Education

Some news about our CEO and founder, Susannah

It is with a heavy heart that Action Tutoring announces its CEO, and founder, Susannah Hardyman, will be moving on to become the new CEO of Impetus. We would like to congratulate Susannah on this exciting new opportunity! 

Joining Impetus

Impetus is Action Tutoring’s longest funder, first providing support to our charity in 2014. It is an organisation that we greatly admire and that has enabled Action Tutoring, through its financial investment and unwavering commitment to impact, to grow into the charity it is today. It feels incredibly fitting that Susannah will be bringing her wealth of experience, in both delivery and policy, and inspiring leadership qualities to this organisation. We wish her the very best of luck in her new role and take comfort in knowing she won’t be far away!

Susannah will begin her work at Impetus in January, so we still have plenty of time to reflect on, and celebrate, all that she has achieved at Action Tutoring. Susannah is leaving Action Tutoring in an incredibly strong position including having robust evidence of impact, solid financial footing and an inspiring and energised team. The Board will begin the process to recruit Susannah’s successor shortly.

Thank you

For now though, we would just like to say ‘thank you’. Thank you on behalf of the thousands of pupils’ whose lives you’ve helped change. Thank you from all of the volunteers who’ve benefited from their time tutoring with us and thank you from every staff member, over the last 12 years, that you have led, inspired and enabled to be the best that they can be.

Hidden disadvantage, visible impact: Action Tutoring is tackling rural educational challenges

In the realm of educational support, the challenges faced by rural and coastal communities often fly under the radar. While urban areas frequently dominate discussions about educational disadvantage, we at Action Tutoring, also want to shed light on the unique hurdles faced by pupils in more remote locations.

Rural inequity in education is a complex issue, often invisible to traditional metrics like Pupil Premium percentages. It manifests in hidden disadvantage such as families relying on seasonal employment, more limited access to resources and a smaller choice, and therefore competition, of schools.

Recognising this gap, Action Tutoring has expanded its reach to more rural settings in areas such as Devon and Cumbria, and will continue to extend this reach in the coming academic year. This initiative marks a significant step in addressing the educational needs of pupils in rural and coastal areas, bringing targeted support to communities where it’s desperately needed but often overlooked.

A coastal example

Kingsbridge Community College in Devon has worked with Action Tutoring since April 2024. It is one of 5 colleges we now work with in the county. Tina Graham, Principal at Kingsbridge, shared her insights on the transformative impact of their first term with Action Tutoring. She tells of how this partnership is not just boosting academic performance, but also building confidence and engagement among pupils facing unique challenges.

Despite a relatively low Pupil Premium percentage, Kingsbridge faces unique challenges.

“We first started working with Action Tutoring because we liked the ethos of the organisation. The charity uses specifically trained volunteer tutors with a focus on pupils who are facing disadvantage.“

The principal’s enthusiasm for the program is evident. “Our experience of Action Tutoring has been absolutely fantastic. It is a professional and solution-focused organisation. Our programme coordinator, Lauren, has been absolutely phenomenal. She keeps the pupils at the heart of everything and has built fantastic relationships with other members of staff in the college.“

Visible impact on student engagement

The positive effects of tutoring have been remarkable. “We’ve seen a significant boost in student confidence,” Ms Graham notes. “Even initially reluctant pupils are now actively engaging in their work”. This improvement extends beyond tutoring sessions. “Our pupils have responded really well to the tutoring and we have seen a positive impact. Most were well engaged at the start but some really lacked confidence. The tutoring has built this confidence up and we can see that they are much happier and more able to converse with their tutors.

