advocacy

Summer policy and advocacy update

As the dust begins to settle following a momentous election, the education policy landscape is poised for significant change. Disappointingly, education didn’t feature highly in the election debates, but the pledge to recruit 6,500 teachers has already been making headline news over the weekend. We know that Labour has the potential to reshape key parts of our educational system in profound ways. I was fascinated to read this piece by Ed Dorrell at Public First talking not so much about specific policies but about the different mindsets and approaches that a Labour Government could bring to education. Well worth a read!  

We were disappointed that the Labour manifesto didn’t make a specific tutoring commitment (it was however in the Liberal Democrat manifesto); neither was there anything specific on tackling the attainment gap, now at its widest in over a decade. However, that’s not to say there wasn’t plenty in there relevant to our work and to give reason for optimism. 

Teachers, teachers, teachers

“As we all know at Action Tutoring, great teachers are at the bedrock of a strong school system and education for all pupils” – Susannah Hardyman, Action Tutoring founder and CEO

With a new look team in place, all eyes in education will be on Bridget Phillipson, the new Education Secretary, to see how Labour’s education pledges manifest in practice. Top of her inbox and making headlines even today is the pledge to recruit 6,500 new teachers. In addition, Catherine McKinnell has been announced as an education minister. At time of writing, her exact remit is yet to be confirmed. We had a great meeting with Catherine in April this year, so we are pleased to continue this relationship.

Otherwise, as we well know at Action Tutoring, great teachers are the bedrock of a strong school system and education for all pupils. We’ve seen first hand in recent years the huge challenges our schools have faced to recruit and retain them. However, there’s been criticism that there has been little detail on how this will be achieved – one to watch. This policy has garnered major support, emerging as the most popular education pledge during the campaign.

The all important early years

“This isn’t just about childcare – but the learning and education that is so crucial to children’s development, ensuring gaps don’t open up early on” – Susannah Hardyman, Action Tutoring founder and CEO

Starting even earlier though, we know Labour have a real interest in tackling the issues that can emerge right at the beginning of a child’s life, with a pledge to open an additional 3,300 nurseries by upgrading space in primary schools, to deliver the extension of government-funded hours families are entitled to. This isn’t just about childcare – but the learning and education that is so crucial to children’s development, ensuring gaps don’t open up early on.

You can’t learn if you’re hungry

Children can’t learn or concentrate well if they’re hungry and with child poverty significantly on the rise in the last few years, a key Labour pledge throughout the campaign has been to propose free breakfast clubs in all primary schools. Labour’s manifesto commits to spending £315 million on this initiative by 2028-29, although details of the implementation model remain unclear. Here at Action Tutoring, we’re excited about the possibility of linking our early morning tutoring programmes more closely with breakfast clubs, something we’ll be exploring over the coming months.

It all needs funding…

“We know Labour is coming in fiscally conservative, so it remains to be seen if more will be done to improve the overall state of school funding” – Susannah Hardyman, Action Tutoring founder and CEO

It won’t surprise readers to know that school funding remains a hot topic. Another pressing item in Bridget’s inbox will be whether the teacher pay rise will be fully funded this year and how to address school funding falling in real terms since 2010, plus the fact that the Pupil Premium has not been uprated in line with inflation. 

We know Labour is coming in fiscally conservative, so it remains to be seen if more will be done to improve the overall state of school funding. Disappointingly, school spending ranked just seventh, at 15%, when asking the public about spending preferences for government funding in a survey carried out by Public First. Understandably, a large preference (68%) was given to increasing NHS funding, but this highlights a significant challenge for organisations such as ourselves, who will always remain strong advocates of education investment – not least because a well educated workforce is the future of the economy. 

What about the curriculum?

Other areas to look out for over the coming months include a comprehensive curriculum review, focusing on fostering creativity, digital literacy and communication skills to equip young people with the tools needed for success in life and work, beyond the education system. The curriculum went through major reforms under the last Conservative government, not least the introduction of phonics in reception and KS1, but for many the return to a focus on oracy skills will be welcome.

