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Engaging pupils with external tutoring: a guide for schools

Unlock the potential of tutoring to boost progress, confidence and engagement.

Are you looking for practical, evidence-based ways to help pupils facing disadvantage catch up in English or maths?

This guide is designed specifically for school leaders and staff looking to:

• Improve outcomes for pupils eligible for Pupil Premium.
• Reduce teacher workload with high-quality, curriculum-aligned support.
• Boost pupil confidence and engagement in learning.
• Embed tutoring as part of a whole-school attainment strategy.

With insights drawn from 12+ years of experience and backed by Education Endowment Foundation research, we share:

• Why external tutoring works.
• Practical ways to engage pupils.
• How to maximise tutoring impact in your setting.

📥 Download the full guide below and discover how external tutoring can help meet your school’s most pressing challenges.

Exciting news! Expanding to Rotherham with new school partnerships

Here at Action Tutoring, we’re thrilled to announce fantastic new partnerships in Rotherham! 

Brinsworth Academy, Thrybergh Academy, Rawmarsh Community School, and Clifton Community School are all joining our mission to support pupils facing disadvantage. These collaborations are a huge step forward in our ‘Reach’ strategy, bringing vital academic support to more young people that need it most.

For those of you who know us, you’ll be aware that our core belief is in the power of tutoring to open doors to future opportunities. Last year alone, 6,003 children and young people accessed over 61,000 hours of tutoring nationwide, all thanks to the dedication of nearly 1,900 incredible volunteers. Tutoring is a proven method to improve grades at both SATs and GCSE.

Now, we’re bringing that same impact to Rotherham, with these four schools participating in our secondary maths EEF evaluation.

Our “Reach” pillar is all about expanding the locations we work in, especially those outside of urban city centres. We’ve crunched the numbers and found that there are over 5,500 schools within just a two-hour radius of our current cities of operation that we could be working with. 

Our ambition is bold: to deliver 30% of our tutoring in these locations within the next three years, primarily through our highly effective online model. One of the many benefits of online tutoring is that it allows us to bridge geographical gaps, bringing expert volunteer support directly into classrooms, regardless of where the school is located.

Our expansion is more crucial than ever, particularly in light of recent research from the Sutton Trust. Their “Opportunity Index” report highlights a stark reality: opportunity in England is not evenly spread. It’s not just about a young person’s socio-economic background; where they grow up can have an equally, if not more, significant impact on their future. 

The report reveals a dramatic geographical divide, with 42 of the top 50 constituencies for opportunity being in London, while areas like the North East and Yorkshire and the Humber lag significantly behind in educational attainment, access to higher education, and future earnings for disadvantaged pupils. 

For instance, Free School Meal (FSM) pupils from East Ham in London are over three times more likely to have a degree by age 22 compared to those in Newcastle upon Tyne Central and West, despite similar levels of disadvantage.

These findings underscore precisely why our ‘Reach’ pillar is so vital. By extending our support to places like Rotherham, which falls within the Yorkshire and the Humber region highlighted by the Sutton Trust, we’re actively working to counteract these geographical disparities. 

Our aim is to ensure that talent can thrive regardless of postcode, offering high-quality tutoring to young people in areas that desperately need that extra boost.

So how does it work?

Pupils on our programmes always access their tutoring at school, ensuring a safe and supportive environment. Whether sessions are delivered online or in person, they are always overseen by one of our programme coordinators. 

On virtual programmes, our coordinators oversee tutoring remotely, enabling us to confidently expand our reach beyond our traditional delivery hubs. This means that even if you’re not in Rotherham, you can still volunteer in Rotherham by providing online support from wherever you are!

The impact of our volunteers is truly profound. By dedicating just an hour a week, you can help a young person build their confidence, grasp concepts they find challenging, and unlock their full potential. 

“I gained valuable experience of working with pupils in Year 6 tutoring in Sheffield. This enabled me to develop my communication skills and gain a true insight into how they learn various topics, as well as listen to their interpretations on not only academics, but life too. Overall, this experience was very rewarding and inspired me to pursue a degree in education!”

Rachel Adams, volunteer in Sheffield

We’re looking for enthusiastic and dedicated individuals to join our growing family of volunteers in Rotherham and beyond. No prior teaching experience is required, but you’ll need a passion for helping young people succeed. We provide all the training and resources you’ll need, and our programme coordinators are always on hand to offer support and guidance.