“We have had some pupils who were reluctant to do any work, and reluctant to pick up their pens in their normal lessons but who are now much more able to engage with their work after the tutoring. We also felt that the tutoring gave the Year 10 pupils much more confidence when they came to sit their end of year exams.“

The principle was not the only staff member whom the effects of tutoring had made an impact on. She noted that the English department heads had been monitoring the tutoring closely and were really impressed. “They have both noticed the shift in engagement levels of the pupils who are receiving the support.“

Building lasting relationships

Ms Graham concludes with heartfelt gratitude: “We wholeheartedly recommend Action Tutoring to other colleges. The volunteer tutors have built remarkably strong relationships with our pupils, evident in the pupils’ eagerness to return each week.

“Because of our experience we would absolutely recommend Action Tutoring to other colleges. I’d like to say a huge thank you to the volunteer tutors who have supported our pupils. They have built such strong, remarkable relationships and that is evident in the fact that the pupils want to come back each week.”
Action Tutoring’s success at Kingsbridge Community College demonstrates the power of targeted support in addressing educational disparities, particularly in rural and coastal areas facing hidden disadvantages.

Continuing to reach rural communities

As Action Tutoring expands its partnerships in Devon and other rural areas, we have the potential to make a significant impact on closing the attainment gap in these often-underserved communities. We recognise that equity in education isn’t just about targeting obvious areas of deprivation. It is also about reaching into communities where challenges may be less visible but equally impactful. We are hopeful that this initiative could serve as a model for addressing rural educational inequity on a broader scale.

Sustaining the momentum: Action Tutoring in a post-NTP world

On 17th July, our final tutoring session funded by the National Tutoring Programme (NTP) took place for us here at Action Tutoring. We are now reflecting on the NTP’s significant impact on education in the UK, and for us as an organisation, and planning for the next stage of our development following its conclusion. We’ve often said that we were here long before the NTP and we’ll be here long afterwards. Disappointed as we are that it’s not continuing, that remains true! 

The birth and achievements of the NTP

In June 2020, Action Tutoring was asked by Robert Halfon MP, Chair of the House of Commons Education Select Committee at the time, to give live evidence to the Committee’s inquiry into the impact of Covid-19 on education and children’s services. Our contribution played a significant role in the subsequent creation of the NTP. Its primary goal initially was to provide additional support to pupils, particularly those who were facing disadvantage, who were most affected by school closures. The programme’s reach was substantial: between November 2020 and May 2024, over 5.6 million tutoring courses were started nationwide.

There’s no doubt that such a number is a significant achievement and despite some of the implementation challenges of the NTP, it has clearly demonstrated that it is possible to roll out and deliver tutoring at scale nationwide. The potential of this should not be underestimated. 

Action Tutoring and the NTP

For Action Tutoring, the NTP has been transformative. It enabled us to:

1. Triple in size, expanding our reach to more pupils than ever before.
2. Implement virtual delivery methods, allowing us to continue supporting pupils even during lockdowns and in harder to reach locations. 
3. Become a truly national organisation, extending our services to areas previously beyond our reach, from Cumbria to Devon

We’ve reached more than 20,000 individual pupils since the NTP started. Some of these pupils took part over more than one academic year, and some benefited from tutoring in both English and maths. Collectively, these pupils received more than 248,000 tutoring sessions. In this time, approximately 69% of pupils we worked with were eligible for the Pupil Premium. We’re especially proud that although the Pupil Premium target for the NTP was disappointingly removed in the second year, we exceeded their original 65% target and have remained relentlessly focused on supporting pupils facing disadvantage.

Our advocacy for an extension

Having been at the forefront of calls for the introduction of the NTP, were then also at the forefront of efforts to extend the NTP, highlighting several crucial factors:

1. The attainment gap is now at its widest in a decade, emphasising the ongoing need for targeted support.
2. The educational needs that prompted the NTP’s creation have not disappeared.
3. Extremely robust evidence demonstrates the effectiveness of tutoring in improving educational outcomes. In fact, tutoring ranks among the best-evidenced interventions schools can use.
4. The sector has built up a huge amount of tutoring infrastructure and knowledge. The result was a working tutoring programme – undoing all of this would waste significant resources and expertise.

