growing, absence rates high and unpredictable, and the severity of gaps in student knowledge and ability as a consequence of the pandemic as yet unknown, teachers can’t possibly be expected to do and fix all, and tuition that is bonded tightly to in-school lessons offers a powerful opportunity to support both classroom teachers and students.
A BRIDGE OVER TROUBLED WATER? Although there aren’t many silver linings to the impact of COVID-19 on education, it has blown the door wide open on discussions about tutoring, how effective it really is, and how it can be best used. The recent study by the Education Endowment Foundation (EEF) suggests that regular structured 1:1 tuition sessions run over 10 weeks, led by a teacher, and closely linked to classroom teaching can add upto +6 months’ progress with primary school students, and +4 months in secondary school
students. Small group tuition too is impactful, particularly when led by a good teacher, which could serve as a positive reminder that rather than being ‘has beens’, former-teachers-turnedtutors are still some of the most skilled professionals out there. Effective and cohesively planned tuition is potentially incredible in terms of student impact and outcomes, and provides a perfect opportunity for teachers and tutors to start to work together. Schemes such as the National Tutoring Programme also offer the chance for bridges to be built, particularly in cases where the school strongly leads, communicates and collaborates with the tutors delivering the additional lessons. Plenty of schools have reported a positive experience with NTP partners, and it could be that this is the very seed that needs to be planted in order for tutors to be welcomed back into a school environment.
FIXING A HOLE Rather than teachers hiding what is
clearly a widespread side-hustle, or wondering if the use of a tutor suggests their classroom practice is not good enough, I think there’s an opportunity here to see tutors as the Polyfilla of education: hopefully the foundations are strong, and it won’t be needed, but if some repairs do need to take place, there’s a reliable resource the exhausted builder can rely upon to be there and get the job done when needed. The problems around tutoring shouldn’t be focused upon from within the education system: they are indicative of all of those making choices about it from the outside. It says so much about us as a collective that, even after seeing potentially hundreds of students all day, teachers don’t stop - they go out and do it all again once the school gate is closed. It also shows that often teachers who leave the classroom don’t leave education; thousands still have that spark that made them enter in the first place, and they still care about making a difference to student’s lives… and ultimately, isn’t that what it’s all about, regardless of whether you’re in your classroom or their kitchen?
“teachers end up with the same money for significantly less stress and significantly more time with their families”
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