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.
“We know tutoring improves attainment, our 14 years of experience delivering to pupils facing disadvantage confirms it. A national state-funded tutoring programme could transform millions of lives and have a profound impact on closing the attainment gap by removing the biggest barrier to schools: cost.”
Jen Fox, CEO of Action Tutoring, speaking in the report.
Key recommendations for a successful national programme
The report outlines several essential features of a future state-funded tutoring offer:
- A minimum of 12 hours of tutoring per pupil, delivered in-person or online, and typically structured across a term.
- A focus on English and maths, where the evidence base is strongest.
- Provision from Key Stage 2 through to post-16, reflecting the continued need for academic support across all phases.
- A mixed model allowing schools and colleges to deliver tutoring in-house or commission high-quality external providers.
- Light-touch accountability and no match-funding requirements, to reduce barriers to participation and ensure take-up is high.
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.