So, if you’re ready to make a tangible difference in the lives of young people in Rotherham and contribute to our exciting ‘Reach’ strategy, we’d love to hear from you. Come join us in empowering the next generation!

Ready to inspire? Sign up to volunteer with us today!

Know a school in Rotherham, or anywhere else, who could benefit from our tutoring support? We’re always keen to expand our partnerships and help more pupils. Schools can get in touch here:

Powering potential: Action Tutoring joins forces with Maro Itoje and The Pearl Fund

We are thrilled to announce that Action Tutoring has partnered with philanthropist and Lions, England and Saracens rugby captain, Maro Itoje and his organisation, The Maro Itoje Pearl Fund. 

Maro Itoje launched The Pearl Fund in 2023 to break the cycle of poverty for children in Nigeria and other African countries through a multi-million pound investment in the education of children living in abject poverty.

Following a ‘depth not breadth’ approach, The Pearl Fund currently supports a cohort of 40 children in one of Lagos’ most deprived areas from ‘cradle to college’ through private school education. It also provides clean water, nutrition and economic support to their families. The organisation is now expanding its powerful mission to support pupils facing disadvantage in the UK.

Maro Itoje’s thoughts on the partnership

Jen Fox’s thoughts on the partnership

Spread the word

Take a look at how you can get involved with Action Tutoring’s mission, below.

You can also follow, share and spread the word on our socials too, below!

Common challenges pupils face in maths – and how tutors can help

For many pupils, maths is more than just a subject – it’s a source of anxiety, confusion, or even frustration. Whether they’re tackling fractions in Year 5 or algebra in Year 11, struggling with maths can chip away at a pupil’s confidence and motivation.

As a tutor, you play a key role in helping pupils overcome those hurdles. Here, we explore some of the common challenges pupils face in Key Stage 2 and Key Stage 4 – and share practical tips to support them.

1. Gaps in foundational knowledge

The challenge: Pupils in both Key Stage 2 and Key Stage 4 often face difficulty because they’ve missed key building blocks earlier on. For example, if a Year 6 pupil hasn’t secured their recall of times tables and equivalence, they’ll likely struggle with fractions. Similarly, a Year 11 pupil who doesn’t feel confident with order of operations may find solving linear equations challenging. 

How to help

Don’t assume prior knowledge: use quick warm-up questions or diagnostic questions to check understanding. Ensure they feel confident before progressing to more challenging material.

Use visual aids: Place value charts, number lines, bar models, and balanced scales  can make abstract ideas more concrete.

Revisit key concepts regularly: Spaced repetition helps strengthen long-term recall. You’d be surprised how much of what we tutor actually is secured into the pupils’ long term memory. Utilise the time with starter activities to ensure you are revisiting the foundational knowledge each week.

2. Maths anxiety

The challenge: Some pupils develop a fear of maths after repeated struggles or negative experiences. This anxiety can lead to avoidance, lack of focus, or self-doubt – especially under pressure.

3. Language barriers

The challenge: Maths is full of specialist vocabulary – from “denominator” to “factorise” – which can be a barrier for pupils with English as an additional language or lower reading comprehension.

How to help

Pre-teach key vocabulary: Use matching games, flashcards, or quick discussions to define and reinforce new words.

Encourage talk: Use paired discussion or ask pupils to explain their thinking aloud.

Use visuals and context clues: Real-life examples and step-by-step demonstrations can support understanding. Diagrams are a hugely effective tool to use here – when in doubt, draw everything! For example, if you’re tackling a question about the cost of a t-shirt in a shop, draw the t-shirt with the price tag and a person walking in to buy it. Pupils being able to visualise the real-life situation is key.

4. Struggling to apply maths to real-world problems

The challenge: Many pupils can complete a calculation in isolation but struggle when asked to apply it to a word problem or unfamiliar context.

How to help

Use real-world examples: Talk about money, time, measurements or data in everyday life to make maths more meaningful.

Teach problem-solving strategies: Help pupils identify key information, break the problem down, and check their answers. This is where we use the ‘RULER’ technique that we first introduce in the Y6 workbook. R.U.L.E.R stands for ‘Read’, ‘Underline’, ‘Layout’ (draw out the problem or structure the calculations in a certain visual way), ‘Evaluate’ (work out in maths) and Review answer.

