Impact

Action Tutoring and the EEF partner to evaluate impact of maths tutoring programme

Action Tutoring is delighted to announce a new partnership with the Education Endowment Foundation (EEF) to conduct a rigorous evaluation of its established maths tutoring programme for secondary school pupils facing disadvantage. 

Working alongside leading research organisations, the National Foundation for Educational Research (NFER) and the Behavioural Insights Team (BIT), this project aims to provide robust evidence about the programme’s effectiveness.

The evaluation will employ a randomised controlled trial (RCT) design, considered the gold standard in research methodology. This approach will allow researchers to assess the impact of Action Tutoring’s small-group tuition on maths attainment and attitudes among pupils in Years 7, 10, and 11. The study will focus on pupils in state-maintained mainstream schools in England with at least 18% of pupils eligible for the Pupil Premium.

Evaluating for impact and improvement

Action Tutoring’s programme provides targeted support through trained volunteer tutors, utilising a curriculum developed by experienced educators. The evaluation will not only assess the overall impact of the programme but also explore potential strategies to further enhance its effectiveness. This “nimble trial” approach will allow for the testing of promising methods, such as those aimed at improving pupil engagement.

The partnership with the EEF underscores Action Tutoring’s commitment to evidence-based practice and continuous improvement. By rigorously evaluating its programme, Action Tutoring aims to contribute valuable insights to the education sector and inform best practices for supporting pupils facing disadvantage in maths. The findings from this study will be shared with schools, policymakers, and other stakeholders to maximise the reach and impact of effective tutoring interventions.

Evaluation timeline

The evaluation will follow a structured timeline, with data collection occurring over the course of the 2025-26 academic year and results expected to be published in summer 2027. This collaborative effort will involve participating schools, volunteer tutors, and the research teams at NFER and BIT.

Explore opportunities to participate: schools and volunteers

For schools interested in learning more about how to participate in this exciting initiative, or just wanting to find out more, please visit our dedicated EEF evaluation webpage.

Individuals passionate about making a difference to the lives of young people and interested in volunteering as a tutor on an Action Tutoring programme can find more information on our volunteer page.

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How we develop our curriculum – four key steps

Developing an engaging and effective curriculum is a complex but crucial process. At the heart of our approach to tutoring is a commitment to adaptability, tutor empowerment, continuous improvement, and expert design.

This blog post will delve into the four key steps we take to develop our curriculum, ensuring it delivers high-quality, impactful tutoring experiences for pupils facing disadvantage in English and maths. From initial design to ongoing evaluation and innovation, we’ll explore how we craft resources that are not only flexible and engaging, but also empower our tutors to make a real difference.

Designed for adaptability and engagement

One hallmark of our curriculum is its flexibility. While our resources are designed for small groups, they can easily be adapted for one-on-one tutoring. For example:

• English sessions include writing scaffolds, sentence stems, and scripted questions to guide tutors in fostering discussion and reflection.
• Maths sessions balance procedural practice with intelligent practice, encouraging deep understanding rather than rote memorisation.
• Interactive features, such as vocabulary matching games and collaborative activities, ensure that every session is engaging and impactful.

Empowering tutors for effective delivery

We understand that even the best curriculum can fall flat without effective delivery. That’s why we invest in comprehensive training and support for our volunteer tutors. From webinars and live demonstrations to tailored feedback from quality assurance staff, tutors are equipped with the skills they need to:

• Form effective questions
• Model language and vocabulary
• Use a gradual release model (I do, we do, you do)
• Make in-session adjustments based on pupil needs

Our commitment to supporting tutors extends to the technical realm as well. Online tutors receive hands-on training in our bespoke learning platform, Vedamo, which includes tools like text boxes, highlighters, and collaborative whiteboards to enhance interaction.

Continuous improvement through evaluation

We are committed to maintaining the highest standards in our curriculum through a rolling cycle of review and updates. This includes:

• Biannual corrections: Minor issues in resources are identified and addressed twice a year.
• Annual curriculum reviews: Entire curricula are evaluated and enhanced, with input from tutors, Programme Coordinators, and schools.
• Standards for tutoring: We are developing a set of standards inspired by the DfE’s teaching standards to further guide and assess the quality of our tutoring sessions.