Mental health – a pressing challenge of our times

Having recognised the critical link between mental health and educational success, in tandem with the mental health crisis that has fallen on pupils following the pandemic, Labour has pledged to employ mental health support staff in every school. This is an initiative which is part of a broader community-wide approach to Special Educational Needs and Disabilities (SEND), which includes the establishment of accessible drop-in hubs offering community-based mental health support for children and young people. Funding for school mental health services was a major priority among the public during the campaign and it’s hugely popular with teachers too, as shown in this Teacher Tapp poll. 

And post-school

Finally, what about post-school? There are plans to reform post-16 education with a pledge to guarantee training, apprenticeships, or job support for all 18 to 21-year-olds and create ‘Skills England’ to unite businesses, training providers and government to develop a highly trained workforce. 

What next for Action Tutoring

“Delivery of tutoring programmes is at the heart of what we do; we also have so much to contribute and influence more widely in the education landscape” – Susannah Hardyman, Action Tutoring founder and CEO

Advocacy has been a pillar of our strategy since 2022, recognising that while our delivery of tutoring programmes is at the heart of what we do, we have so much to contribute and influence more widely in the education landscape from all we’ve learnt over the last 12 years, to ultimately help us achieve our mission. We know public funding is very tight, but we hope for the next parliament, a commitment to funded tutoring for those from disadvantaged backgrounds could be back on the agenda. In the meantime, we’re looking forward to the following:

• Taking part in panels at Labour and Liberal Democrat Party conferences in September hosted by the Educational Policy Institute (EPI) and alongside our sector friends Get Further, Tutor Trust and Impetus.
• Working with Public First on two new reports looking at the lessons learned from the National Tutoring Programme (NTP) and a tutoring policy proposal (‘Tutoring Guarantee’) for the newly-elected Labour Party, with the aim of launching these early in 2025.
• Re-mapping all of our MP contacts and inviting local MPs to visit tutoring programmes in schools in their constituencies, so we can show them first-hand the difference we make and build up a fresh base of supportive MPs.
• Working with friends in the sector to engage Ministers, the Education Select Committee and the Department for Education, building relationships with the new teams and ensuring that tutoring doesn’t leave the agenda.
• Continuing to chair the Fair Education Alliance Tuition Advocacy Group, a network of charities passionate about the potential of tutoring to tackle the attainment gap.

Find out more and keep up to date

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A turning point for tutoring? The debate that brought our mission to the House of Commons

This week, the House of Commons held a Westminster Hall Debate on tutoring provision in England. The debate itself is unquestionably a positive step. Politicians from across party lines acknowledged the transformative impact of tutoring. They highlighted its ability to close the attainment gap and boost pupil confidence. Action Tutoring was highlighted specifically for its work by MP Paul Howell.

MP and Liberal Democrat Spokesperson for Education, Munira Wilson, proposed the debate. She proceedings arguing for the continuation of government-funded tutoring programmes for disadvantaged children. Quoting research from The Sutton Trust, Public First, and the Education Endowment Foundation, Ms Wilson urged the minister for education to “do battle with his Treasury colleagues” and find funding for tutoring.

Much of our advocacy work, alongside that of our colleagues from Get Further and The Tutor Trust was mentioned. Multiple case studies and the letter to parliament signed by over 500 schools all reinforcing the point that stakeholders including pupils, parents, and teachers all support continued investment in tutoring programmes.

Shadow Minister for Education, Catherine McKinnell, criticised the government for neglecting the National Tutoring Programme (NTP) despite its potential benefits. She highlighted the significant learning gaps caused by the pandemic, especially for disadvantaged pupils. Despite improvements to an initially flawed NTP, schools likely can’t afford to keep it going due to a lack of continued funding.

In his response, the Rt Hon Damian Hinds, Minister of State for Education, defended the decision to end funding for the NTP. Stating that the Government believes tutoring remains important and schools will continue to be able to use pupil premium funding to support it. This is a sentiment that was not supported by many members present.

What now?

Action Tutoring remains firmly committed to providing access to quality tutoring for all pupils who need it. We are actively exploring alternative funding options, including increased philanthropic support, to keep costs low for schools and continue offering our services.  However, this cannot replace the long-term, sustainable funding that is needed to truly embed tutoring within the education system.