Looking ahead

We know that the public purse is under huge pressure, with challenging decisions being made and we know that the fiscal environment was a major factor in why the NTP hasn’t been extended. This is despite the many calls from the sector about the role it can play in tackling the attainment gap. However, while the NTP has ended, our mission continues. We’re hugely grateful that numerous funders have stepped in to support our work, recognising the ongoing need for educational support, and helping us keep costs low for schools.

We remain hopeful that over the next parliament, there will be a renewed commitment to funded tutoring for disadvantaged pupils. The positive impact of the NTP showed what’s possible when resources are directed towards closing the attainment gap. 

You can read more about the benefits teachers, pupils and education leads see in the Guardian article that Action Tutoring featured in earlier this month:

We plan to work with others in the sector to convene two reports to publish in early 2025, building on our tutoring advocacy work. One will look at lessons learnt from the NTP and the other will outline what a future tutoring policy could look like – watch this space! 

The end of the NTP marks a significant moment in UK education. At Action Tutoring, we’re committed to building on its legacy, continuing to provide vital support to pupils who need it most. We call on policymakers, educators, and communities to join us in ensuring that every child, regardless of their background, has the opportunity to reach their full potential.

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

Enjoyed this blog? Read our current policy newsletter here or sign up to future editions via the newsletter subscription button below (Tick ‘learning about education inequality’).

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.

From tutor to teacher: The role of tutoring in education careers

Is tutoring being overlooked as a pathway to great teachers? Here at Action Tutoring, we see first-hand the positive impact tutoring has on teacher recruitment. A remarkable number of our tutors transition from passionate volunteers to dedicated teachers. In fact, 38% of tutors who are currently supporting us, expressed an interest in teaching when they applied. Surprisingly, even with our diverse range of volunteer backgrounds, including retirees and corporate partners, this academic year alone saw an incredible 1,004 volunteer applicants indicating their interest in pursuing a teaching career. This accounts for 57% of all the applications we’ve received.

These statistics tell a powerful story. They showcase not only the passion and potential within our tutoring community but also the valuable experience Action Tutoring provides as a stepping stone to a teaching career.

Why is tutoring such a powerful springboard for teachers?

Real-world experience: Tutors gain first-hand experience interacting with pupils from diverse backgrounds, with a range of learning styles. New teachers also expressed to us that they value the experience of refamiliarising themselves with the curriculum. This hands-on exposure allows them to hone their teaching skills and develop classroom management strategies. Most importantly though, it allows them to discover the joy of hearing, “I get it!”. 

Flexible stepping stone: Tutoring offers the perfect balance of gaining valuable experience whilst working around existing commitments. This flexibility is ideal for those exploring teaching or seeking a gradual transition.

Support and guidance: With training and guidance throughout their experience, tutors are offered invaluable insights and feedback. This supportive network also enables them to navigate through any potential difficulties with the experienced Action Tutoring team on hand every step of the way.

Shared passion: Action Tutoring works closely with schools and communities to ensure our tutors deliver high-quality, impactful learning experiences. This provides a fulfilling and purpose-driven foundation for aspiring teachers.

Discovering new passions

Our volunteer tutors sometimes start without an interest in teaching before discovering a new passion. One such story is Gemma, a journalist for ten years, who began tutoring with us in East London. After a few months, she found it so enjoyable that she decided to give up her journalism career and re-train. Or Patrick, a lawyer for eight years, who realised working with young people was much more meaningful. He re-trained as an English teacher with Teach First and is now an Assistant Head in Kent, following years in an inner-city London school.

What could this mean for the future?

A national initiative could seamlessly connect aspiring teachers with the diverse and enriching experiences they need to take the next steps. A well established collaboration, weaving together the expertise of Initial Teacher Training (ITT) providers and tutoring organisations could unlock unimaginable potential. ITT providers could encourage prospective applicants or those waiting to begin their training towards high quality tutoring organisations to increase their experience and in turn, these organisations can point those who’ve declared an interest in teaching in the direction of different teaching routes, alongside supporting them with feedback, training and ongoing development. 