Delivering quality through expert educators

Our curriculum isn’t just written by subject experts – it’s crafted by experienced teachers who understand the needs of our target pupils. These Curriculum Leads bring years of classroom experience to the table, ensuring that every session is educationally sound and tailored for maximum impact.

And we know it works

We just released our 2023-2024 Impact Report. Last academic year was a year of record-breaking impact, growth, and advocacy. Our pupils outperformed national benchmarks, with Year 6 reading results reaching an all-time high and over 60% of disadvantaged GCSE pupils passing their tutored subject.

Innovation is at the heart of our curriculum. In the coming years, we plan to:

• Redesign our assessments to gather even more precise data on pupil progress.
• Explore the potential of AI to enhance curriculum delivery.
• Continue expanding and refining our DEI targets.

We work with primary and secondary state schools across England to deliver heavily subsidised, high-quality tutoring for pupils facing disadvantage in Years 5, 6, 7, 10 and 11, in English and maths. If you’re interested in finding out more, visits our schools page:

What we have achieved: Our 2023-24 impact report

Education has navigated numerous challenges in recent years, ranging from Covid’s effects, to ever tightening school budgets. Pupils who face disadvantage have been particularly affected. In spite of these hurdles, we are immensely proud of the impact we continue to have on the young people who need it the most. The release of our 2023-24 impact report – which we are now able to share with you – demonstrates how tutoring continues to empower.

Solid foundations

Committed to narrowing the attainment gap in English and maths, we have built up a robust evidence base, over 12 years in operation. Our latest impact report shows we have a foundation of evidence and a proven solution – tutoring with volunteers works.

In summary: our impact report

So, read on to discover the key headlines which highlight our consistent commitment to supporting pupils, partner schools, and volunteers, during this past academic year.

The headline figures

In 2023-24, our Year 6 and Year 11 pupils significantly outperformed the national benchmarks for pupils facing disadvantage.

Additionally:

• Our programmes reached pupils located across 11 main cities and areas.
• We also established programmes in new locations including Devon, Stockport and West Cumberland.
• Year 6 pupils completing the tutoring programme in reading almost completed the gap nationally. These pupils are record-breakers! They achieved the best outcome Action Tutoring has ever reported for reading at key stage 2.

As well as this success:

• Primary age pupils tutored in maths were 20% more likely to meet the expected standard than other children.
• After completing our programme, secondary age pupils were more likely to pass the GCSE in their tutored subject, compared with other pupils from disadvantaged backgrounds nationally.

The above graphic is also crucial because:

• Teachers choose children to take part in Action Tutoring programmes who they know are at a particular risk of not meeting this benchmark in their key stage 2 SATs. This makes their achievement all the more meaningful.

Fantastic feedback

If you want to see the impact we have on teachers and the tutors who volunteer on our programmes, then read this glowing endorsement for 2023-24, below:

• 8.4/10 – teachers’ average score for our charity’s impact on their pupils.
• 9.4/10 – tutors’ average score for whether they would recommend volunteering with us to a colleague or friend.
• 9.4/10 – teachers’ average score for Action Tutoring when asked if our staff were well organised.

Read our 2023-24 Impact Report

Looking ahead

Now in its 13th year, Action Tutoring is entering a new chapter following the ending of the National Tutoring Programme in summer 2024. This brings new challenges and new opportunities for the 2024-25 academic year.

We are continuing to consolidate our work and ensure a strong platform for future growth. We remain committed to our strategy which focuses on four key areas: reach, growth, impact and advocacy. It enables us to keep a laser focus on our mission, ensuring we are having a meaningful impact on the young people we support, and are continuously striving to reach more.

The top lines for our our future – within our four key areas – include:

• Advocacy: In 2024-25 we will continue to campaign and seek to engage politicians and key decision makers, advocating for extended government investment in state school tutoring.
• Reach: In the year ahead we plan to expand the locations we are working in, especially to reach more rural and coastal areas to support pupils who are often facing hidden disadvantages.
• Impact: We are continuing to refine our tutoring resources, pupil assessments and volunteer development to further improve pupil outcomes.
• Growth: We remain committed to our ambition for growth, whilst ensuring that our targets can be reached sustainably and that we can overcome the external barriers we face.

Thank you

We hope you enjoy reading through the publication and reflecting on our work together. 

Get involved: Ways you can join our mission

There are many different ways you can help us to build a brighter future through tutoring. Read on to find out how you can become involved.

