Policy updates
In Support of the Liberal Democrats’ Plan for Extensive and Targeted Tutoring
25 September 2023
Over the weekend, the Liberal Democrats unveiled a plan to provide free small-group tutoring for 1.75 million pupils struggling with their studies. The initiative, they believe, will help address a concerning statistic: more than one in seven teenagers in the UK falls behind in English or Maths during their secondary school years.
The party’s education spokesperson, Munira Wilson MP, revealed that at the heart of this plan is a commitment to fill the void left by the National Tutoring Programme, which is set to end next year.
Tutoring as a permanent fixture
As an education charity that has provided tutoring support to pupils facing disadvantage over the last twelve years, we are delighted that the Liberal Democrats have announced plans to make school-based tutoring a permanent fixture in England, especially targeting those that need it the most.
Their announcement draws heavily on the recommendations laid out in the Future of Tutoring report published this summer, led by Public First and sponsored by Action Tutoring, Get Further, and The Tutor Trust. In particular, it focuses on:
- Removing the need for schools to match fund (a barrier to current take-up)
- Long-term funding to enable schools and providers to plan
- Allowing for a mixture of school-led tutoring and external partner provision
- Supporting all pupil premium pupils who are behind academically
Levelling the playing field
Responding to the announcement, Susannah Hardyman, founder and CEO of Action Tutoring, said:
“Tutoring is one of the best-evidenced ways of supporting disadvantaged young people to achieve academically, levelling the playing field between those that can afford private tutoring and those that can’t. The benefits of tutoring extend beyond just academic attainment, with evidence highlighting that it also increases wider confidence, motivation, and engagement in education.”
The Liberal Democrat’s proposal includes making tutoring a permanent fixture in England’s schools, sixth forms, and further education colleges. These institutions would receive a substantial annual budget of £390 million, earmarked for intensive small-group tutoring sessions designed to assist struggling pupils from disadvantaged backgrounds. The subjects covered include English, Maths, Science, and other academic areas.
Targeted approach
One of the applaudable principles of this initiative is its targeted approach. Pupils who would benefit from tutoring will be selected with a focus on children from low-income backgrounds, those with low prior attainment, and those with additional educational needs. Wilson explained that flexibility will be paramount, allowing schools and colleges to choose between using their own teaching staff, recruiting tutors independently, or selecting from quality-assured external providers.
Wilson criticised the government’s investment in education, particularly during the pandemic, stating that only a fraction of the announced £15 billion investment in education to bridge the learning gap caused by the pandemic was allocated. She passionately emphasised the need for this initiative, stating:
“Tutoring will no longer be something that only an elite few can afford.”
Unlocking potential
In a world where education holds the key to a brighter future, the Liberal Democrats’ commitment to accessible and effective tutoring represents a pivotal step towards realising the full potential of the country’s young minds. With inclusivity, collaboration, and evidence-based strategies at its core, this initiative has the potential to reshape the educational landscape for the better, providing every child with the opportunity to thrive.
“Tutoring unlocks the potential of children and young people, which ultimately benefits not only their future but wider society too,”
New report underscores tutoring’s impact on attainment, attendance and mental health
12 July 2023
Tutoring has a wide-reaching, positive impact on the academic performance, attendance and mental health of young people, according to new polling of parents, teachers and pupils in a new tuition advocacy report published today.
The report, The Future of Tutoring, is produced by Public First and commissioned by the Tuition Advocacy Group of the Fair Education Alliance to highlight the impact, progress, and challenges of tutoring from the perspectives of parents, teachers, and pupils, plus recommendations for effective tutoring for the future and a commitment to embedding it in the education system beyond the National Tutoring Programme (NTP), set to end in 2024.
“This report, like many others, has again attested to tutoring as a central plank in education recovery efforts, with parents as well as teachers confirming the significant progress in the performance and confidence of their children receiving tutoring support. More than ever, long-term funding for the National Tutoring Programme is needed to make tutoring a permanent fixture in the education system in order to tackle the widening attainment gap and persistent absence, and to help chart a better future for all young people across the country.”
Susannah Hardyman, FEA Tuition Advocacy Group Chair and founder and CEO of Action Tutoring, a key sponsor of the report, said
Launch event
The coalition led by Action Tutoring, Impetus, The Tutor Trust, and Get Further launched the report in Parliament Wednesday, with Robert Halfon, Minister of State for Skills, Apprenticeships and Higher Education and Former Chair of Education Select Committee as guest speaker.
The event hosted by the Chair of the Education Select Committee, Robin Walker, convened over 120 policymakers, politicians, school leaders, and sector representatives, coinciding with the third-year anniversary of the National Tutoring Programme (NTP).
Before the event, Susannah Hardyman and Abigail Shapiro of The Tutor Trust shared the report directly with the education lead in the No.10 delivery unit.
Use momentum to transform tutoring
Speaking in the stead of the SoS of Education, Robert Halfon, former chair of the Education Select Committee and current Minister of State for Skills, Apprenticeships and Higher Education said he personally benefitted from tutoring as a child and understands the transformation it can have first-hand.
