Staffordshire County Council

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Staffordshire County Council
Making Staffordshire a great place to live, work,
visit and invest.
The council is responsible for providing many
public services across the county.

• The council
• serves more than 800,000 people.
• provides a host of public services ranging from
  the local education service and 400 schools to
  libraries, social services, fostering and
  adoption, trading standards, highways, country
  parks and many more.
• employs a diverse team of experts ranging from
  scientists and planners to teachers, economists,
  business specialists and cleaners.
• is steered by 62 councillors who are elected
  every four years.

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Making Good Progress

One-to-One Tuition
Secondary School Senior Leaders Summer Term 2009
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• One to One Tuition
• Rationale.
• Childrens plan December 2007
• Ministerial Commitment
• Making good progress pilot

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Why one-to-one tuition?

• Ensuring the right support is in place for all
  children, regardless of class or social
  background is important in closing the attainment
  gap. For those who can afford it, individual
  tuition has always been the preferred method of
  additional support for pupils not achieving
  their potential.

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Tuition commitment

• One to One will support
• 3.5 of pupils for English and Mathematics
  2009-2010 across key Stages 2 and 3
• 7 of pupils for English and Mathematics
  2010-2011across key Stages 2 and 3
• In addition there will be a small number of
  pupils supported in schools receiving National
  Challenge funding.

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Standards Fund

• Funding for tuition included in 2009 Standards
  fund grant to cover national roll out Funding is
  ring fenced at LA level and devolved to schools
  for the purpose of 11 tuition
• Funding covers
• Tutor costs
• Participation funding
• LA management

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• Parameters for 11 tuition.
• One to one
• 10 hours (plus funding for 2 hours
  liaison/planning/training)
• Suggested minimum of one hour per session
• Delivered by a qualified tutor
• In or out of school building and/or hours
• Based on targets agreed between class teacher,
  tutor and pupil
• Part of the overall provision for intervention-
  not as a replacement for other intervention
  strategies

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Selection Criteria

• Pupils who entered the key stage below age
  related expectations
• Pupils who are falling behind trajectory during
  the latter parts of the key stage
• Those pupils who are at risk of not making 2
  levels progress.
• Vulnerable groups including CiC and those
  receiving FSM
• This selection must not exclude pupils because
  they are considered harder to reach or are
  considered to have behaviour issues.

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Who can benefit?

• Pupils
• Who have been taught a skill but have failed to
  secure it
• Who have difficulty grasping a concept and
  transferring it into practice
• Whose learning has been hampered by a previous
  misconception
• With a lack of experience
• New to English, those with a limited vocabulary
  or who have had limited opportunity to
  participate in sustained talk or reading

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• Process for 11 tuition in school
• Identify possible children and year groups
• Establish which children would benefit from 11
• Next steps for pupils identified using APP
  criteria
• Targets agreed
• Programme shaped around pupils needs
• Informal liaison between teacher and tutor
• Targets amended
• Guidance available

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MGP delivery of tuition

• Schools have found
• a variety of people to deliver tuition
• a wide range of places to deliver tuition
• a range of times to deliver tuition

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The myths

• An hour is too long
• Pupils would prefer one-to-two or -three
• Pupils will not want to stay after school or have
  sessions at the weekend
• Young pupils will be too tired at the end of the
  day
• Pupils will be stigmatised
• You cant send a tutor to the pupils home
• A good classroom assistant or HLTA could deliver
  the tuition

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What makes it effective?

• Engages pupils in their learning in a way which
  is not always possible in a classroom
• Provides highly tailored sessions, designed to
  meet individual needs, delivered by a qualified
  tutor
• Is delivered at a pace appropriate to the pupil
  and builds on what the pupil already knows
• Ensures misunderstandings are quickly identified
  and addressed
• Increases the pupils understanding of what they
  need to improve and why they need to improve

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Structured sessions

• Model of a teaching sequence
• Provides a framework for developing skills,
  knowledge and understanding
• Remember, Model, Try, Apply, Secure, Review
• The first tutorial
• Individual tuition plans
• Sample sessions

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Impact

• Teachers report
• Pupils more confident in their own ability
• Seeing transfer of skills from tuition to the
  classroom
• Improvements in attainment
• Pupils
• See tuition as a privilege
• Know they are improving because they are more
  confident and better at stuff
• Find the time goes quickly and feel more
  comfortable in an environment where they feel
  they can ask more questions.

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Next Steps for schools.

• Identify children for tuition and liaise with
  children/parents/carers
• Recruit and engage tutors
• Funding to be released
• QA provision
• Monitor and evaluate impact of the tuition
• Contribute to overall evaluation of
  implementation
• Possible model for LA
• - termly data
  collection subject/phase/gender
• - sample monitoring to
  include discussion with S L
• - some observations of
  sessions to support schools QA
• - individual progress
  data of targeted group