Sign up to volunteer

Ready to volunteer on one of our programmes?

By volunteering for just one hour a week, either school or online, you will:

• Transform the lives of pupils from disadvantaged backgrounds.
• Give pupils hope in their education.
• Share that lightbulb moment, when a pupil exclaims, ‘I get it’.
• Experience the joy of tutoring.

Thank you!

Spread the word

We would love you more broadly to spread the word on all that we do with those you know. Whether it’s your friends, family, colleagues, or someone you know who works in education or at a school, it all helps.

Here are some other ways you can support us this year.

Share our blog

One of the best ways to spread the word on what we do, is by reading and sharing our blog.

Whether case studies, policy and curriculum, or, fundraising, there’s always something worthwhile.  

Recommend us to a school

Do you know of a school, or a teacher who could benefit from our work? Why not recommend us to them! They can simply email: schoolenquiries@actiontutoring.org.uk, call 0300 102 0094, or send them the link to the form below.

Share our socials

Want to get social and keep up to date on all things impact at Action Tutoring? Simply click on the icons below to follow our channels and share our social posts today.

Behind the scenes: how we create Action Tutoring’s annual impact report

At Action Tutoring, our annual impact report is more than just a document – it’s a story of progress, achievement, and the power of collective effort. Published each January, it reflects on the previous academic year, sharing our social impact with a wide-ranging audience. But how does this report come together? Let’s take you behind the scenes to see how we create an impact report.

Creating an impact report: step-by-step

Step 1: Gathering the data

The journey begins in September, as the dust settles from the previous academic year. This is when we start collecting and analysing results:

• GCSE and SATs outcomes from our pupils.
• Data about our volunteers, such as the hours they’ve given, and the areas we’ve reached.
• Insights into the percentage of pupils receiving Pupil Premium funding.

Our Impact and Evaluation team dives into the data, ensuring it’s meticulously analysed to tell the clearest story of what we’ve achieved.

Step 2: Learning from feedback

Even before we start drafting, we take stock of how last year’s report was received. Feedback is gathered from internal teams and external stakeholders, guiding improvements and identifying areas to highlight in the next edition. Alongside this, we maintain an ideas log of themes, stories, and messages to include.

Step 3: Shaping the story

In autumn, we hold a stakeholder meeting with various colleagues from across the organisation to define the report’s structure. Together, we agree on:

• The key chapters and headings.
• An outline of content flow across the pages.
• The overarching themes and messages we want to convey.
• The production approach and timeframes.

This process helps us map out the narrative, ensuring the report has a cohesive flow and delivers maximum impact.

Step 4: Crafting the content

Creating the content is a collaborative effort involving teams across the organisation. Each contributor is given:

• Indications on the key topics to cover.
• A word limit for their section.
• Guidelines for sourcing relevant images.

Once the first draft is ready, it undergoes a review process, where contributors and stakeholders ensure it resonates with the audience and aligns with our mission. All the data, analysis and facts are cross-checked and external references verified. 

Step 5: Bringing it to life

We work with an external designer who knows our brand inside out. Their job is to transform the text into an accessible, visually engaging report that’s a joy to read, and aligns with Action Tutoring’s look and feel. From infographics to doodles, every page is designed to draw readers in, make the content come alive and ensure the content is easily understood.

Step 6: Final touches and launch

After multiple rounds of proofing, the final version is signed off. Then we prepare a launch communications plan, including:

• Social media graphics and animations.
• Email campaigns.
• Blog posts (like this one!).
• Mailing of hard copies.

Finally, we distribute the report and ensure our staff are fully briefed to discuss its findings confidently with our audience. We also audit our website and other presentations and materials to ensure the stats and facts are updated in line with the new report.

What’s inside?

Our impact report is a treasure trove of insights, including:

• The outcomes of our tutoring programmes for pupils.
• Stories and quotes from volunteers, schools, and stakeholders.
• Highlights of our advocacy work.

Looking ahead

Once the report is published, we immediately begin gathering feedback for the next edition. Why? Because at Action Tutoring, we’re committed to constant improvement – not just for our impact report, but in everything we do.

Our report isn’t just a summary of the past year; it’s a celebration of the incredible community – volunteers, schools, funders, and stakeholders – that makes our work possible.

We’d love for you to read this year’s impact report and see the difference we’re making together.

