How our programmes work
Action Tutoring partners with primary and secondary state schools to deliver targeted English and maths programmes, helping to close the attainment gap.
We specifically support pupils in Years 5, 6, 7, 10, and 11 who are facing socio-economic disadvantage, ensuring they gain the confidence and knowledge needed to succeed in their SATs and GCSEs.
Partner as a School Become a Volunteer
‘From the CEO to the programme managers, coordinators, and volunteer tutors, everyone at Action Tutoring is fully dedicated to supporting our students. Their commitment makes a real difference in the academic development of our pupils.‘
Jobe Swingler, Assistant Headteacher at North Birmingham Academy
Programme logistics
Sessions are delivered either in-person at a local partner school or remotely using our fully supported online classroom. This hybrid approach ensures consistency and allows volunteers to choose the format that best fits their schedule.
To maximise learning and personalised attention, our tutors support a small group of 1 to 3 pupils at a time. We carefully group pupils based on their specific strengths and areas for development—information ascertained through a crucial baseline assessment—to ensure the tutoring is highly effective and targeted.
Programmes typically match up to 10 volunteer tutors with a cohort of up to 20 pupils, creating a manageable and impactful tutoring environment.
Timings and commitment
Tutors commit to one programme, typically lasting 10 to 20 weeks. Each session lasts for one hour.
Sessions run Monday to Friday and are scheduled either before, during, or shortly after the school day during term-time, ensuring minimal disruption to the school timetable.
Tutoring resources and curriculum alignment
We remove the burden of session planning by providing expertly designed, high-quality resources that guarantee curriculum alignment and effectiveness.
We provide a comprehensive portfolio of 12 carefully structured workbooks. These resources have been designed by curriculum specialists to align with both SATs and all major GCSE exam boards, ensuring the support is always relevant and targeted.
The tutor versions of these workbooks mirror the pupil materials but include essential guidance, detailed notes on how to explain complex topics, and strategies for tackling common misconceptions.
For online delivery, our secure virtual classroom uses specially adapted digital templates that ensure seamless and effective delivery, guaranteeing that every session is impactful, easy to deliver, and completely consistent with the school’s academic priorities.
Measuring success: from baseline to final grades
Before tutoring begins, all pupils complete a baseline assessment, which allows us to generate targeted ‘gap reports’ that inform the tutor precisely what subject areas require immediate focus.
Midway through the programme, pupils sit a progress check to track gains and confirm effective intervention.
Finally, we rigorously gather SATs and GCSE results, alongside monitoring soft skill development every year, ensuring our collective impact is robust, measurable, and transparent for all our partners.
Your dedicated Programme Coordinator
The Programme Coordinator (PC) is the cornerstone of our successful partnership, ensuring seamless delivery and providing support to both the school and our volunteers.
PCs manage all programme logistics, including the scheduling and attendance of volunteers, coordinating all updates, and communicating any requests. The PC’s presence (whether in-person at the school or overseeing the virtual programme) ensures effective delivery and reliable structure throughout the term.
Tutors also receive ongoing developmental support through our additional tutorial videos and resources and through specific feedback from their Programme Coordinator following observations.
‘In general, the material I’ve used from Action Tutoring has been very good and the process is extremely well organised. AT prioritises careful supervision, proper training and I was introduced to the relevant teacher in school and formed a relationship with them to be able to have support when needed.’
Paul, volunteer tutor in London