“Tutoring doesn’t only help students academically but also increases their confidence, improve attendance, and impacts their relationships with other children. It’s not only about the subject knowledge but supporting every aspect of their lives. Let’s use the momentum built in the last 3 years to transform tutoring. We welcome recommendations in the Future of Tutoring report and will consider them carefully.”
Robert Halfon, who was a key champion of the NTP back in spring 2020
“Targeted assistance helped to bridge the gaps in my understanding to pass my maths GCSE successfully. Consistency in tutoring helped me establish my learning approach and get fresh perspectives from tutor. It instilled my confidence. I look forward to higher education in September and a future of endless possibilities.”
Naomi Spence, a graduate pupil
Bridging the haves and haves not
Naomi’s mother, Lorraine, also highlighted why tutoring should be accessed by every child.
“Should tutoring be the preserve of a select few? No. Tutoring is a bridge between the haves and haves not. Let’s support the call to action to keep tutoring in place permanently and to benefit all children.”
“Yesterday, when the Year 6 results were released, Pupil Premium children representing 50% of the school population, outperformed the non-PP pupils and exceeded the national average for all pupils. Thanks to the support they received from tutoring. However, we cannot continue with tutoring for pupils who need it without proper funding. It is difficult on a tight budget like this.”
Lisa Walker-Collins, headteacher of Stroud Green Primary School
Ambitious manifesto
The report lays out a bold tuition manifesto proposal to the next parliament to commit to a funded Tutoring Guarantee that all young people in receipt of Pupil Premium or fallen behind in education, be offered a high-quality tutoring provision to help close the attainment gap and impact an estimated 1.75m disadvantaged young people.
The tuition advocacy coalition went the extra mile to garner cross-party endorsement with senior figures including Chair of the Education Select Committee Robin Walker MP, former Education Secretary the Rt Hon. Lord Blunkett, and Liberal Democrat education spokesperson, Munira Wilson MP jointly calling for its adoption.
“It is vitally important that children and young people, particularly those from disadvantaged backgrounds, get the help they need to be able to succeed in life and play their part in improving the world around them. Tutoring is an intervention that is proven to help children catch up on lost learning and also supports their wider needs, like improving attendance and protecting mental health. Tutoring can play a central role in unlocking the ambition of England’s children if we deliver a Fair Tutoring Future.”
Dame Rachel De Souza, Children’s Commissioner for England, who wrote the report’s foreword said
“Tutoring is a vital and proven intervention for providing effective catch up support at school and, used effectively, it can make a huge difference for children’s life chances. I have seen some excellent examples of tutoring and hope that the lessons learned from the National Tutoring Programme can ensure that it is used even more effectively in the future. Embedding tutoring into the education landscape as we move forward will be vital if we are to close the gap in attainment for young people from disadvantaged backgrounds.”
Robin Walker MP, Chair of the Education Select Committee and former Schools Minister said
Key highlights from the tutoring report
Tutoring manifesto
The manifesto is proposing an increase in state funding from £150m to £290m a year, the removal of the requirement on schools to match-fund to access any funding, creating flexibility for schools to target tuition at pupils who need will benefit, and clear accountability for the delivery and reporting status of pupils.
“A reshaped and properly invested tutoring programme is not only essential for re-engaging young people post Covid but also to provide direct equality of access to essential out-of-classroom support.”
Former Education Secretary, The Rt Hon. Lord Blunkett, said
“Young people from disadvantaged backgrounds have fallen further behind their peers during the pandemic, and are at risk of staying there unless the government reverses its decision to remove its funding for schools and colleges to use tutoring. We stand by this call for tutoring to be fully funded so that schools can support the children who have suffered most during the pandemic to reach their full potential.”
Munira Wilson MP, Liberal Democrat spokesperson for education said
Continuing our advocacy work
Action Tutoring is proud to be at the forefront of this collective advocacy report and to be working together with other education charities to secure the joint cross-party endorsement of the tuition manifesto from members of the main political parties.
We look forward to building on this achievement by speaking on education panels at the Conservative and Labour party conferences later this year in partnership with the Education Policy Institute (EPI) and the Centre for Social Justice (CSJ).
We believe that it’s vital we engage policy leaders and continuously advocate for cross-party support for embedding tutoring permanently in our education system to positively impact the future of young people.
Highlights: Committee inquiry report on education recovery
7 June 2023
Today, the House of Commons Public Accounts Committee has published its inquiry report on Education Recovery in Schools in England. The report assessed the value and effectiveness of education recovery programmes in schools based on written and oral evidence.
Following the disruption to education by the Covid-19 pandemic with multiple school closures, the Department for Education (DfE) introduced a number of recovery initiatives to help pupils and schools to catch up, most notably, the National Tutoring Programme (NTP).
The Committee’s inquiry assessed the DfE’s management of the recovery programme, the effectiveness of the NTP in meeting its objective, and if the scheme was achieving value for money.
The report found that the DfE did not fully appreciate the ‘pressures schools are under as they seek to help pupils catch up’ with evidence of persistent issues of funding constraints, growing mental health needs among pupils and challenges with teacher recruitment and retention.
As one of the education charities that submitted written evidence to this inquiry, we believe in the potential of the flagship recovery scheme, the National Tutoring Programme (NTP), to help reverse the Covid-19 pandemic disruption in education.