Read more insights

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Packing an impact punch! The rationale for our approach to curriculum

Creating a tutoring curriculum that makes a genuine difference in pupils’ lives requires much more than simply aligning sessions with national standards. At Action Tutoring, we have carefully developed a curriculum that is evidence-based, inclusive, and designed to address the unique barriers faced by pupils facing disadvantage. Here’s how our approach ensures maximum impact, one carefully crafted session at a time.

Grounded in research and evidence

Our curriculum is built on a foundation of up-to-date research into effective teaching and tutoring practices. This ensures that pupils benefit from the latest insights into how young people learn best. For example, our Year 6 English curriculum draws on guidance from the Education Endowment Foundation (EEF) and incorporates evidence-based strategies like structured scaffolding and retrieval practice.

This commitment to research isn’t a one-time effort. Our Curriculum Leads (CLs), both of whom are experienced educators, conduct regular literature reviews to ensure our maths and English materials are informed by the latest studies and align with educational standards. By keeping our curriculum dynamic and reflective of current best practices, we give our pupils the best chance to succeed (and achieve the all-important passing grades in their SATs and GCSEs).

Tackling barriers to learning head-on

We recognise that all pupils face challenges, but those from disadvantaged backgrounds often encounter additional hurdles. Our curriculum is designed to mitigate these barriers, including:

1. Poor attendance

Attendance is a significant challenge for many pupils facing disadvantage. To address this, our team of Programme Coordinators (PCs) works closely with schools to maximise attendance. Additionally, our curriculum incorporates recap activities and opportunities to recall prior knowledge, to ensure that each session can ‘stand alone’ to promote pupil progress. 

2. The vocabulary gap

Research shows that pupils from disadvantaged backgrounds often face a significant gap in their vocabulary. Alex Quigley’s ‘Closing the Vocabulary Gap’ refers to this; he emphasises that many pupils lack exposure to rich language and diverse texts, leaving them less equipped to tackle challenging material. 

David Didau highlights this issue in his blog on closing the language gap, sharing an example from a foundation-tier exam on Of Mice and Men. The exam included a seemingly straightforward question about ‘dreams’, specifically addressing the ‘futility’ of dreams. Unfortunately, none of the pupils attempted to answer it – not because they didn’t grasp the concept, but because they didn’t know what ‘futility’ meant. Despite their understanding of the underlying idea, their limited vocabulary left them unable to engage with the question.

This challenge has only grown since 2015, as the English curriculum has advanced in complexity, particularly through its vocabulary demands. Simply encouraging ‘reading for pleasure’ is insufficient to close this gap. Pupils from lower socioeconomic backgrounds often don’t get the language exposure needed to access a lot of material.

That’s why our sessions are designed to model effective reading strategies and explicitly teach tier 2 vocabulary, such as “lunged” and “benevolent,” alongside tier 3 subject-specific terms like “metaphor” and “oxymoron.” By embedding this instruction into engaging, scaffolded activities, we help pupils build the language skills they need to access and excel in their learning.

3. Difficulties in accessing learning at home

A lack of access to technology or a suitable learning environment can hinder progress. That’s why our online tutoring sessions are fully equipped with the resources pupils need; such as headsets and printed anthologies of texts to annotate; delivered in the safe and structured setting of their school.

4. Closing learning gaps

Our curriculum is targeted at helping pupils catch up in areas where they may have fallen behind. For example, our Year 5 English grammar curriculum focuses on three essential areas: tenses, prefixes/suffixes, and fronted adverbials. These skills are foundational for success in Year 6 and beyond.

Aligned with the National Curriculum

Ensuring continuity with classroom learning is essential. Our curriculum aligns closely with the National Curriculum, enabling pupils to strengthen and build on their classroom knowledge. For instance, our maths resources integrate problem-solving questions and opportunities for “maths talk,” which mirrors the emphasis placed on reasoning and communication in schools.

Inclusive by design

We believe that a truly impactful curriculum must reflect the diversity of the pupils we serve. That’s why diversity, equity, and inclusion (DEI) principles are woven into every stage of curriculum design. We aspire towards:

• Author diversity: A 50/50 gender balance in our primary resources, and 25% of authors from ethnic minorities.
• Inclusive content: Names and scenarios in our curriculum reflect a variety of cultures and avoid stereotypes. For instance, traditional binary groupings like “boys and girls” have been replaced with creative alternatives, such as “guinea pigs and rabbits.”
• A proactive approach: DEI isn’t a bolt-on gesture at the end – it’s embedded from the very beginning of the design process.