Setback, not stopgap: Funding cuts won’t end the fight for equitable access to tutoring

In disheartening news, the Government has decided not to renew funding for the National Tutoring Programme and the 16-19 Tuition Fund, as confirmed in today’s spring budget. While acknowledging the difficulties this presents for schools facing very significant budget constraints, we at Action Tutoring remain resolutely steadfast in our commitment to support pupils facing disadvantage. We predate the National Tutoring Programme and have a long history of providing vital tutoring support.

We believe every child deserves the opportunity to thrive, and that’s why we have been actively exploring alternative funding options. To this end, we will subsidise 60% of programme costs through philanthropic activities next year, significantly reducing the burden on schools and ensure continued access to this crucial support for disadvantaged pupils. We will soon release further details about our customised programme offerings for 2024-25. In the meantime, please share this information with any colleagues facing concerns about affording vital tutoring support. We stand ready to help more schools in the face of this funding gap.

The founders and CEOs of Action Tutoring, Tutor Trust and Get Further have worked in collaboration throughout this time, campaigning for tutoring to be accessible to pupils from all backgrounds. They have come together again to produce the following statement in response to the spring budget:

Today is a truly disappointing day for education in England. In the face of the evidence, the Government has chosen not to renew funding for the National Tutoring Programme and 16- 19 Tuition Fund.

Both were launched in 2020 with much fanfare, to address lost learning due to the COVID- 19 pandemic. Tutoring was chosen, because, as ministers have repeatedly pointed out, we know it works. An evaluation of tutoring by the Educational Endowment Foundation has proved it. The aims of the programme were to build back from COVID-19, to embed tutoring in the education system, and to help tackle the attainment gap. We know tutoring has had an impact, but COVID-19 still casts a shadow over our education system, more time is needed to embed tutoring into the system, and the attainment gap is yet to be tackled. Indeed, former Education ministers Lord Blunkett and Robin Walker, and experts on social mobility such as Professor Lee Elliott Major and Alun Francis, the chair of the Social Mobility Commission, all believe tutoring for the poorest young people should have its own dedicated funding stream.

What is more, research has shown that 85% of parents believe tutoring had positively impacted their child’s mental health and self-confidence. In the face of a crisis in school attendance, there, too, tutoring has an impact: 68% of parents said it had improved attendance. Economic modelling has suggested a £4.3 billion benefit to the economy from the NTP between 2021-2023. For every £1 spent on tutoring, there was a benefit to the economy of £6.58.

In short, tutoring closes the attainment gap, makes society more equal and, properly invested, helps solve the crisis in productivity. Implementation has not always been straightforward, but 5 million courses later, we’re confident that the NTP and 16-19 Tuition Fund has made a real difference.

Between our three organisations, we have worked with over 50,000 pupils, from primary schools to colleges. We are acutely aware of the pressure schools face, and how stretched the Pupil Premium has become. In the absence of dedicated funding from the NTP and 16- 19 Tuition Fund, the Pupil Premium will be squeezed further, and there is no Pupil Premium post-16. Colleges, sixth-forms, and schools will be forced to significantly scale back or cease tutoring altogether, and four years’ worth of tutoring infrastructure is now set to crumble.

The NTP and 16-19 Tuition Fund had taken huge steps towards making tutoring accessible to all who need it, not just the wealthy. In its absence, an all too familiar story will continue: young people from low-income backgrounds will miss out.

We call for an immediate reversal of the government’s decision.

Susannah Hardyman (Action Tutoring)
Abigail Shapiro (Tutor Trust)
Sarah Waite (Get Further)

A powerful voice delivered: Petition for tutoring funding reaches Downing Street

On 8th February, 2024, a resounding message was delivered to Downing Street. A message driven by data, backed by educators, and amplified by the potential of countless pupils. Action Tutoring CEO and founder, Susannah Hardyman and fellow representatives of the Fair Education Alliance presented a petition demanding the continuation of vital tutoring funding for schools and colleges.