However, we believe that this progress can only be achieved if the NTP is mainly targeted at disadvantaged pupils, tuition delivery is of high quality, funding is increased and outcomes are properly monitored.
Swift action to close the attainment gap
The report revealed that the Department for Education believes it will take a decade to return the attainment gap – which is at its widest in ten years at primary and secondary levels – to pre-pandemic levels.
“The 10-year timeline to witness pre-pandemic attainment gap level is too long and stands to ruin the life chances of millions of pupils across the country”
Susannah Hardyman, founder and CEO of Action Tutoring
It recommended that the DfE publish a plan setting out how it will reduce the disadvantage gap as quickly as possible and the expected trajectory, building on good practice.
Without swift action to consolidate and implement multiple recommendations from this report and many others to improve the NTP, there will be far-reaching consequences of learning loss to this generation in schools.
It recommended that the DfE publish a plan setting out how it will reduce the disadvantage gap as quickly as possible and the expected trajectory, building on good practice. Without swift action to consolidate and implement multiple recommendations from this report and many others to improve the NTP, there will be far-reaching consequences of learning loss to this generation in schools.
High absence rate among the disadvantaged
In the autumn and spring terms of 2021-22, the average absence rate for all pupils was 7.4%, compared with 4.5% for the same terms before the pandemic in 2018-19. For disadvantaged pupils, the rate was 10.4% in 2021-22, compared with 7.2% in 2018-19.
It is alarming that persistent pupil absence continues to pose a significant challenge to schools and the well-being of pupils, especially the disadvantaged. Without pupils attending school, their outcomes are unlikely to improve.
Our evidence to the Education Select Committee on persistent pupil absence contained helpful recommendations to tackle the issue including:
- Sharing drinks and snacks during tutoring sessions to reduce hunger
- Letters and text reminders to parents about upcoming sessions in the day
- Parent information sessions about tutoring and its benefits
- Incentives such as vouchers if pupils attend the majority of tutoring sessions
- Certificate presentation and awards in assembly at the end of programme
- Integrate attendance into the positive behaviour management system such as gaining points for their ‘house’ through attendance
The report charged the DfE to develop a better understanding of why disadvantaged pupils have higher rates of absence than others and take targeted action to reduce absence rates among them.
“Continuing to invest in ensuring the most vulnerable pupils show up in the classroom is critical to breaking the cycle of low attendance rates currently. Persistent pupil absence will give rise to a surge of problems in the future for young people if the root causes are not addressed.“
Susannah Hardyman
Funding constraints for schools
Although the steep subsidy cut for the NTP has been reversed, schools are still grappling with funding constraints and budget squeezes. Schools that are struggling to pay 40% of tutoring costs this academic year will still struggle to make up for the 50% next year.
Additional funding commitment is needed long-term to ensure tutoring is sufficiently embedded in the education system widely and particularly for pupils facing disadvantage.
Increasing take-up of NTP
It is discouraging that 13% of schools did not take up the NTP and missed out on the benefits of subsided tutoring. The DfE must ramp up its efforts through a campaign to win the hearts and minds of parents and conscientise schools on the value and moral imperative of channelling the NTP funding towards those eligible for Free School Meals.
The report urged the DfE to do more to understand why some schools are not taking part in the National Tutoring Programme and take more effective action to increase participation.
We believe the Department should work with tuition providers with demonstrated impact to expand into cold spots and areas with low uptake to ensure that every disadvantaged child in the country, regardless of where they live, can access high-quality tutoring.
Applying recommendations
The recommendations set out in the Committee’s report also include progress reports on measures for 2030 attainment targets and funding intervention when schools struggle to bolster NTP uptake.
If the proposed solutions are applied, they will have a meaningful impact on closing the attainment gap and reversing the damage done by the pandemic’s disruption to education. The NTP can elevate its reach and impact to ensure it delivers on the intended objectives of the scheme, all in the best interest of disadvantaged young people.
Our evidence submission: Tackling persistent absence and support for disadvantaged pupils
25 May 2023
Since the onset of Covid-19, a significant challenge for schools and other education support organisations has been persistent pupil absence. When students frequently miss school or display a pattern of irregular attendance, it can have far-reaching consequences on their academic progress, personal development, and future prospects.
In March, Action Tutoring submitted written evidence to Parliament’s Education Committee inquiry into persistent absence and support for disadvantaged pupils. The parliamentary inquiry was aimed at examining the issue of severe absences, the factors causing it and to assess the likely effectiveness of the Department of Education’s (DfE) proposed reforms on attendance, particularly for disadvantaged pupils.
As an education charity and accredited tuition provider, our submission focused on pupil engagement in tutoring sessions – pre and post-pandemic, reasons for low school attendance, the impact of tutoring programmes for disadvantaged pupils, and ways to increase attendance and engagement in schools.
Tutoring attendance and engagement
The attendance figures for Action Tutoring programmes are slightly lower than before the outbreak, mirroring national patterns. Our data showed that the Pupil Premium cohort – children receiving Free School Meals who formed 72% of our beneficiaries – had lower attendance figures.
For primary schools in the autumn of 2022, attendance at Action Tutoring sessions was 82% for Pupil Premium pupils and 86% for non-Pupil Premium pupils.
