One to One Tuition

Introductory training for tutors

Objectives

Delegates will Understand the context and parameters for one to

one tuition (Section1) Discuss and define effective partnership working to

ensure the sustained impact of tuition (Section2) Explore the pedagogy of one to one tuition and be

enabled to plan effective personalised intervention (Section 3)

Be aware of information regarding the LA systems and structures for delivering tuition (Section 4)

Section1 Context and parameters for one to one tuition

“There will be a widespread expansion of one-to-one tuition so that all children have the support that in the past has been the preserve of those who can afford to pay for it.”

Children’s Plan, December 2007

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Assessment & Pupil Tracking

Progress for all

Wider intervention

One to one

Tuition

Progression Targets Quality First

Teaching

Tuition – the wider context

Activity

Sharing what we know and dispelling the myths

The parameters for 1:1 tuition

One to one 10 hours (plus funding for 2 hours

liaison/planning/training) Suggested minimum of one hour per session – though

can be flexed, for example to fit in with lesson periods Delivered by a qualified tutor Based on targets agreed between class

teacher, tutor and pupil Not a replacement for other intervention strategies Can be delivered within or outside the school day

Selection Criteria

Pupils who entered the key stage below age related expectations

Pupils who are falling behind trajectory during the latter stages of a key stage

Looked after children who would particularly benefit from this support:

* This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues.

Who can benefit from one-to-one tuition?

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 new to English, those with a limited vocabulary or who

have not had much opportunity to participate in sustained talk or reading

When is one-to-one tuition not appropriate?

Where several pupils fail to grasp a new idea or skill

As a replacement for specialist help which is part of the school’s existing provision

As a replacement for poor quality first teaching

Pupil voiceHow do I feel about my tutor and tuition?

You get a good amount of time to consider and get to

grips with one thing without pressure … You

don’t mind getting it wrong.

Section 2Working in Partnership

Class teacher

Parents / carers

Pupils

Steps to support effective planning and delivery of one-to-one tuition

Pupils identified for tuition

Class teacher identifies targets

Class teacher liaises with tutor

Tuition takes place

Tutor and class teacher review progress

Pupil voiceWhat do I want from my tutor and tuition?

Find out a bit about me first. Because then you

know what I’m like.

Knowing the pupil : personalisation

We expect that in tuition, tutors will spend time talking to pupils about how they learn. The tutor needs to get the pupil to recognise the strategies they use so that they are able to replicate what they do in tuition independently back in the classroom. This will ensure that tuition has sustainable impact

Find the visual map ‘Let’s Talk About Learning’ Strategies on the maps are suggestions – the child and tutor can amend

statements or add to them to personalise it. This can be used as an ongoing review tool and also shared with parents. This is a particularly useful resource for class teachers to use with external tutors.

Discussion In your experience, which of these factors are most significant and

which strategies have worked for you?

Pupil voiceWhat do I need?

...ask me what I struggle with and

give me more help on that… so

I can catch up with the others…

…give me constant updates on my

targets and tell me what I can do to meet

them and when I complete them…

Knowing the pupil: subject focused use of Assessing Pupil Progress (APP)

Take the sheet of maths and English ‘targets’ and the A3 APP grids.

On your tables discuss:- A] the use these targets would be to a potential tutor B] where these targets sit in the APP grids for English

and mathematics Feedback

Planning for tuition: the role of the Individual Tuition Plan and SMART targets

Turn to page 20 or 32 in your tutor handbook. Examine an ITP for either maths or English Do you consider whether the information on the ITP provides a

clear overview of the needs of the pupil, the focus for teaching and opportunities for ongoing evaluation and assessment?

Feedback

Tutor’s voiceWhat makes tuition effective?

As it’s one to one you can personalise it and arrange

lessons around their interests. You can focus

around hobbies. It is about getting them motivated.

Continuing the partnership: sharing information

Teachers report: that during and following tuition pupils are more willing to

have a go, ask questions, put their hand up etc. seeing the transfer of skills from tuition to the classroom that pupils who have finished tuition show improvements in

attainment as recorded through termly teacher assessments an emerging factor …helping others

Overall tuition data in the MGP pilot indicates that a higher proportion of pupils who have tuition make expected progress than those who don’t

Teacher voiceHow do pupils respond to tuition?

These are not normally very engaged children but they voluntarily come back to school after the day has

finished; they have even been at home for an hour and still come back. They have made a real commitment and that is not because the parents tell

them to.

Partnership with parents and carers

Discussion:

A How do we currently ensure we work in partnership with parents and carers?