524 teachers and senior leaders from 423 schools and colleges have signed the petition. All are united in their support for essential funding to ensure their pupils receive the academic support they need for success. After four years, the government is set to end funding for its flagship National Tutoring Programme (NTP) this summer. Boris Johnson launched the £1.5 billion programme in 2021 in order to address the national educational gaps exacerbated by the COVID-19 pandemic.

The economic and social case for tutoring

This move comes at a critical juncture. The pandemic’s shadow lingers, widening the attainment gap and placing immense pressure on school budgets. However, research paints a clear picture of the transformative power of tutoring, proving it to be a powerful response to this challenge:

• Public First highlighted a £4.3 billion net benefit to the economy from the NTP between 2021-2023. This substantial impact is driven by individuals who, through tutoring, enhance their grades and subsequently secure higher lifetime earnings.. This translates to 430,000 grade improvements, opening doors to further education, higher earnings, and a brighter future. For every £1 spent on tutoring, there’s a benefit to the economy of £6.58. 
• Action Tutoring’s impact report brings the numbers to life: a 14-percentage point jump in maths standards for disadvantaged primary pupils, a 13-percentage point rise in GCSE pass rates for secondary pupils. All whilst simultaneously empowering confidence and engagement across the board for those who received tutoring support.

These figures aren’t just statistics; they represent lives changed, potential unlocked, and a more equitable society built.

One pupil’s plea for continued tutoring

In the midst of discussions about the potential end of vital tutoring funding, a poignant moment unfolded at a recent school visit by Labour MP Catherine West. When informed by his headteacher that the Government may not fund tutoring next year a, normally shy, 10 year year-old wanted to ensure he had a chance to speak to the “lady from parliament” with a message that resonated deeply:

“I just wanted to tell you how good English tutoring has been for me. Sometimes I struggle with and feel quite anxious about my English, such as my vocabulary, and my tutor has really helped me. I speak a few languages at home and it really helps me be better at English.”

This wasn’t just a casual comment; it was a testament to the transformative power of tutoring. His message serves as a powerful reminder to policymakers: don’t let this story end prematurely. Don’t deny countless other children the chance to experience the transformative power of individualised support.

What can you do?

• Share this message, raise your voice, and contact your representatives! For a template letter to contact your MP about funding extension, email us at hello@actiontutoring.org.uk.
• Stand with the Fair Education Alliance and organisations like Action Tutoring in demanding a brighter future for all.
• Donate or volunteer your time to tutoring programmes in your community.

Party conferences 2023: Key takeaways on tutoring and education

Over the past two weeks, the country has witnessed a flurry of political activity as the Liberal Democrats, Conservative and Labour parties held their annual party conferences in Bournemouth, Manchester and Liverpool respectively.

Party conferences are platforms for parties to unveil their policy proposals, debate critical issues, and set the tone for their future agenda. Party members, think tanks, trade unions, charities, and businesses converge to take part in debates and panel discussions.

Our CEO, Susannah Hardyman, joined education panels organised by the Education Policy Institute (EPI) and Centre for Social Justice (CSJ) at both party conferences, alongside our charity friends, Get Further and the Tutor Trust. The panel discussions revolved around building entrenched support for tutoring, keeping the National Tutoring Programme (NTP) focused on disadvantaged pupils and making it a permanent fixture in our education system.

As a charity that fights for better outcomes for disadvantaged children, attending party conferences helps us to advocate for broad systemic changes and drum home the long-term benefits of tutoring. With the future of the NTP and extra funding for schools hanging in the balance, party conferences are critical opportunities to engage all parties on these issues, especially ahead of the autumn statement in November.

Long-term tutoring

The Liberal Democrats have pledged to provide free, targeted, small-group tutoring for 1.75 million pupils struggling with their studies. The party’s education spokesperson, Munira Wilson MP, said the commitment is aimed at filling the void left by the National Tutoring Programme, which is set to end next year. Read more in our blog.

Joining our CEO for the panel discussion on fixing educational disparities across the UK at the Labour Party conference were Children’s Commissioner Dame Rachel DeSouza, Tutor Trust CEO Edward Marsh, Get Further CEO Sarah Waite and Deputy Mayor of Greater Manchester, Kate Green.

