Case Study: School-led tutoring as part of the National Tutoring Programme (NTP)

ImpactEd Evaluation are conducting research to assess how schools are delivering tutoring. The project aims to build the evidence base on what makes tutoring effective by collecting data from schools on their tutoring strategy.  

See an example below from Tutoring Research Partner, Uphall Primary School, on some of the research project’s data points. 

The school implemented small group, school-led tutoring, which targeted disadvantaged pupils in maths and English between 3 to 4 times a week. The school shared that the tutoring sessions were highly effective, particularly for pupils who lacked the opportunity for additional support outside of school. They stated that smaller group sizes rather than whole class learning had a significant impact and “makes a massive difference” in comparison to whole class teaching. It enabled one to one support, boosted pupil confidence and improved attitudes to learning. 

Despite some challenges faced with scheduling sessions into timetables at the end of term and pupil attendance, the school felt that the implementation of tutoring was helping to narrow the attainment gap, providing crucial attention to disadvantaged pupils at the school. 

Data gathered from Uphall Primary School has provided useful insight of how the school's tutoring strategy was effective, by identifying how this was implemented and the links to pupil attainment. 

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For more detail, you can read the full case study here. 

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