In secondary schools for the same term, attendance was 66% for Pupil Premium pupils and 72% for non-Pupil Premium pupils.
Tutoring sessions for both primary and secondary take place outside the regular school hours.
The severity of persistent absence
Persistent pupil absence goes beyond occasional absences due to an illness or family emergency. It involves students who are consistently absent without valid reasons and hence miss a substantial number of school days, often exceeding the accepted threshold.
According to the Department for Education (DfE), a pupil is identified as a persistent absentee if they miss 10% or more of their possible sessions. Nationally, over 1.7 million pupils (24.2% of all pupils) missed 10% or more of their school sessions in Autumn 2022-23, up from 23.5% the previous year. This compares to 922,566 absentee pupils before the pandemic.
The Centre for Social Justice (CSJ) School Absence Tracker has shown that the number of children who are severely absent remains at crisis levels and the situation worsens among pupils eligible for Free School Meals(FSM). In the 2021/22 academic year, the severe absence rate for pupils eligible for FSM was more than triple the rate for children not eligible for FSM.
Causes of persistent pupil absence
In our evidence submission, we mentioned that some of the causes of persistent absence may include:
- poor mental health
- illness including long-term illness or fear of infecting vulnerable family members with an illness
- chaotic home lives or factors such as additional caring responsibilities
- post-Covid fear of finding learning difficult, being demoralised, or feeling left behind
- lacking the confidence to engage in the classroom
What needs to change
Tackling persistent pupil absence requires a multi-faceted approach involving collaboration between schools, families, and communities. As a tutoring organisation that provides additional academic help to pupils, below are some strategies we believe can help improve attendance and engagement with the young people we support.
- Sharing drinks and snacks during tutoring sessions to reduce hunger
- Letters and text reminders to parents and parent information sessions about the tutoring and its benefits
- Incentives for pupils such as vouchers or free tickets to the end-of-year prom if they attend the majority of their tutoring sessions
- Pizza parties at the end of the programme
- Award ceremony or presentation of certificates in assembly at the end of the programme
- Reminders earlier in the school about their tutoring session and/or picking them up from their last lesson into tutoring sessions
- Integrate attendance into the positive behaviour management system such as gaining points for their ‘house’ through attendance
New DfE’s solutions to tackle persistent absence
Last week, the DfE published a notice on new plans to drive up attendance rates and attainment in schools.
- Expand the Attendance Hubs programme with nine new lead hub schools to support up to 600 primary, secondary, and alternative provision schools
- Expand the presence of Attendance Mentors in areas of the country with the highest levels of pupil absence from September
The proposed solutions are to build on the existing attendance strategy which includes guidance for schools, attendance data dashboard and the work of the Attendance Action Alliance.
Collaborative approach
Persistent pupil absence poses a significant challenge to schools and the well-being of students. If the issue is not addressed, the nation risks creating a lost generation which may give rise to a surge of problems in the future.
By implementing a collaborative approach that addresses the underlying causes, provides support, and fosters a positive school environment, we can begin to tackle this issue effectively to help every child to reach their full potential.
Tutoring subsidy cut reversed but schools need more funding
24 May 2023
The Department of Education (DfE) yesterday announced a major change to the planned subsidy reduction for the National Tutoring Programme (NTP) next academic year.
Originally, the current 60% subsidy support to schools was scheduled to drop to 25% beginning in the autumn term of next year. However, the DfE has reversed that policy decision and agreed to raise the subsidy to 50% for every pupil in receipt of the NTP for the academic year 2023-24.
We’re pleased that our concerns about the steep subsidy drop-off for the NTP next year have been listened to and the subsidy is being increased from 25% to 50% next year. However, we remain concerned that the reality is that schools that struggled to pay 40% of tutoring costs this academic year will still struggle to afford 50% next year.
Susannah Hardyman, founder and CEO of Action Tutoring
The Government introduced the national tutoring programme in the autumn term of 2020 to help pupils, especially those facing disadvantage, to recover from lost learning experienced during the pandemic school closures.
In the first year, the DfE funded 75% of the programme per pupil with schools expected to finance the remaining part. The subsidy was tapered to 70% in the second year before being reduced to 60% in the current third year. It was set to drop further to 25% next year until yesterday’s reversal announcement.
Fund allocation remains unchanged
Nonetheless, the DfE is not increasing the funding amount schools will receive next year for the NTP as it forecasts less demand and lower uptake of the scheme.
An amount of £150 million will be available to schools next year, despite calls for an increment in cash to cushion schools as they struggle with their already stretched budgets.
Furthermore, the overall amount of funding schools will receive for tutoring isn’t increasing, and given the current financial pressures on schools, we are concerned that this means that fewer pupils will be reached that could really benefit from the support
Susannah Hardyman
Limited impact in practice
With schools getting no extra funding, the DfE is banking on hopes that fewer pupils will receive tutoring next year but that more schools will at least make use of the funding available. In practice, the subsidy reversal without an increment in tutoring cash will have a limited impact on the number of pupils who receive tutoring in schools.