The panel’s general consensus was that tutoring should be targeted at more disadvantaged young people who need it. Agreeing with Susannah that the NTP needs to be “unashamedly focused on disadvantaged children,” Dame Rachel charged the Labour Party to support tutoring but focus it on those kids who most need it in the most disadvantaged areas.

“We need to intensively support kids in schools. Tutoring is a key part of that support but needs to be targeted and delivered through high-quality tutors to support disadvantaged children across the country.”

Dame Rachel

Referencing some key findings from the Future of Tutoring report by Public First, Susannah said “Tutoring doesn’t just tackle academic disparities but also has wider, spill over benefits. Teachers reported an increase in pupil confidence, attendance, and relationships with others.”

Review the NTP

In a Q&A session, shadow education secretary, Bridget Phillipson voiced Labour’s intention to review and rectify the challenges of the National Tutoring Programme, introduced by the current government, as part of a broader effort to address the enduring impact of Covid-19 on education. She expressed eagerness to explore how to provide more tailored support for children to help them recover lost learning, both in the short term and long term.

“We know that the pandemic has had an impact and will cast a long shadow over the next decade and more because the government failed to deliver a proper plan”

Phillipson said, expressing interest in looking at effective interventions

Recommendations for the NTP

On the panel discussing tutoring for the future at the Conservative Party conference, Susannah called for the reinstatement of the pupil premium targets, small group tutoring and extra funding for schools to achieve the goal of the NTP of education recovery and closing the attainment gap.

“NTP hasn’t stayed true to its vision of being focused on the disadvantaged with the removal of pupil premium targets and change of group sizes. The recommendations for the NTP to succeed are: focus resources on the most disadvantaged children, stay true to the evidence base, retain the 1 to 3 group size and increase funding for take up.”

Susannah

Susannah reiterated these NTP recommendations in a recent op-ed in TES to increase uptake and impact of the initiative and narrow the attainment gap.

As the NTP approaches its final year in 2024, there is a legitimate concern that the progress made in integrating tutoring into schools, particularly its role in supporting post-COVID recovery, may be lost if the plugs are pulled. With the attainment gaps at primary and secondary levels widening, it is important, now more than ever, to make high-quality tutoring widely accessible, especially for pupils from low-income families and disadvantaged communities.

“This is not the time to withdraw this critical support. To enable schools to effectively plan for the long-term integration of tutoring, they require early clarity on the continuation of funding. Government should be fully committed to making tutoring a mainstay in our education system.”

Susannah

Tutor Trust CEO, Edward Marsh, in his reflections on party conference season published on LinkedIn said “While it’s reassuring that all three parties have recognised that tutoring is a vital tool in providing greater equity and a fairer education system for all, there’s still a lot of work to be done.”

Key education-related announcements at the party conferences

The Conservative Party led by Prime Minister Rishi Sunak said in his speech that bolstering education was “the closest thing we have to a silver bullet” describing it as “the best economic policy, the best social policy, the best moral policy“. Although this is an encouraging rhetoric, more is needed in terms of actions and policy to demonstrate this commitment practically.

Combining post-16 qualifications

One striking announcement was the merging of A-levels and T-levels into a novel qualification known as the Advanced British Standard. The change would see all 16-to 19-year-olds in England typically study five subjects, including some English and maths till age 18.

Sunak said this merger would establish parity between technical and academic education, guaranteeing that all young individuals graduate with a strong foundation in mathematics and English. This policy pivot marked a departure from the implementation of T-level qualification, which was introduced by the government previously.

Tax breaks for teachers

Sunak also announced a commitment to provide up to £30,000 financial incentive for key subject teachers as a reward for doing one of the most valuable jobs in our society. “In order to attract and retain more teachers, those who teach key subjects in schools – and, for the first time, in our further-education colleges too – will receive special bonuses of up to £30,000, tax-free, over the first five years of their career,” Sunak said.

Funding for maths education

In a follow-up to his earlier announcement for maths to be made compulsory for some pupils till 18 to tackle the ‘anti-maths mindset,’ the prime mister pledged an additional £600 million, to be disbursed over a span of two years, aimed at bolstering the training of mathematics teachers and supporting students in their compulsory GCSE resits for mathematics and English in colleges. These proposed plans are all slated for consultation, with potential implementation from the 2033-34 academic year in England only.