Looking to the future

At Action Tutoring, our curriculum is more than just a set of resources – it’s a carefully designed tool to empower pupils, tutors, and schools alike. By addressing the specific challenges faced by pupils facing disadvantage, prioritising inclusivity, and constantly striving for improvement, we aim to deliver a tutoring experience that truly packs an impact punch.

We work with primary and secondary state schools across England to deliver heavily subsidised, high-quality tutoring for pupils facing disadvantage in Years 5, 6, 7, 10 and 11, in English and maths. If you’re interested in finding out more, visits our schools page:

Read our curriculum guides:

Action Tutoring’s curriculum is designed to ensure comprehensive SATs and GCSE preparation for pupils. Our specialist Curriculum Leads for English and maths are fundamental to this, bringing a wealth of knowledge from their experiences as Lead Practitioners in schools.

You can view our current Curriculum Guides for schools below:

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.

Action Tutoring transforms lives: Unveiling our Impact Report 2022-23!

Imagine a world where educational equity unlocks not just individual potential, but also fuels economic prosperity. Today, that vision takes a significant step forward with the release of two reports: Action Tutoring’s seventh Impact Report and Public First‘s research into the Economic Impact of the National Tutoring Programme (NTP). These reports showcase the undeniable two-fold impact of tutoring: enriching lives and empowering economies.

Our Impact Report shares our key highlights and draws attention to the attainment gap, which is now at its widest in 12 years, and our robust foundation of evidence that proves we are a meaningful solution to help close it.

Why do these reports matter? 

More than just numbers and data; it’s a testament to the 1,743 passionate volunteers who have poured their hearts into 58,880 hours of transformative tutoring for 5,743 pupils facing disadvantage. It is the tangible proof that investing in tutoring works and tells a remarkable tale of economic impact.

Headlines from Public First’s Economic Impact Modelling Release

• £4.3 billion: The net benefit to the economy from tutoring in two academic years, demonstrating a benefit-cost ratio (BCR) of 6.58. This significantly exceeds other programs, such as adult apprenticeships (BCR 4.7).
• £3.06 billion: The economic contribution of maths tutoring, delivering exceptional value with a BCR of 7.73
• 430,000 grade improvements: Of these improvements, 26,000 achieved a “pass” (Grade 4) in maths, and 36,000 in English, who otherwise were not expected to. This significantly increases their chances of accessing further education, employment, and higher earnings, highlighting the substantial long-term economic benefit of tutoring.

This isn’t just about boosting numbers on a spreadsheet. It’s about building a stronger, more equitable society where everyone has the chance to contribute and thrive.

The headlines from our Impact Report

• Closing the achievement gap: National averages for primary school pupils facing disadvantage (or eligible for pupil premium) who received 10 or more tutoring sessions with Action Tutoring saw a 14-percentage point jump in maths and a 7-percentage point gain in reading standards. That’s more than just numbers – it’s lives changed forever.
• Empowering potential: In secondary schools, our support boosted maths GCSE pass rates by nearly 13 percentage points, giving countless pupils the keys to unlocking their dreams.
• Building confidence and engagement: Pupils rated their tutors’ clarity at 8.1 out of 10, while teachers acknowledged the overall positive impact of Action Tutoring on pupils with a resounding 8.7 out of 10. This speaks volumes about the positive ripple effect we create.

These achievements aren’t just personal victories – they’re the foundation for a more prosperous future.

“My tutoring sessions were amazing. Actually, they really helped. They boosted my confidence in maths. It was virtual so I did it on a computer. I found that really beneficial to me personally because it allowed me to be able to talk with someone and build a connection and that’s just like the type of learner I am.”

DYLAN RECEIVED YEAR 11 MATHS TUTORING AT ST BEDE’S CATHOLIC COLLEGE IN BRISTOL, HE ACHIEVED A GRADE 4 IN HIS MATHS GCSE IN 2023.

Dylan, pupil in Bristol

How can you join us in building this brighter tomorrow?

Schools: Partner with Action Tutoring and watch your pupils soar, while contributing to a stronger local economy.

Funders: Invest in a solution that delivers both individual and societal rewards.

Volunteers: Share your knowledge and passion, become a mentor, and fuel the engine of economic growth.