One of our partnerships that is already bringing this to life is with Now Teach. Now Teach promote our volunteer opportunities as a way to experience the classroom environment before embarking on their teacher training. Every two months, we collaboratively host an information session for those interested in committing to a teacher training course. The result is a wealth of passionate, dedicated tutors volunteering on our programmes, as well as tangible classroom experience for career changers who might never have had the opportunity to work with children before. We also promote Now Teach as a route into teaching to our volunteers who have indicated an interest in this career route, in bi-yearly emails.

At Action Tutoring, we’re already seeing the huge potential of the tutors to teachers trajectory. Investment into structures that establish these pathways between ITT providers and tutoring organisations, could go a very long way to potentially thousands more passionate and talented individuals entering into the teaching profession each year, equipped with the practical skills, mentorship, and real-world understanding gained through tutoring.

Join the journey

Teaching Assistants Day: Recognising the vital role TAs play

Teaching assistants, often referred to as TAs in the education system, support teachers with their work and help pupils with reading, writing, and learning activities in schools. TAs make up over a quarter of the workforce in schools, with a population of 281,100 full-time teaching assistants across the UK, as at last academic year.

From preschools to universities, TAs contribute significantly to the outcomes of young people and the overall quality of education. Their duties vary according to the education level they work in but generally include helping pupils with topics they’re struggling with, assisting SEND pupils who need extra support to complete tasks, helping teachers to plan learning activities, conducting assessments as well as supporting teachers in managing class behaviour.

National TA Day

Teacher recruitment agency, Teaching Personnel, introduced National Teaching Assistants’ Day in 2012 to celebrate and highlight the vital work teaching assistants do in our classrooms daily. Since then, the UK has marked National Teaching Assistants’ Day on 29 September with schools across the country celebrating their own TAs and nominating their favourites for the Teaching Assistant of the Year award.

The TA Experience

Action Tutoring’s marketing manager, Kellie Coyle recounts her experience as a TA in a primary school in Luton, north of London after completing university in Birmingham.

“I became a TA to help me decide whether or not I wanted to go into the teaching profession and commit to teacher training. I decided I didn’t, but loved the experience nonetheless.”

Kellie’s best part about being a TA was working in small intervention groups outside of the classroom.

“It was great to observe my groups enjoying the subject a bit more as a result of being able to go at their own pace and to see their confidence increase.”

However, the support needed in the primary school was more than Kellie had imagined.

“My least favourite part was seeing that many pupils in the classroom needed this kind of support, and not being able to give them all that extra attention.”

The Challenges

Despite their impact, teaching assistants in the UK face a unique set of challenges. There is a crisis for teaching assistant recruitment and retention as a survey found that three-quarters had thought about leaving in the past year.

With the cost of living crisis, many TAs are struggling financially and being compelled to change jobs or take second jobs to supplement their income. This finding is captured in a new report by National Foundation for Educational Research. Teachers and school leaders in the report highlighted how the crisis is leading TAs to quit in favour of better-paid jobs in other sectors such as hospitality and retail as they offer either increased pay or more working hours. Since the pandemic, while most roles offer hybrid, remote, and other flexible working conditions, TAs don’t have the option of working from home.

Additionally, limited opportunities for professional development often leave them feeling undervalued and overlooked. Furthermore, the emotional toll of working with young people facing a myriad of challenges, from poverty to mental health issues, can be overwhelming. Many teaching assistants form deep bonds with their students and carry the weight of their struggles long after the school day ends.

Effective deployment of TAs

An Education Endowment Foundation (EEF) guidance report released in 2021, Making Best Use of Teaching Assistants, found that the typical methods of deploying TA did not yield positive results in terms of pupil attainment.

The report recommended more investment in the professional development of TAs to deliver more structured interventions to complement high-quality teaching and tutoring support in schools.

