1. Improving teaching: leading learning
One-to-one tuition
Introductory slides
The purpose of this session is to provide an introduction and starting point to CPD development on one-to-one tuition.
The content of these slides is taken from a more extensive CPD resource comprising an elearning module and accompanying evidence-base and CPD materials, on which teachers can work together.
They can be used to introduce or remind teachers of a key aspect of effective pedagogy, prior to establishing collaborative CPD that makes use of both the elearning module, but also taps into expertise within the school.
The first four slides focus on the big picture of pedagogy.

2. Pedagogy: a working definition
Pedagogy is the practical business of teaching and learning, driven by professional knowledge and understanding.
It is what you need to know, and be able to do, to teach well.
Teaching is complex. It is a skill that you continue to hone and develop; there are always new things to learn.
There is now a wealth of evidence to support the approach that these resources adopt.
In essence, the research about school improvement that places teaching and learning at its heart identifies some key activities that characterise the work of effective teachers.
The most effective teachers:
talk about learning
observe each other teach
plan, organise, monitor and evaluate their own practice
teach each other.
To improve practice, teachers and schools benefit from developing a precise and shared vocabulary to describe good teaching.
These resources:
offer a coherent, evidence-based approach grounded in clear, precise language
help teachers to talk about and analyse their own teaching
help to foster a culture of in-house debate about teaching.
Above all they are based on the knowledge that teachers can improve what they do through a combination of:
CPD activity based on school improvement priorities linked to areas of learning that need to be strengthened
collaborative learning within and between schools
learning ‘on the job’ by focusing on making changes and improvements in the classroom, based on reflection and evidence of impact on learning
trying out new approaches
a blend of professional development activities including Lesson Study, coaching and following an elearning module that supports developing practice in the classroom.

3. The ‘four cornerstones’
Planning for progression
Strong pedagogy
Strong senior and subject leadership
Collaborative working
Secure self-evaluation processes
The build feature of the slide introduces these key characteristics.
Teachers plan for progression. They set tasks, activities and problems from which children are able to learn and which enable children to demonstrate their full potential. They do not build in a glass ceiling, beyond which children cannot go, which would automatically restrict their progress.
Teachers have strong pedagogy. They understand the subjects they teach, have a full range of skills and techniques to select the most appropriate teaching approaches to help children learn, and they are able to develop the right conditions for learning in the classroom.
Teachers know where their children are. They have effective tracking systems in place that not only record numbers such as levels but also reveal strengths and weakness and areas for development.
Teachers use assessment well to provide personalised and targeted intervention so that all children can progress from where they are now to where they can be in the future.
5. Finally, schools that promote learning most effectively for their children have strong senior and subject leadership; they have robust and secure self-evaluation processes in place so they know their areas for development. The school develops together, with staff working collaboratively across the school.
Although it is useful to consider the ‘four cornerstones’ separately, and to focus on each as a discrete item, they are closely connected and, to be effective, are dependent on each other.
Personalised intervention
Effective pupil tracking

4. Pedagogy Subject knowledge Teaching and repertoire learning models
Creating
conditions
for learning
and
learning
models
Knowing about the key concepts, common misconceptions, progression, contemporary applications – new knowledge
Knowing about the skills and techniques to maximise learning.
Knowing how to question, explain, guide, model and structure learning.
Knowing how to engage pupils through classifying, card sorts, analogy
Knowing about managing a class, a group, an individual, how to interact with pupils of different ages, previous learning, prior attainment, preferences in learning, environment
Knowing about the theories of teaching and learning and how they inform learning sequences such as inductive, enquiry, model construction, concept attainment, constructivism
To be successful, planning also needs teachers who are skilled in all four dimensions.

5. Questioning and dialogue
CPD modules
Learning
objectives
Teacher modelling
Group work
Questioning and dialogue
One-to-one tuition
Independent work
The materials are designed to support teachers’ knowledge about skills and techniques that make a difference children’s learning, behaviour and self-confidence.
They cover features such as: knowing how to design and structure learning, including using shared, group, guided, independent and one-to-one approaches; and knowing how to model, question, and prompt learning through dialogue. We know that these strategies improve the quality of children’s learning and increase the progress that they make.
Each of these elements is an area of distinct professional competence, which good teachers develop and use, and which have a direct impact on children’s engagement, motivation and progress in learning.
Each element is supported by a short slide presentation; and an elearning module that supports teachers working in a more extended way on developing this aspect of their teaching, in collaboration with others.
Each elearning module is structured as a coherent piece of professional development designed to:
introduce the element
deepen understanding through examining and interrogating what ‘good’ practice looks like
enable teachers, working together, to improve aspects of their teaching, by trying out ideas in practice and reflecting on the impact on children’s learning.
These resources promote professional development in tried and tested approaches to pedagogy; they offer these approaches as a starting point, not as a rigid structure that must be followed. They promote a journey of improvement for individual teachers, supporting and being supported by others, with a common focus.
Use of the materials needs to be allied with other highly effective professional development approaches, such as good practice visits to other schools, peer observation, coaching and feedback, Lesson Study, working with a higher education institution, including mentoring trainee teachers, and drawing on other specialist external expertise.
Guided learning