B What additional strategies are available for further enhancing partnerships eg Pupil Passport, Individual Tuition Plan

Looked After Children: LA protocols and procedures tutors need to be aware of. www.lancsngfl.ac.uk/1to1tuition/ DCSF toolkit

Parental voice What does tuition mean to my child?

My child was quite happy with his tuition. I was more than happy; a brilliant programme. The teacher kept me informed of the progress,

very professional. One to one tuition in any subject can only improve a

child’s knowledge and confidence – well

Partnership with pupils

Agreeing the targets : what do I need to learn?

Learning to learn maps : how I learn

Assessment for learning : making me a partner in learning throughout the session

Reviewing learning : making me aware of my progress and what I could do next

Pupil voice : is it working for me?

The role of the pupil in one-to-one tuition

Pupils need to: understand why they are having tuition and how this will help them

with a particular area of difficulty feel confident to take risks during sessions understand that making mistakes is an important part of learning

and that the tutor corrects their errors to help them to understand ideas and concepts

work independently to think through strategies and problem solve for themselves

reflect on their learning during the session, make self assessment and recognise their own progress

appreciate that what they learn in tuition can be used back in class

Pupil voice Reviewing my tuition

I used to be shy at maths but now I’ve come alive and put my hands up to answer

questions.

I used to get stuck but now I get ideas for stories OK and how to structure it

and how to add key words and adjectives

Section 3 :One to One PedagogyDesigning the structureOne-to-one teaching sequence

Introduction

Remember

Model

Try

Apply

Secure

Review and reflect

A possible model for successful practice

Watch, you have the slide insert to help you

Generic teaching strategies – pages 7-10

Enquiring into prior knowledge Drawing pupils into a modelled process Prompting pupils to share their thinking What to say when a child is stuck Praise How to draw attention to weaknesses and errors

The role of the tutor in planning tuition

The Tutor: has a thorough understanding of what the pupil needs to

be able to do to move forward plans for a range of varied activities to engage the pupil

and support learning approaches planning flexibly to respond to changing pupil

needs as learning develops

Role of the tutor during the session

models and articulates good learning which focuses on both process and effective strategies

provides opportunities for pupils to talk, rehearse ideas and ask questions

involves the pupil in assessment which will help them acquire self- checking and self-help skills

praises successes

What makes one-to-one tuition particularly

effective for pupils?One to one tuition: engages pupils in their learning in a way which is not

always possible in the classroom provides highly tailored sessions, designed to meet

individual needs, delivered by a qualified tutor is delivered at a pace that is appropriate to the pupil builds on what the pupil already knows ensures misunderstandings are quickly identified and

addressed at the point of misconception increases pupils’ understanding of what they need to

improve and why they need to improve

Pupil voiceWhat works for me?

You get a good amount of time to consider and

get to grips with one thing without pressure…

It’s fun... We do fun things like

writing to Man U and Girls Aloud.

Don’t tell me the answer if I get stuck because that is just like cheating. Just advise me...

But every now and then there has to

be something serious to make sure I’m making

progress

Section 4Systems and structuresLocal Authority

LA tuition delivery structure will rely on face to face sessions for generic training but more advanced and focused training will be via the Moodle. Discussions are underway about crediting these courses via Edge Hill

Lancashire will not match tutors to schools or become involved in any way in the employment process. We publish your details securely on our website but that is all we can do.

Support available is mainly in the form of the One to One Tuition Support Teachers and in the Networks. Lead One to One Tutors will be identified and available for more personalised support from Summer 2009

QA and monitoring will be conducted in the first instance by the school. The LA team will conduct a number of required visits and observations during the 2 year cycle. The DCSF may wish to observe you, as might OFSTED

Examine the website for answers to HR queries or contact ASKHR.

School systems and structures

What do you need to know about the school you are tutoring in?

Spelling, calculation and handwriting policies Rewards and sanctions Safeguarding guidance Disclosure policy Information re Looked After Children Key contact in school and how to get in touch out of

school hours

LA contacts

Tuition lead Hilary King at One-to-One-Tuition@lancsngfl.ac.uk

ONE TO ONE TUTOR DROP-IN SESSIONS (4.00 – 6.00PM)

Tuesday, 16 March 2010 Garstang Golf Club Wednesday, 17 March 2010 Clayton Park Conference Centre Thursday, 18 March 2010 Woodlands Conference Centre Monday, 14 June 2010 Garstang Golf Club Tuesday, 15 June 2010 Clayton Park Conference Centre Wednesday, 16 June 2010 Woodlands Conference Centre

Moodle Training on February 2nd, 3rd and 4th 4-6 Venues to be notified. Check website.

LA Website www.lancsngfl.ac.uk/1to1tuition/

Plenary

Any questions remaining?

And finally …….

If you don’t understand

something, you know there’s one

teacher just for you