For instance, in a school that has 50 pupils in receipt of Pupil Premium:
This year they received £162 per pupil premium pupil (60% of £18 an hour x 15 hours) each. For 50 pupil premium pupils, this would give a school £8,100, which would enable 50 pupils to get 15 hours at a 60% subsidy.
However, next year schools will get £67 each per pupil premium pupil (25% of £18 an hour x 15 hours). Using the same example, a school with 50 pupil premium pupils would receive £3,350, enabling 25 pupils to get 15 hours at the newly announced 50% subsidy.
More needs to be done
The increase in subsidy to 50% next year is very welcome to ensure that schools stand a chance of continuing to access tutoring. However, with the nation recording the largest attainment gap in a decade last year and schools struggling with budget squeezes, more still needs to be done to ensure that pupils in receipt of pupil premium and those below the expected standards reap the full benefits of tutoring.
At Action Tutoring, we’re pleased that our fundraising and philanthropy efforts mean we can support schools further beyond the NTP to ensure tutoring really is reaching those that need it most and minimising the barrier of financial pressures on schools.
We believe additional investment is needed long-term to ensure tutoring is sufficiently embedded in the education system widely and particularly, reaches those that need it most.
Susannah Hardyman
DfE updates NTP figures on Pupil Premium, courses and school participation
20 April 2023
With the National Tutoring Programme (NTP) in its third year, the Department for Education has today updated its statistics on the number of courses, school participation, and pupil characteristics.
The NTP was introduced in July 2020 as a four-year education recovery scheme to support children whose learning were most affected by the Covid-19 pandemic disruption.
As an accredited Tuition Partner that existed long before the NTP and advocated for its introduction, we keenly follow the evidence and impact of the scheme to ensure it’s on track to help students, especially disadvantaged, to recover from learning loss, with the hopes of narrowing the attainment gap.
Here are four quick takeaways from today’s updated statistics:
· Pupil Premium target
Half of pupils receiving tutoring support under the scheme are in receipt of Pupil Premium (PP) – an annual grant given to schools to improve the attainment of children from low-income households or eligible for Free School Meals (FSM).
According to DfE, “49.8% were known to be eligible for free school meals (FSM) within the last 6 years.”
Although it’s encouraging that 1 in 2 pupils benefitting are from lower income households, the percentage is below the original 65% PP target the scheme was aiming when it was first established.
We are proud that 70% of the pupils we support at Action Tutoring are in receipt of Pupil Premium. Tutoring should be overwhelmingly focused on pupils from low-income backgrounds.
We would advocate for the NTP to remain focused on disadvantaged children by ensuring at least two-thirds of NTP recipients are from disadvantaged backgrounds to help narrow the attainment gap.
· Schools Participation in NTP
As of mid-January 2023, DfE estimates “that 65.7% of state schools have participated in the NTP in the 2022-23 academic year.” This represents an increase of over 5 percentage points as compared to the figure as of March 2022, which was 59.9%.
About three-quarters of schools have indicated that they intend to deliver tutoring this year.
· Special Education Needs or Disability (SEND)
The new figures paint a picture of SEND pupils who are receiving tutoring in schools. The data shows 28.3% were known to have special educational needs.
It is encouraging to know the NTP is reaching pupils with special education needs.
· NTP courses started
The new data estimates that at least 839,495 starts had been made by pupils on tuition courses through the NTP in the 2022-23 academic year alone, resulting in total course starts of at least 3,365,598 as of January this year.
The new total figure is just over half of the original 6 million course starts target of the NTP when it was rolled out in July 2020. Given the NTP is in its third year, it would have been more encouraging if two-thirds of the target figure were reached, however we acknowledge the continuous efforts of the DfE to advance the figures on courses.
More NTP data needed
The NTP data released today is limited as compared to previous statistics. It focuses on restricted data from schools, without indidicating in detail the different tuition routes.
Today’s data did not capture geographical breakdown of tutoring uptake, which indicates whether the scheme is reaching pupils in cold spots or hard-to-reach areas.
We look forward to more extensive data with estimates broken down by region and the different NTP routes – school-led tutoring, tuition partners, and academic mentors – for greater understanding of the scope and impact of the programme.
Seven connections to help us create change
22 July 2021
Learn about Action Tutoring’s conversations with local MPs this summer.
We know that what happens on programmes is important. But in an average session, do the pupils and their tutors feel how significant their actions truly are?
Extra marks are gained, concepts are grasped for the first time, new future chances open up slightly more each time a pupil turns up and tries. But beyond individual growth, what happens matters on a greater scale. Everyone involved in our programmes is part of a nationwide movement, where people show up in the belief that a great education can make a more equal society.
Sometimes an opportunity arrives to show pupils and tutors that their efforts are being noticed. At 12pm on Friday 2nd July our Programme Coordinator, Sam, was about to set up for the usual afternoon session at Heathfield Primary School in Nottingham. Things felt a little different, though; two journalists and a camera person were expected at the school reception. The Member of Parliament for Nottingham North, Alex Norris, and our Interim CEO, Jen, would soon be arriving.
Not long after our first programme launched in Nottingham in 2019, Alex agreed to visit an Action Tutoring partner school to see the work being done. When the pandemic closed school doors, the visit couldn’t go ahead. Alex still helped us to get the word out to others at a crucial time via his newsletter.