While it’s abundantly clear that TAs make meaningful contributions to their schools, it’s imperative to recognise that the key to enhancing pupil outcomes hinges on how they are deployed and upskilled to deliver interventions.

A nation’s gratitude

TA Day is a chance to shine a well-deserved spotlight on them and for schools, parents, and pupils to show their gratitude for the dedication and hard work of TAs.

As you reflect on the education journey of your own child or your own learning experience, remember the teaching assistants who played pivotal roles in shaping your path. Take a moment to appreciate their support, guidance, and the positive impact they’ve made on countless lives.

“My message to TAs as we celebrate this day is thank you for being that positive, friendly, crucial pillar of support for so many pupils – they will always remember you.”

Kellie

In Support of the Liberal Democrats’ Plan for Extensive and Targeted Tutoring

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,”

GCSE Results Day: Celebrating the successes of the Class of 2023

Results day is one of the most critical days on the education calendar. Across the country today, candidates are receiving the outcome of the GCSE exams and considering the next stage of their lives – further education, training, or employment.

As an education charity that supports thousands of pupils in secondary schools each year, we appreciate firsthand the efforts and resilience of the cohort getting their results today. The pandemic dealt them a harsh hand, having to experience learning loss and disruption like never before in the last three years.

This cohort spent their years 8 and 9 learning through the Covid-19 lockdowns, with many reportedly struggling with post-pandemic school attendance and mental health challenges.

After years of hard work and determination in getting their learning right, the outcome is finally here. This morning, we visited schools in Merseyside, Newcastle, Bristol, and Sheffield to share in the excitement of results day and applaud the efforts of all the pupils we’ve supported through tutoring in the past year.

Let’s celebrate the successes and resilience of the Class of 2023!

The power of lived experiences

At the Prescot School in Liverpool, Rhiannan and her family were excited about the outcome of her maths GCSE. Achieving a 4 in maths despite her learning difficulty with comprehending the subject is a win for Rhiannan, expressing her excitement about going on to study French, graphics, and 3D design in college.

“I can do what I want in college now that I have my maths GCSE. I wouldn’t have been able to do it without Action Tutoring.”

Rhiannan

Rhiannan received maths tutoring throughout the 2022-23 academic year, attending 13 sessions with her tutor, Rajinder – who also struggled with maths comprehension in the past.

Rhiannan’s mother, Lorraine, said she owes her daughter’s success to the tutoring support from Rajinder in the past year.

‘They were bouncing off each other. Thank you all for your help with everything. I hope you carry on your work with this school because it does work – it’s been a godsend.

Lorraine

Tutoring made a difference

At the Longbenton School in Newcastle upon Tyne, Kwadwo is happy with his results. He secured a 4 in maths and shared his gratitude to Action Tutoring for the tailored maths support he received in the last year.

Kwadwo had a strong attendance record for tutoring sessions – turning up for 26 tutoring sessions in total last year and this year. He is excited about going on to sixth form to study product design.

“Thank you for helping me pass my maths GCSE.”

Kwadwo

Good to have support

Hafsa and Frankie are beaming with smiles and ‘feeling great’ about their GCSE results at the Fairfield High School in Bristol. They are both proceeding to sixth form.

Hafsa is going on to read human biology, psychology, and criminology while Frankie pursues psychology, sociology, and photography.

“It’s good to have one-on-one support and more in-depth help. You don’t have to be ashamed for not knowing something, you can just say it to the tutor and they’ll help you.”

Frankie

Definitely worth it

At King Ecgbert School in Sheffield, Casper is pleased with his results. Having received English tutoring in 13 sessions last year, he scored a 4 in English language, a 5 in literature, and a 4 in maths.

“I’d say a big thank you. Going to those sessions really helped me and was definitely worth it. For an hour after school, it would be really easy to choose to skip it, but it could be the difference between a 3 and a 4.”

Casper

Looking upbeat after seeing his results, Chris at King Ecgbert was full of gratitude to his maths tutor.