Watch ‘R.U.L.E.R.’ explained:

Encourage estimation: This builds number sense and helps pupils assess whether an answer seems reasonable.

5. Low confidence and disengagement

The challenge: Pupils who’ve fallen behind or been told they’re “not good at maths” often disengage – particularly in Key Stage 4, where the stakes feel high and the content can feel intimidating.

How to help

Set achievable goals: Start each session with a recap of something they can do, and build from there.

Celebrate progress: Remind them how far they’ve come. A pupil who now knows their times tables is making real progress!

Be encouraging and consistent: Your belief in them can be the boost they need to believe in themselves.

Helping pupils thrive in maths

At Action Tutoring, we know that with the right support, every pupil can make meaningful progress in maths. Whether you’re helping a Year 5 pupil master fractions or guiding a Year 11 through exam preparation, your encouragement, clarity, and patience can make all the difference.

By identifying the challenges and tailoring your support, you’ll help pupils build confidence, develop problem-solving skills, and achieve results that open doors to opportunities.

Explore our Key Stage 2 and Key Stage 4 maths workbooks samples for an idea of what a tutoring session looks like:

Read more:

13 reasons why… you should get involved with Action Tutoring

This May, we’re celebrating 13 years of tutoring, connection and impact.

At Action Tutoring, we believe every child deserves the chance to succeed – no matter their background. As we celebrate our 13th birthday, we’re taking the opportunity to reflect on what makes our work so meaningful – and why now is a brilliant time to join us, whether you’re looking to volunteer, partner as a school, or collaborate as a business.

Here are 13 reasons to get involved with Action Tutoring:

1. You can make a difference in just one hour a week

Volunteering doesn’t have to take up all your free time. One hour a week is all it takes to support pupils with their English or maths and help unlock their potential.

Sally, a retired optometrist and volunteer tutor, says:

“Online tutoring is great – you literally can give one hour a week… If there was nobody volunteering, society would be much more disjointed.”

2. We work with schools that need support the most

We partner with schools that serve disadvantaged pupil populations that exceed the national average. We work closely with teachers to provide consistent, personalised support.

Jobe Swingler, Assistant Headteacher at North Birmingham Academy, says:

“Action Tutoring has proven to be an invaluable resource, providing skilled and dependable tutors on a large scale—precisely the kind of support our students need to thrive.

What I particularly value about Action Tutoring is their adaptability and responsiveness. For example, the Maths resources were tailored to better align with our teaching methods, and I was included in discussions about how the charity tracks student progress through baseline and progress assessments.”

3. Your support helps pupils grow in confidence

Small group tutoring gives pupils the space to ask questions and build their confidence in a way that’s hard to achieve in a large classroom.

Lilah, a Year 6 pupil, told us:

“I feel like when there’s a big class you don’t really get more time to sort of think about [your answer], because the rest of the class needs to carry on. Before tutoring, I was struggling with multiplication. Now my reading’s better and my grades have gone up a lot!”

4. You don’t need to be a teacher

We welcome volunteers from all walks of life – from university students, to those in full-time work, career changers and retirees. What we look for is solid subject knowledge in the area our volunteers wish to tutor, and of course, a commitment to supporting young people to succeed.

We provide full training, tutoring resources and ongoing support.

5. Our tutors form real connections with pupils

Tutors often form a bond with the pupils they support – something that helps with engagement and progress.

Gemma, Deputy Headteacher at Badock’s Wood E-ACT Academy in Bristol, shared:

“We had a pupil join the school with poor attendance, low self-confidence, and working below expected standard. It took us a while to get him to start attending tutoring sessions but when he did, he had an instant bond with his tutor. His attendance, attitude and performance gradually started to improve. Being able to relate to his tutor made such a difference and he went on to meet expected standards.”

6. We help close the attainment gap

We exist to tackle the unfair difference in educational outcomes between pupils from low-income backgrounds and their peers. Your support helps level the playing field.