Everyone: Spread the word, advocate for educational equity, and be part of the change.

Click below to read both reports in full:

How a former pupil and teacher reunited through volunteer tutoring

An unexpected reunion between a former pupil and a revered teacher made possible by a shared passion for education.

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In the vibrant city of Bristol, Gemma Ray, a finance compliance officer and volunteer with Action Tutoring, arrived at the bar to join other volunteers for a socials quiz. After a busy academic term of supporting young people in local schools to improve their knowledge and confidence, our volunteers converged at the riverside hangout, in high spirits to connect, share experiences, and face off in teams for the games.

Just before the line-up of activities began, Gemma was greeted by a familiar yet unexpected face, jogging her memory from about 12 years ago. It was Andrew Fagan, her further mathematics teacher from North Bristol Post 16 centre, Cotham and Redland.

“I didn’t recognise him at first when he said hello, as it had been a very long time, but he still looked just as he did back then. I was surprised he recognised me after all this time and with so many students.”

Crossing paths with Andrew at the socials stirred sentiments of nostalgia and appreciation. Gemma recalled a crucial algorithmic error in grading that was rectified through Andrew’s guidance, which ensured her rightful admission to Bristol University.

“It was actually between Mr. Fagan and another teacher, Mr Williams, that I learned about the algorithm which calculated the A level grades for maths and further maths when you did both of these together at the time. It is only because of this knowledge that I was able to set the record straight and secure my place at the university in 2011.”

A deep love for maths

For Gemma, mathematics has always been more than calculations; it has been a lifelong passion – one she pursued ardently despite societal perceptions.

“I always loved maths from a young age, choosing to do it in my free time at home and in my ‘golden time’ at primary school. This was not seen as ‘cool’ so I have some experience of bullying and can relate to that. I did my maths GCSE one year early as recommended by my secondary school and I always wanted to do maths at university as there was no other logical option for me at the time. I graduated with first-class honours in 2014.”

However, Gemma admitted some level of struggle in maths during her sixth-form year, empathising with how underperforming pupils feel about mathematical concepts they find difficult to grasp.

“In my second year of 6th form, there were only two of us left doing further maths with the others having dropped out after or during the first year. The other student who carried on did not always attend the lessons so it was a bit like having a personal tutor for further maths, which was very beneficial as it was quite a bit more difficult than the ordinary maths A level, and I admit that I found it quite hard at times.”

Like many of the pupils that Action Tutoring supports who are identified by their schools as being at risk of not meeting expected standards in their finals, Gemma had a fleeting experience of that moment in maths.

“One time, I had 2 mock exams on the same day so I chose to revise for one and not the other. If it had been the real test, I would have failed the further maths that day. I remember Andrew being shocked and maybe a little bit worried for me, but all was well in the real exam at the end.”

The journey of volunteering

As the world grappled with pandemic lockdowns, Gemma’s employer, DAC Beachcroft, embraced flexibility and encouraged staff to engage in community projects including volunteering as tutors with Action Tutoring. Fuelled by her passion for mathematics and a desire to support young people struggling with the subject, Gemma signed up to volunteer with Action Tutoring in November 2022 to support young people struggling with maths in Bristol schools.

“I have enjoyed the programme so far. It is nice to know that you are making a difference to individuals who may need extra support. They are so engaged and ready to learn. You find that your mindset changes, you become more patient and you start to see the problems from their point of view.”

Conquering fears

Gemma said one of her fears before starting tutoring was the phobia of making mistakes in a session with pupils. However, tutoring has since helped her to confront that anxiety and not worry about making mistakes and correcting them.

“You also learn not to worry about making any mistakes because if you do make any silly mistakes, it will only cement in their minds that mistakes are okay and that they are only a normal part of life – and that adults make mistakes too.”

The power of volunteer tutoring

Through this volunteer initiative, Gemma discovered the transformative power of tutoring and mentoring young people and the need for additional education support, especially for disadvantaged students.

“Many disadvantaged students would benefit from more one-on-one tutoring, and as we all know this is not always possible with the teacher in the classroom themselves, because they are only one person and the workforce is stretched thin with very large class sizes in some schools now.”

Gemma also emphasised the accessibility of tutoring, urging others to contribute, and highlighting the impact even minimal commitments can have on a child’s educational journey. Inspiring others to embrace tutoring, Gemma reflected on the gratification derived from witnessing pupils eagerly engaging with content in the session templates and interactive learning methods.