Real-world maths

The shadow education secretary, Bridget Phillipson, said a Labour government will address the persistent chronic cultural problem with mathematics through early intervention and the teaching of “real-world” mathematics in primary schools. This will include integrating practical numeracy skills such as budgeting and savings, which are crucial for professional and everyday life right from the start. “It’s why I’m proud to tell you today, that we’ll tackle our chronic cultural problem with maths, by making sure it’s better taught at six, never mind sixteen.”

Ofsted reforms

Children’s commissioner, Dame Rachel de Souza, shared her perspective on the role of Ofsted during the Labour party conference, suggesting that the inspectorate should undertake broader national work on youth policy and involve more students in discussions about the curriculum. She also supported the idea of Ofsted conducting a thematic review on school attendance and conveyed concerns that the current direction of Ofsted’s approach might be constraining rather than liberating.

Early years provision

Labour said it would spearhead efforts to review and craft an early years provision that “the next generation deserves.” This will include universal breakfast clubs to encourage attendance and engagement. Philipson said the initiatives form part of the party’s goal to “deliver on our ambition of a modernised childcare system supporting families from the end of parental leave to the end of primary school.”

Mental health support

The Labour Party reiterated their commitment to integrating mental health support in every school and hub. “Labour will put specialist mental health professionals in schools, so every young person has access to early support, resolving problems before they escalate.”

Keep fighting beyond party conferences

The challenges confronting children and young people, along with the ongoing struggles with school funding and staffing, are huge. It’s clear we’re a long way from Covid recovery – rather, the post effects from the pandemic disruption will linger on in the education system for years to come. 

As an education charity, we remain committed to advocating for better outcomes for disadvantaged children and young people by working across party lines, prioritising solutions to their needs and influencing policies in their best interest.

Explaining the attainment gap, and education inequality in the UK

Education is a fundamental human right which countries have committed to uphold since they signed the 1948 Universal Declaration of Human Rights. It is essential to economic growth, breaking generational cycles of poverty, gender equality and the key to building a fairer and more sustainable future.

However, inequality in education is still a persistent global issue and it is defined as the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, and technologies to socially excluded communities.

Despite being one of the biggest economies in the world, the UK still has social inequalities that impact disadvantaged children and their futures. One of the most significant inequalities they face is unequal access to additional educational support and the opportunities to access it. 

Living in a richer country does not guarantee equal access to high quality education, as was demonstrated in UNICEF’s publication ‘An Unfair Start’. What was interesting to read in this research is that education inequality is far greater within rich countries than between countries, showing that regional differences are a more significant issue than one would imagine. 

Despite the Government’s plans to “level up“, there is enduring regional inequality in the UK education system. Last year in 2021, students in London again achieved the best results in their GCSEs, with more than a third of GCSEs being a grade 7 or higher (considered to be top grades). Meanwhile in  Yorkshire and the Humber fewer than one in four GCSEs were awarded as top grades. 

The UK is by no means the most unequal country in terms of education, and ranks 16; this report focuses on educational inequalities in 41 of the world’s richest countries, all of which are members of the Organisation for Economic Co-operation and Development (OECD) and/or the European Union (EU).

However, we are still not doing enough to offer further academic support to the young people who need it in order to have the same opportunities as their peers, and the same prospects later in life.

How do we measure inequality in education?

Generally, grades, dropout rates and university entrance data are used to measure educational success. Put simply, academic performance and all the factors that result in pupils doing well in school (additional academic support, more educational resources, parents who help them with homework, etc.) is what impacts how we analyse education inequality. 

In the UK, children from disadvantaged backgrounds are less likely to obtain good grades or qualifications and go onto higher education, often resulting in widening social inequalities as they become adults. Children from disadvantaged backgrounds aren’t less able, but they have less access to the tools that support them to progress in school and reach their full academic potential. This is called the attainment gap. 