It was an exciting moment, then, to finally welcome Alex to a session at Heathfield Primary School in July this year. Sam told us about the atmosphere on the day. “The pupils buzzed with a mixture of excitement and nervousness at the opportunity. Their heads were down and focused despite copious distractions. Some were even more studious than usual in a bid to impress their local representative!”
This was a chance for everyone to celebrate the admirable effort pupils had made since November. Sam could see how motivated they were to show off their work and quiz the MP. “The challenging questions they posed to Alex were certainly testament of this, as well as their working-strewn whiteboards which they returned to me at the end of the session.”
Less than a week later, a similar moment was about to happen at Ark Victoria Primary Academy in Birmingham. The committed MP for Yardley, Jess Phillips, had already witnessed local tutors working with pupils at another partner school back in 2017. But this time, circumstances were quite different. At 8am on Thursday 8th July, just before Jess arrived, tutors were logging in from Birmingham, Cambridgeshire, Exeter and beyond, ready to lead a productive and joyful final session with the Year 6s at Ark Victoria.
Justina has been tutoring at the school since last November and helped her pupils formulate questions to ask Jess Phillips during the visit. “It has been an incredibly rewarding experience to volunteer and support the learning of year six pupils remotely, at a primary school local to me in Birmingham.
“Despite the disruption caused by the pandemic over the last year, my pupils have shown enthusiasm, been willing to learn and have continued to make progress. I’m really looking forward to next year.”
This was the last session for Year 6 at Ark Vitoria after a big year. Another exceptional tutor, Elaine, has been on this journey with the pupils whilst living elsewhere in the country. “As the school year draws to a close, I am really reflecting on how lucky I have been to be able to work with the pupils at Ark Victoria Primary. They have been so cheerful and worked so hard – a great reminder to try our best when sometimes things seem too difficult. I work with Action Tutoring because I want to help young people achieve their best and am always amazed by how receptive the pupils are to the tuition – they always make me want to do more.”
Action Tutoring is hugely grateful to Alex Norris and Jess Phillips for their time and support for these pupils. Their active interest in our work locally has provided a special end to a year of hard work by all involved in our programmes. It has also already helped Action Tutoring forge new connections in the wider community.
Action Tutoring reaches out to local leaders each year, to highlight the benefits of our work and seek support in raising awareness of what we do. This summer, Action Tutoring has met with seven MPs nation-wide to share the progress its pupils are making in their constituency, despite the additional barriers these pupils face. This seven includes two members of the House of Commons Education Select Committee. Programmes succeed because of the hard work of people in the community – whether that’s the young people themselves, volunteer tutors or the essential school team. These conversations have helped us celebrate and showcase these efforts. Going forward, we hope that deepening these connections will help us to sustain and grow the impact of our work for the unique and vibrant children and young people on our programmes.
George Floyd’s death, one year on
25 May 2021
On the first anniversary of the death of George Floyd, Action Tutoring HR and Safeguarding Manager, Jasmin Bemmelen, reflects on the steps the organisation has since taken to improve diversity and inclusion across the charity.
Equality, inclusion, diversity – words that have been buzzing across the world since the death of George Floyd, one year ago. As a result of this event, a problem that has existed for years resurfaced in many people’s minds and the public mood reached a breaking point. His death woke many of us up to the fact that inequality and exclusion are still a reality and that now is time to make the change happen.
These topics are a priority for me as the HR and Safeguarding Manager and the lead for diversity and inclusion at Action Tutoring. Questions such as: ‘How can we change processes and mindsets within a short period of time?’; ‘How can we become a more inclusive employer?’; ‘How can we support our staff on the journey of fixing implicit bias?; ‘How can we break the status quo and dare to have brave conversations about topics that we believe are ‘taboos’ or ‘not appropriate’ to have?, are constantly on my mind.
Working with a wide range of stakeholders (pupils, teachers, tutors, parents and guardians, funders and staff), we knew we had to start the journey of implementing new diversity and inclusion policies, in order to generate the change we want to see across the charity. As part of this, I created a working group that meets monthly, to propose and work on positive actions for the wider team. Every day, we are discovering more elements of our work that we can improve. We are constantly adjusting to become as inclusive and diverse as we possibly can and I believe that this will continue to improve over time.
We need to break down the concepts of inclusion and diversity and convert them into tangible actions, turning them from abstract ideas to concrete steps, so that everyone can get on board.
As a result, we have been implementing ‘everyday actions’ to encourage diversity and inclusion at Action Tutoring, such as:
- ‘Broaden your horizon’ Club – providing a safe space for staff to share their thoughts and ideas, whilst learning more about topics they might not have visited or thought about before.Team members come forward with topics they would like to discuss and resources are shared at the club meetings.
- Adopting the HALO code – we have adopted the very first code that protects Black employees who come to work with natural hair and hairstyles associated with their racial, ethnic, and cultural identities.
- Lunchtime catch-ups and socials to celebrate and create awareness of important dates – (e.g. International Women’s Day; International Day Against Homophobia, Biphobia and Transphobia; Eid and Ramadan).
- Inclusive email signatures – our signatures now have the option to include gender pronouns, recognising the need for pronouns in today’s culture, so that applicants and employees feel comfortable to do the same so that everyone can be addressed correctly.