6. One-to-one tuition

7. One-to-one tuition Tuition has a dual focus:
Partly, it is about addressing the needs of those pupils who are already below national expectations when they enter the key stage.
Partly, it is about the needs of the pupils who can be defined as ‘stuck’ or ‘slow-moving’.
Tuition in the first part of the key stage could focus on the former, while in Years 5, 6 or 9 it might be expected to focus on the latter.
Use this and the next slide to introduce the concept of effective one-to-one tuition.
One-to-one tuition allows for the development of knowledge, skills and understanding of skills and concepts that had previously been taught in whole- class or small group settings. It is designed specifically to support the progress of pupils:
who have been taught a skill but have failed to secure it
who have difficulty in 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
who have begun to fall behind their peers, or who have begun to fall behind expectations (including gifted and talented pupils).
Decisions about the placing of tuition needs to focus on the specific needs of the pupils.

8. Successful one-to-one tuition
Successful tuition:
is based upon clearly-defined tuition targets that have been derived from regular teacher assessment
is complemented by quality-first teaching in whole-class or small-group settings
is supported by effective liaison between the class teacher and tutor
recognises and responds to the learning needs of the pupil as tuition progresses
enables school and subject leadership teams to reflect upon the quality of curriculum planning and delivery
is not a replacement for other intervention strategies.
One-to-one tuition should not be seen in isolation. It is one tool in the toolkit of what a school can offer to its pupils in order to maximise progress for all and provide for those who may be experiencing difficulties in moving forward with their learning.
Key points
The overarching message is one of promoting progress for all.
Effective diagnostic assessment and tracking of pupil progress is essential to identifying the pupils who should receive one-to-one tuition and the focus for that intervention. Regular day-to-day and periodic assessment underpins and enhances this process.
One-to-one tuition also builds on and can enhance quality-first teaching (but is not a replacement for it) in the classroom, whether that be whole-class teaching or group learning. Liaison between teacher and tutor to ensure that the outcomes of tuition impact back in the classroom context is essential to the securing of the knowledge, skills and concepts developed in tuition sessions.
Tuition is only one intervention, which forms part of a wider intervention toolkit for the school. It sits in the context of the introduction in 2008 of progression targets, which focus on the progress individuals make from their own starting points rather than their position in relation to a national threshold.
Emphasise the key link between tuition and transfer into classroom experience: this may be very different to other experiences of one-to-one tuition.
Tuition should not be seen in isolation from these other elements, particularly quality-first teaching and guided provision.

9. What can we do to support one-to-one tuition?
Provide clear structures in which tuition can operate.
Enable teachers and tutors to communicate effectively and regularly.
Establish clear procedures for setting progression targets, based on secure teacher assessment.
Select pupils based on need.
Identify time slots for tuition during and after the school day.
Maintain momentum by effective follow-up intervention and support.
Before revealing this slide, invite participants to reflect on the extract they have just viewed and to see if they can identify the support that the school would have put in place to support the development of successful tuition.
Summarise the slide by identifying what a school has to do to create a successful tuition experience.
Effective group work requires a significant amount of preparation by the tutor. This begins and is complemented by conversations with the class or subject teacher to identify and ratify the tuition targets, and to review the progress the pupil is making towards securing their understanding and application of the knowledge, skills and concepts being developed within the tuition session.
To support this development, pupils can be helped to develop the skills needed for applying their learning in whole class sessions and so benefit further from their one-to-one tuition sessions.
Handout 1: Case study 1 can be used to bring the key points together.
Discussion point:
Reflecting on their current practice, how have their experiences of one-to-one tuition been formed and how do they now feel, after looking at the school case study? Key areas for development can be identified.

10. Taking things forward Some things to try
Arrange to observe another colleague tutoring a pupil.
Try varying the length of the activities within your tuition sessions, ranging from short, sharp and strictly time-limited activities to longer, problem-solving activities and note what effect it has on pupils being tutored.
Plan opportunities for pupils to engage in review and reflect activities, giving high priority to being clear about their purposes. Reflect on how you can best pass the outcomes of these activities back to the pupil’s classroom teacher so that they can be incorporated into whole-class teaching.
Jointly review what worked well and why, and identify aspects of preparation and coordination that might need adjustment in the future.
Only teacher and tutors can improve their own tutoring. Ideally, they can do this, as reflective practitioners, through working collaboratively with supportive colleagues. Different teachers and tutors will be at different stages of development in their practice but everyone can learn from each other.
The slide identifies some things tutors might try next, to take their tuition further forward. This slide could be printed, to form an additional handout to support discussion and action.

11. What next? Elearning modules
Access the One-to-one online module and use it as the basis for a more extended exploration of the potential of questioning and dialogue in your teaching, working with other colleagues.
10 minutes
The senior leadership team (SLT) should identify the future direction for this area of development. The slide contains one suggestions.
The participants need to feel this is the start of the development process within the identified area.