If you’re a child from a low-income family, you’re less likely to achieve the GCSE grades needed to progress to further education, employment or training. In 2020-21, nationally 67% of disadvantaged pupils achieved a grade 4 or above in English, compared to 87% of their non-disadvantaged peers. 62% achieved a grade 4 or above in maths, compared to 84% of non-disadvantaged pupils.

While there are many factors that contribute to the attainment gap, Action Tutoring exists in order to work towards a solution. We provide free maths and English tuition to those who otherwise wouldn’t be able to afford it through partnerships with non-selective state schools. 

Read more about our impact  and the importance of tutoring in narrowing the attainment gap, or watch our video below!

Education inequality and the pandemic 

One of the immediate effects of the pandemic is increased education inequality in the UK. The huge disruption to schooling has affected all children, but especially those from poorer families, which will have long-term effects on their educational progression. 

Children from low-income families were less likely to have access to the resources they needed to learn effectively from home, such as a quiet room to study in, access to technology, extra education resources and private tutoring. 

Official government data also revealed that disadvantaged pupils who were eligible for free school meals (FSM) had higher rates of Covid-related absence from school during the autumn term than their wealthier peers. There is also evidence that school closures negatively impacted children’s mental wellbeing.

Financial challenges at home were also a burden for disadvantaged pupils. These families have found themselves under much more severe financial conditions, with less time and energy to dedicate to the home schooling of their children during lockdown. 

As a result of the COVID-19 crisis, the most deprived pupils are not only more likely to be behind in their learning, but their families are also at greater risk of poverty, food insecurity and job losses. This could further entrench the disadvantage these children face. It is therefore crucial that schools in deprived areas receive adequate and well-directed funding so that they can help to close the disadvantage gap and ensure all children can reach their potential.

Josh Hillman, Director of Education at the Nuffield Foundation

The Institute for Fiscal Studies shows that schools with a high number of disadvantaged pupils in England have already seen the largest decrease in spending per pupil over the last decade, making it harder to address the educational challenges and inequalities resulting from COVID-19.

Tackling education inequality in the UK

Tutoring 

Tutoring remains one of the tangible and most effective tools to support learning and accelerate pupil progress in tackling this educational challenge. Research by the Education Endowment Foundation (EEF) found that small group tuition has an average impact of four months’ additional progress over the course of a year. The National Tutoring Programme (NTP) was introduced in 2020 by the Department of Education as a supportive solution to make tutoring available to pupils whose education has been affected by the pandemic.

Making sure disadvantaged young people are academically supported is the first step towards ending the cycle of poverty. Action Tutoring partners with schools in England and with the help of our motivated volunteer tutors, delivers tailored and personalised support to disadvantaged pupils across the country.

Additional government funding

Sadly, it’s often schools in the most deprived areas where pupils most need additional tutoring support, that find it difficult to find the funds to pay for programmes like ours, even with the NTP grant available. The NTP grant only covers 60% of costs, with schools needing to cover the remainder from their general budgets.

We are proactively working with a number of funders willing to provide specific support to schools in certain areas to help them meet the costs to be able to deliver our programmes and we’re so grateful for their support. 

Additionally, we hope the government will commit to further longer term funding for the NTP and for further support for schools to navigate the energy bills crisis that’s proving a huge drain on many budgets.

Below are all the ways you can help!

Become a volunteer tutor

Volunteering as a tutor with Action Tutoring is an easy and rewarding way to make a difference to the lives of disadvantaged young people living in your community.

By volunteering for just one hour a week, you will directly support disadvantaged pupils to build their confidence and help ensure they leave school with the grades needed to build a bright future, as well as developing your own skills.

Apply by filling the application form here!

Support us by donating

As a charity, donations make a real difference to the work we do and the support that we’re able to provide pupils. Every donation that we receive helps us to reach even more young people and have a positive impact on their education and their futures.

If you haven’t got the time to support as a volunteer, donations are another valuable way to make a difference to the lives of the young people we help.

You can make a one-off donation or set up a regular standing order quickly and easily here.

 

 

Follow us on social media

We love using social media to raise awareness on the importance of reducing the attainment gap, engage with our followers and build a community of people who believe educational support should not be a privilege, but a right to every individual, no matter their socio-economic background.

Small acts of support can lead to a great positive change!