“You can simply tutor online from the comfort of your own home with no travel time. You spend as little as 70 minutes out of your working day. You do not need to commit very long term. Know that every session you do will count and will make a small difference in a child’s educational journey. You do not need a lot of experience to be a tutor.”

Gemma’s story is a testament to the enduring bond between teachers and students, the transformative power of education, and the rewarding spirit of giving back. As she continues her tutoring journey, she stands as a beacon, inspiring others to bridge the academic attainment gap and shape brighter futures for disadvantaged young people, one session at a time.

Young impact makers attend Platinum Jubilee Award reception

Newcastle volunteer tutor, Eliza Blowes, and Action Tutoring’s fundraising coordinator, Molly Cottrill were part of a special group of volunteers and charity representatives who attended the prestigious reception for Queen Elizabeth II’s Platinum Jubilee Award recipients. Her Royal Highness Princess Anne was the special guest of honour.

Eliza and Molly were chosen to represent the education charity at the reception last week Tuesday, which offered places for two change agents under age 25 and two staff from the organisation to attend. Founder and CEO, Susannah Hardyman and deputy CEO, Jen Fox, also attended the event at the Fishmongers’ Hall in London.

Action Tutoring received The Queen Elizabeth II Platinum Jubilee Volunteering Award, in recognition of the significant impact of its volunteer tutors on disadvantaged young pupils across England. This esteemed award, equivalent to an MBE, now known as the King’s Award for Voluntary Service, represents the highest acknowledgment bestowed on local voluntary groups in the UK. The aim is to celebrate fantastic work by national charities and their volunteers to empower young people and provide them with skills and opportunities.

Positive transformation

Eliza, a master’s student at Northumbria University, Newcastle, was chosen for being actively involved in providing additional academic support to disadvantaged young individuals within her local Newcastle communities. Since August 2022, Eliza has tutored primary and Secondary English, in-person and online, in 51 sessions across eight different programmes in local schools.

Expressing her passion for language and its transformative potential in diverse and disadvantaged communities, Eliza, who is studying for a postgraduate in Applied Linguistics for TESOL (Teaching English to Speakers of Other Languages), emphasised her interest in contributing to better outcomes for pupils in schools.

“Having personally witnessed the positive transformation we have brought about in pupils within my community, I am elated to see the organisation receiving this well-deserved recognition.”

Eliza

Relatively young charity

HRH Princess Anne spent time handing certificates and speaking to representatives of each awarded charity. HRH Princess Anne was particularly interested in the history and impact of Action Tutoring, as a relatively young charity, being awarded alongside established and centuries-old charities, including the British Red Cross and Scouts. With only 12 years since its founding, Action Tutoring said it was delighted to be among the recipients of the award which included renowned and household-name charities for this award.

Parliamentary Under Secretary of State for the Department for Culture, Media and Sport and also the Department for Business and Trade plus Minister for Equalities, Stuart Andrew, gave a speech and met with charities to appreciate their work.

Increasing life chances

Susannah Hardyman expressed pride in the volunteers’ selfless commitment to supporting disadvantaged young people, highlighting their positive impact on academic progress and the wellbeing of pupils.

“The recognition serves as a reminder of the invaluable contributions made by our volunteers within their local communities across the country. Like Eliza, they are not only helping disadvantaged pupils in academic progress but also fostering their sense of confidence and increasing their life’s chances.”

Susannah

Action Tutoring is proud of its diverse pool of volunteers from different backgrounds and between the ages of 18 to 82,  including university students, full-time or part-time workers from different sectors of business, and retired professionals. Not only do volunteers help pupils achieve better grades, but they also serve as positive role models by creating a supportive environment for learning and mentoring pupils to thrive in school and later in life.

In the 2022-23 academic year alone, 1,744 volunteers supported 5,743 primary and secondary pupils in 25,600 sessions in 140 schools across the country. Volunteers are at the core of Action Tutoring’s work and remain an invaluable resource in driving our purpose and impact.

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Become a volunteer tutor with Action Tutoring and help disadvantaged children improve their academic strength and build a better future. With just one hour a week, you can volunteer to tutor pupils in English or maths at primary or secondary level, online or in-person. No previous teaching experience is required and we will provide you with all the resources you need.

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