- Long emails and newsletters now recorded for audio format – for those who prefer to digest information in an auditory way.
Through this process, I soon realised that my own expertise is limited and that if we want to challenge the status quo, external support for our recruitment processes would be needed. Receiving a equality, diversity and inclusion grant and with it the consultancy from the TPP, a recruitment expert consultancy, means we come one step closer to a more diverse team and a more inclusive working environment. We can start becoming the change we want to see in our society, which can ultimately increase our positive impact on the pupils, tutors and schools that we work with.
This anniversary has helped me to reflect on the positive actions we have taken so far, as well as how much more we need to be doing. Going forward, increasing diversity and inclusion across Action Tutoring is a journey that we are committed to continuing on.
To keep updated with the policies we continue to implement at Action Tutoring, please read our blog and subscribe to our newsletter.
Open up the doors
20 August 2020
This GCSE results day, CEO Susannah Hardyman explores how Ofqual’s exam grading system reproduced the long-standing disadvantage that Action Tutoring exists to tackle, and looks at the consequences of the government’s grading U-turn for this and next year’s school leavers.
Unlike the A Level ‘fiasco’, as it is being widely termed in the media, this GCSE results day we know what’s coming – the government’s U-turn on Monday awarded centre assessment grades (CAGs) to pupils for both A Levels and GCSEs following outcries of injustice at the A Level grading system used.
Initially, instead of using CAGs, the government planned to use an algorithm developed by Ofqual for this year’s results. While overall this produced A Level results that looked broadly in line with last year’s, it didn’t take long to reveal that some big injustices lay under the surface. 40% of grades had been downgraded from the original CAGs submitted by schools and colleges, infuriating pupils and teachers, and when studied more closely it emerged that:
- Only 10% of private school grades were downgraded, versus 25% of those at state schools.
- Further Education (FE) colleges overall had their worst set of results over a three year average.
Why did this happen? The algorithm favoured smaller class sizes, where there were fewer pupils for teachers to rank, and also subjects with fewer entries like Classics. Both factors favoured the private school set-up and disadvantaged significantly larger colleges.
Further outcry ensued when it transpired there was no clear plan for an appeals process, with a lack of clarity on A Level results day on whether appeals would have to be paid for by schools and pupils (which would put those who are better-off financially at an advantage). Ofqual initially published appeals guidance on its website on Saturday, only to rapidly take it down again a few hours later.
This blog from our friends at the The Access Project – a charity that works to support young people from disadvantaged backgrounds to get into top universities – described the challenges faced by pupils that had not been given the grades they’d hoped for as they battled through the clearing process. These students suddenly found themselves in the midst of disappointment, having to advocate for themselves and argue their case to admissions tutors, a skill that many would not be equipped with if they didn’t have strong support from teachers and families.
The U-turn on Monday to award CAGs at GCSE and A Level has resolved some problems. I believe that given the circumstances and concerns that had emerged, it was the right thing to do. However, there is no doubt that other issues have been created, as highlighted brilliantly in this piece by Maria Neophytou, Interim CEO at Impetus, one of Action Tutoring’s largest funders. Evidence shows that disadvantaged pupils are more likely to have grades under-predicted by their teachers, so CAGs still can’t guarantee a fair result – a concern flagged very early in this process and a key one for Action Tutoring. Universities now face a huge challenge as more pupils than ever receive the grades they need to secure places, creating a huge pressure on admissions. Deferring may be the answer for some, but it will not be straightforward filling their year out in the middle of a recession. This also creates more pressure on places next year.
Inequality in education in the UK is not a new problem. That is exactly why Action Tutoring has existed since 2012, to tackle the attainment gap, with successful results. Lockdown has exacerbated these inequalities whilst also bringing them to the public’s attention. But, as Chair of the House of Commons Education Committee, Rob Halfon MP, said this week: “This is a long-term problem which was hiding in plain sight in GCSE results before this year’s extraordinary events. It requires a long-term, targeted solution to tackle the persistent disadvantage.”
Ultimately all of this matters because pupils’ lives and futures are at stake. Grades make a difference to where you can study, the course you can take, the jobs you might be considered for. It was a favourite mantra of my headteacher at secondary school, emphasised at the start of every September while informing the whole school assembly on that summer’s performance, “Grades open doors,” – they may not be the only thing that gets you through the door, but they give you a fighting chance of getting it open. When I was dropped off at university by my parents, feeling totally overwhelmed and unbelievably lucky to have been offered a place at Cambridge, the college had this beautiful huge door that opened up to the grounds. My mum looked at it and said, “See – Mrs Freeman was right. Grades opened doors.” Yet, last Thursday, it must have felt to many pupils that Gavin Williamson was slamming the door firmly shut.
It’s precisely because grades open doors that GCSE results day matters so much. For pupils to progress into further education, employment or training, they need at least to meet national standards in English and maths. Action Tutoring focuses relentlessly on those at risk of just missing out on these pass grades, because without them, prising those doors to opportunity open becomes much harder. It would have been a travesty if GCSE pupils had faced the same results day as those picking up their A Levels last week, with all manner of longer term consequences for disadvantaged pupils who were more likely to be downgraded by the algorithm.