In 2023-24:

• Year 6 pupils completing the tutoring programme in reading almost closed the attainment gap with their better-off peers nationally. Children tutored in maths were 20% more likely to meet the expected standard than other pupils nationally, while those tutored in English were 24% more likely to reach that benchmark.
• Disadvantaged pupils attending 10 or more sessions increased their chances of passing GCSE English Language by 19%, and GCSE maths by 17%, in comparison to the national pass rate. After completing our programme, young people were more likely to pass the GCSE in their tutored subject, compared with other pupils from disadvantaged backgrounds nationally.

7. Our tutoring works – and the evidence backs it

We use baseline and progress assessments to measure pupil progress. Our tutoring model is informed by evidence and regularly reviewed for impact.

8. We’re responsive and collaborative

We tailor our approach to suit each school. From adapting resources to tracking pupil progress, we work closely with teachers to get it right.

Assistant Headteacher Jobe Swingler adds:

“From the CEO to the coordinators and volunteers, everyone is dedicated to supporting our students.”

9. Volunteering builds your skills

Whether you’re developing communication, leadership or problem-solving skills, tutoring enhances your confidence and capabilities.

Aneeqa, student volunteer, says:

“I now laugh at how I assumed my first session would go – Action Tutoring has given me a great new teaching outlook.”

10. We reach pupils in-person and online

Our hybrid model means volunteers can support pupils from anywhere in England. This flexibility also increases access for pupils in areas where in-person tutoring is harder to deliver.

11. Our pupils want to be here

Pupils often give up their time after school to attend tutoring – a sign of how much they value the sessions.

Paul Haigh, Headteacher at King Ecgbert School in Sheffield, says:

“Asking pupils to stay behind school when their friends are going home isn’t easy but the fact they do so willingly and commit to the session shows how much they value it.

I often look around our sixth form and know there are pupils that would not have got there without Action Tutoring. Some of them are now looking at university as their next step.”

12. Businesses can get involved too

We partner with businesses who want to create positive social impact. Opportunities include employee volunteering, fundraising, and supporting our reach in new areas.

13. You’ll be part of a movement for change

For 13 years, we’ve seen what’s possible when communities come together to support young people. With your help, we can reach even more pupils and build a fairer future.

If you’re ready to make a difference – as a tutor, partner school or supporter – get involved today. Because one hour a week can have a lifetime of impact.

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Every like, comment and share makes a difference!

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.

“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 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.

Kelsey’s tutoring journey

Meet Kelsey. Working for one of our corporate partners, Amentum, Kelsey has been tutoring with us on one of our maths programmes. Find out why she’s loved experiencing the joy of tutoring and how she embraces a pupil’s lightbulb moment. Read on to experience Kelsey’s tutoring journey.

Kelsey loves supporting others. With prior tutoring experience in school, she was keen to continue making a positive impact. 

“I love seeing pupils progress throughout their Action Tutoring maths sessions,” Kelsey says. “I saw the opportunity for me to help narrow the attainment gap.”

Believing in our cause

Supporting pupils from disadvantaged backgrounds with their English and maths education, Kelsey believes in our charity’s cause. 

Working at Action Tutoring’s corporate partner – and fellow tutoring provider – Amentum, Kelsey recognises the power of transforming young people’s lives. 

Apprentice Process and Plant Engineer, Kelsey, says: “Tutoring is most rewarding when seeing a pupil’s ongoing improvement and confidence develop. It really makes the experience fulfilling.” 

Holistic support

As part of Kelsey’s tutoring journey, a commitment to Action Tutoring has been easy to include within her already busy schedule. She also appreciates our charity’s flexibility, which has aided her wellbeing. 

“The tutoring programme structure ensures consistency for both the pupil and myself,” Kelsey adds. “I feel able to contribute meaningfully without feeling overwhelmed.”

Following her 13 sessions volunteering with Action Tutoring, what would Kelsey say to help those who may be nervous tutoring maths?

What would Kelsey say to others thinking of signing up to volunteer with Action Tutoring?

“I’d absolutely recommend Action Tutoring to anyone thinking of volunteering,” Kelsey says. “For me, the minimal time commitment, combined with the rewarding work, makes it so worthwhile.” 

Sign up to volunteer

By signing up, volunteers can tutor either online or in person for just an hour a week. No previous tutoring or teaching experience is required.

