confidence in maths and look forward to every lesson: Read Joshua’s story here.
Proven Impact: Exceptional SATs Performance
When evaluating attainment data across Dorset, tutored pupils achieved remarkable results that significantly outpaced regional benchmarks, highlighting the transformative power of targeted interventions in accelerating academic progress and closing the learning gap.
The data below underscores some of the standout SATs outcomes achieved by pupils facing disadvantage across partner schools in the region:
Conifers Primary School
- Maths: Out of the 10 pupils tutored, 80% met expected SATs standards.
- English: Out of the 11 pupils tutored, 70% met expected SATs standards.
Holy Trinity Church of England VC Primary School & Community
- English: Out of the 20 pupils tutored, 70% met expected SATs standards.
Conclusion: A ‘No Brainer’ for Local Authorities
The collaboration between Dorset Council and Action Tutoring serves as a successful blueprint for other regions looking to improve KS2 outcomes. By leveraging a co-funded model, the council was able to provide high-quality, personalised support to the students who needed it most.
Sharon Peel’s recommendation to other education directors is clear:
“This is a ‘no brainer’. Tutoring works, but AT works even better! The personalised approach, the passion of the tutors, the support from the coordinator and the administration of the service has been excellent from start to finish.”
Action Tutoring’s mission is to help local authorities close the attainment gap. Delivering directly to schools, we provide heavily subsidised, evidence-based small-group tutoring in English and maths specifically for disadvantaged pupils. If you’d like to find out more, or speak to us about a partnership opportunity, you can contact Alice Nelson, Director of Programmes, directly on 07525 842 538, or email a.nelson@actiontutoring.org.uk.