With the government having made the decision to trust teacher judgment (and now looking set to rely on school based assessment for BTECs too, albeit with a very last minute change affecting half a million pupils), given the incredible circumstances we find ourselves in this year I would much rather risk grades being over-inflated than underestimated, with everything pupils have already been through. For anyone moving from Year 11 to the next stage in their life, getting back into learning again since school closures in March will be an enormous challenge and the job market will not be favourable for young people for a long while to come. Giving them the benefit of the doubt with their grades would seem to be the least we can do to help them with their next step, rather than risking giving them grades that under score them.
Whilst at Action Tutoring we had to say an abrupt goodbye to our Year 11 cohort, we are looking forward to getting back to what we love doing in September: running tutoring programmes, building pupils’ confidence and seeing their satisfaction as they finally grasp concepts they’d struggled with. With the National Tutoring Programme (NTP) on the horizon, the unprecedented need for catch-up support and now the option to run our programmes online, we know it’s going to be busier than ever. We are calling for the National Tutoring Programme to be extended beyond one year. Pupils need and deserve sustained support and the NTP could have the real potential in the long run not just to help pupils catch up from lost learning from covid-19, but to work to close the attainment gap in the UK further. However, we can’t deliver on our mission without the hundreds of volunteers that sign up to tutor with us every year. Would you or someone you know consider being one of them, or spreading the word to others? You really can help to open those doors for pupils, at a time when it’s never been more needed.
Susannah Hardyman, CEO.
COVID-19 set to further widen attainment gap between the UK’s 28% of disadvantaged children and their more affluent counterparts in state education warns charity CEO
2 April 2020
Susannah Hardyman, CEO of education charity Action Tutoring discusses COVID-19 and the impact of school closures on children from less well-off backgrounds.
March 2020 marked a seismic shift in education, with schools nationwide closing their doors to all but the children of key workers and the most vulnerable, whilst grappling to implement online solutions in a bid to provide effective teaching and learning to pupils. The shift also prompted unprecedented demand from affluent parents for private tutoring – an industry with an annual income of over £2bn – keen to shield with online support their children from spring/summer learning loss.
But what about the 28% of pupils in state education deemed as disadvantaged – pupils who may not have access to high bandwidth broadband to facilitate remote learning and likely won’t have space to work in which to work easily in cramped accommodation. Currently every year 75,000 disadvantaged children leave school without basic qualifications in English and maths. Pupils from disadvantaged backgrounds are not less academically able, but lack of access to tools and resources means currently only 41% of this group pass English and maths GCSEs, compared to 69% of all other pupils.
Motivation is also set to prove a challenge. We all know that it is far easier to engage with a pupil in person than it is to motivate them to work online, especially if their parents are not available to support and encourage them or that child is struggling academically. Forcing attendance of online sessions will, I believe, be highly difficult to enforce or even encourage.
Sadly, it seems inevitable that the current national crisis will further widen the attainment gap. While many schools are doing all they can now to mitigate this, and are proving themselves in so many ways as the fourth emergency service, disadvantaged children are going to need more support than ever before to catch up in the months to come. That support will no doubt need to take many forms, but tutoring is a well known, effective intervention that can play a big role in raising attainment.
As a key provider of school-based intervention programmes incorporating tutoring solutions provided free to disadvantaged pupils, Action Tutoring is calling on the government to provide catch up funding for disadvantaged pupils once schools are back to normal business in addition to the Pupil Premium funding. This could enable schools to provide extra support such as additional tuition for disadvantaged pupils – who are already 18 months behind their more affluent counterparts by the end of secondary schools – to help prevent them from falling even further behind. In the short term, Action Tutoring, along with other organisations, are lobbying the Department for Education to provide laptops and broadband access to those that need it to facilitate home learning more easily.
Whilst exams may have been scrapped for this year, learning is for life and not just for exams. Good standards in English and maths in particular are crucial to progressing well in further education, employment or training. Schools will be and are doing all they can safely to alleviate the immediate impact of the current crisis on their pupils. This crisis has seen an incredible outpouring of community spirit, whether through food banks or local groups setting up to look out for their neighbours. But COVID-19 is going to have a long lasting impact on society.
Volunteers and charities will be needed more than ever before, backed by the government, to help schools pick up the pieces and enable their pupils, whatever their background, to flourish in every way. The immediate volunteer and charity efforts are hugely encouraging but as many are saying, this is going to be a marathon not a sprint. Those efforts are surely going to be needed for a long time to come.
Over the last few years Action Tutoring has built up healthy reserves, which we are very thankful for at the moment. We are also grateful to our many funders who are standing with us through this period. However, we are facing a loss of income due to not being able to deliver in schools. Therefore, any donation would be very gratefully received to help us compensate for this and ensure we can be in a strong place to be ready to support our pupils as soon as we can safely do so.
We also hope to engage many more volunteers to ensure we can help these pupils get back to where they should be.
Apply here to volunteer or visit our fundraising page to donate – thank you for making a difference in a very challenging time.
We are also working hard to prepare an online offering of our tutoring model. It’s still early days, but please do register your interest here if you would like to hear more about these developments.