Behind the scenes – Preparing for a gold standard evaluation with the Education Endowment Foundation

At Action Tutoring, we’re excited to be working with the Education Endowment Foundation (EEF), the National Foundation for Educational Research (NFER) and the Behavioural Insights Team (BIT) on a gold-standard evaluation of our work.

The evaluation will explore the impact of our secondary maths programme. Having developed this over 13 years, through more than 150 school partnerships, Action Tutoring will be undertaking a rigorous evaluation design to better understand its impact.

Here, we’ll share what went into the decision-making process, the preparations involved, and our hopes for what this evaluation can achieve.

If you want to find out more about how your school can get involved, click for more information below:

Preparing for evaluation: defining focus and scale

One of the first and most significant steps in preparing for the evaluation was deciding where to focus. As a charity working with pupils in both maths and English across primary and secondary schools, narrowing the scope was essential. 

While maths was always going to be the subject of focus (a priority area for the EEF), we needed to determine whether to include all age groups or target a specific phase. Aligning our impact goals with the EEF’s research priorities (in this case, key stage 4 maths) helped ensure the evaluation would address meaningful questions for both organisations.

As well as aligning with EEF’s research priorities, our key stage 4 programme has been delivered and developed for over a decade, where we have built up a significant body of evidence to support it, already to a high standard——for example, an independent study found an impact on GCSE point scores equivalent to a third of a grade.

Another critical decision was the scale of the evaluation. The EEF funds trials on three levels, ranging from pilots—exploring promising initiatives early in development—up to effectiveness trials, which evaluate impact under real-world implementation). Ultimately, we agreed to an effectiveness trial, an ambitious choice that reflects the scale at which Action Tutoring already operates. Importantly, this decision balanced Action Tutoring’s ability to maintain the quality of our delivery with the EEF’s goals for robust, real-world insights.

What are we measuring?

Central to this evaluation is assessing our programme’s impact on pupil attainment in maths. At its core, Action Tutoring aims to improve exam results for young people facing disadvantage, keeping doors open for their future opportunities. However, the evaluation also provides a rare opportunity to rigorously explore the broader benefits of tuition, such as building pupils’ confidence and self-belief in maths.

The evaluation will include what is known as a  ‘nimble trial’, which may test promising strategies to enhance the impact of the tutoring, for example by testing promising methods for improving pupil engagement in the intervention.

These elements, while harder to measure, represent an exciting area of untapped potential. By evaluating not just academic outcomes but also softer skills like confidence, we hope to gain a fuller picture of the transformative impact our work can have.

Through a competitive process, the EEF commissioned NFER to design an evaluation that would explore all these questions robustly – tailored to the essential components of Action Tutoring’s unique model.

Hopes for the future

As we embark on this evaluation, our aspirations extend beyond simply gathering data. This is an opportunity to refine our model further, ensuring that we’re delivering the greatest possible impact to the pupils and schools we work with.

Additionally, we want this evaluation to add to the broader evidence base in education policy and research. Action Tutoring’s model is unique in utilising the power of volunteer tutors and a well-structured, evidence-based curriculum. By assessing the effectiveness of these components, we hope to provide valuable insights into how volunteer-led tutoring can support pupils facing disadvantage at scale.

A commitment to impact

Looking ahead, we’re confident that this evaluation will demonstrate the positive difference our programmes make. Multiple previous studies have already shown that attendance at tutoring sessions is associated with higher maths attainment, particularly in maths. Year after year, we see our Year 11 pupils exceed national average pass rates in GCSE maths—despite having been at higher risk of missing out on this benchmark. With this evidence in mind, we’re optimistic about the findings of this evaluation and the potential to scale up our work to reach even more young people.

Equally important is ensuring that the evaluation process runs smoothly for everyone involved – our volunteers, our team, school teachers, and most important of all, the young people taking part. We are determined that this should feel like Action Tutoring at its best.

A challenge and an opportunity

This gold-standard evaluation represents both a challenge and an opportunity. It’s a chance to hold Action Tutoring’s work to the highest standards, learn from the process, and contribute to the wider field of education. At Action Tutoring, we don’t settle for simply believing our work makes a difference – we want to know it does.

By sharing the evaluator’s findings, we aim to demonstrate the power of volunteer-led tutoring to address educational inequality. Pupils from disadvantaged backgrounds deserve the best support possible, and this evaluation is an important step towards achieving that goal at greater scale.

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