“I’d say thank you to my tutor if they were here.”

Chris

Chris scored a 4 in his maths GCSE plus a 5 in English language and 6 in literature.

Be proud of yourself

The results and emotions in the schools we visited and across the country show that an incredible amount of hard work was invested by candidates into the GCSE qualification. All young people receiving their results today deserve immense credit for what they have achieved.

To the GCSE candidates and teachers: your achievements today are a testament to your spirit and perseverance during this unprecedented time in the history of education. Be proud of yourself and your hard work and remember you are worth more than your grades. 

Congratulations on this momentous day!

QBE Foundation partners with Action Tutoring to expand support

In a bid to scale up access and impact of tutoring to over 12,000 pupils from disadvantaged backgrounds, QBE Foundation is investing more than £1.5 million in its partnership with Action Tutoring within the next three years.

QBE’s funding will significantly increase the number of disadvantaged pupils who receive tutoring support and enable the charity to reach more remote and hard-to-reach locations. The partnership aims to help narrow the attainment gap, which is at its widest in ten years at both primary and secondary levels.

With the government set to end the funding for the National Tutoring Programme (NTP) in 2024 and schools struggling with budget squeezes, the future of young people from disadvantaged backgrounds is at serious risk without funding support to keep catch-up interventions afloat.

Supporting young talents

“We want to create resilient and inclusive communities. We’re excited to partner with Action Tutoring because they do this through developing skills and supporting talent. It is wonderful to help children reach their full potential. Investing in them at an early age also offers fantastic returns.”

Grant Clemence, Chairman of QBE Foundation, said

Children from low-income backgrounds are on average 18 months behind their wealthier peers by the end of GCSEs. The Covid-19 pandemic exacerbated existing education inequalities, hitting historically disadvantaged students the hardest.

Expand our support

Susannah Hardyman, founder and CEO of Action Tutoring, believes the partnership will accelerate the work of the charity in education recovery and fight inequalities.

“Achieving good GCSEs in both English and maths is critical to young people being able to progress to further education, employment or training. This not only benefits their individual lives but creates a healthy workforce and ultimately benefits the wider economy. Skills shortage is a chronic problem for businesses. This funding aims over a five-year period to help us tutor twice as many pupils as we do today, and also expand our reach from urban to rural areas.”

Susannah Hardyman

Through the funding, Action Tutoring will partner with more state schools to provide maths and English tutoring to pupils from disadvantaged backgrounds. The support will help more young people to make meaningful academic progress and open doors to higher education and employment opportunities.

The QBE Foundation has committed to a minimum of three years of funding with an annual contribution of at least £500K, with the ambition that the partnership and funding will extend to five years and beyond. QBE employees across the country will be able to volunteer to provide regular tutoring in local schools, using Action Tutoring’s structured programmes and resources.

Worthwhile partnership

Since the summer term, some QBE employees have already been volunteering as tutors on programmes in schools. Sophie Miller-Molloy, an employment lawyer at QBE who started tutoring pupils in Newcastle’s Tyneview Primary School remotely, said the ability to boost the studies and confidence of young people are her driving motivations.

“Taking some time out each week to volunteer and do something which is going to help someone else out in a meaningful way also gives me the boost to volunteer.  It’s part of my week that I look forward to the most. It’s such a great contrast from my day-to-day legal work,” Sophie said. “I’m really grateful that QBE partners with Action Tutoring and it’s great that QBE empowers its employees to participate in such a fantastic and worthwhile scheme.”

Sophie Miller-Molloy

Profound impact

This partnership will be a significant boost for Action Tutoring’s work, propelling the charity to expand its impact to rural areas and bolster the advocacy efforts to ensure tutoring is embedded in the education system permanently.

By harnessing the expertise of trained volunteers to provide high-quality small group tutoring, Action Tutoring will profoundly impact more children from disadvantaged backgrounds with this investment.

Next Page »