1. Introductory training for tutors
One to One Tuition
Introductory training for tutors
The presentation is clearly divided into 4 sections:
Section 1 – context and parameters
Section 2 – working in partnership
Section 3 – the pedagogy of one to one tuition
Section 4 – Systems and structures – LA specific
which the LA may wish to use as separate units, adapting and enhancing each with local resources and guidance where appropriate. The objectives suggested in Slide 2 cover all 4 sections.
Required materials for delivering the entire presentation:
Copies of Powerpoint handout for each delegate (Generic training for one to one tutors June 2009)
Copies of DCSF “ Developing one-to-one tuition: Guidance for tutors” for all delegates
Post Its (for each table to record any questions which arise)
APP A3 (all levels 1-8) sheets for reading , writing , mathematics
‘Stick men’ activity cards: one set per table of delegate version (ref Slide 6) (Word document: Stickmen card sort activity delegate version)
1 set of LA version (with responses) for reference (Word document: Stickmen card sort activity LA version)
Copies of pupil profiling handouts (Word doc: Learning to learn Visual Maps) for each delegate (ref slide 16) Source acknowledgement: these materials were developed by Calderdale LA.
Materials for mathematics and reading focused APP activities
ITP examples as handouts (Word doc: ITP examples)
ITP target examples see suggested handout (Word Doc: ITP targets)
Evaluation forms (LA specific: not included) .

2. 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)
Structure: overview
The main structure of this presentation (the ‘big picture’) focuses on 3 key themes:
One to one tuition:
What is it?
Who is it for?
How does it work (most effectively)?
It is divided into four suggested sessions
Key point
Throughout, lessons learned from one to one tuition in the Making Good Progress Pilot and the ‘early roll out’ of tuition in Years 5 and 6 in Spring / Summer 09 are integrated where appropriate to enable tutors and schools to deliver high quality tuition.
Objectives
To be shared
Activity
Give out/refer to Post Its and invite delegates to log any questions that arise as the session proceeds. These should be answered during the session but also stress that any left unanswered by the end will be addressed in the final session plenary or later on the website
You may wish to give a few moments here for delegates to log their initial questions : what have they come wanting to know?
Suggested timings
Reduced to 2 fast hours. Prob. no time for refreshments. Could extend by 15minutes if you are willing and the participants are willing.
Timing breakdown
All timings must be kept to and the sessions need to be fast and pacy. Inform delegates of this and start promptly at 4. You should start at 3.55 with housekeeping etc.
Session 1 No more than 30 minutes, less if possible
Session 2 45 minutes
Session 3 30 minutes, includes video clip of 12 minutes
Session 4 15 minutes.

3. 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
Key points
This high commitment to tuition is firmly placed within the Children’s Plan.
One to one tuition is not new: however it has to date largely been available to those who can afford to pay for it and through out of school arrangements – approximately 11% of children currently receive private tuition. It is now being established as part of the core provision available to schools to be integrated as part of the wider provision map.

4. Tuition – the wider context Progress for all Assessment
One to one Tuition
Wider intervention
Planning and teaching for progression
Progression Targets
Quality First Teaching
Notes
This slide demonstrates powerfully and visually that 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 pupils 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. APP (Assessing Pupils Progress) underpins and enhances this process. We will return explicitly to APP in more detail later in the session
Tuition also builds on and can enhance Quality First Teaching (it 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 are central and, again, we will be returning to the practicalities of how this works later in the session.
Tuition is only one intervention which forms part of a wider intervention ‘toolkit’ for the school.
And 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 is what may be very different to other experience of one to one tuition
Tuition should not be seen in isolation from these other elements particularly Quality first teaching and guided provision
The tutor should not work in isolation : see later emphasis on partnerships (session 2)
Assessment
& Pupil Tracking

5. Sharing what we know and dispelling the myths
Activity
Sharing what we know and dispelling the myths
This activity provides delegates with an opportunity to discuss some of the commonly held myths and misconceptions around 1-1 tuition. It is a useful activity as tutors at any stage of development will be able to contribute to this discussion and share their experiences.
You have 2 sets of ‘stickmen’ cards – one with the ‘myth’ statements on and another LA set which also include the response to the statement.
Provide each group with a set of cards with the statements on and ask them to sort into true and false piles – discussing each statement as they go and agreeing their response.
Take feedback from the groups for each of the statements, discussing issues as they arise and ensuring everyone is clear regarding the ‘correct’ response to each statement.
Give laminated copy to each table to look at after discussion until end of session
Ensure at this point that tutors are clear regarding safeguarding practice and protocols

6. 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
Key points
The key criteria for tuition - one to one, 10 hour blocks, suggested minimum of one hour and by a qualified tutor.
The agreed targets are one of the distinct differences between tuition in the pilot and much of the private tuition which takes place. Tuition focuses on the specific barriers to progress faced by the pupil as identified by the class teacher.
Tuition is not designed, nor funded, to replace existing intervention.
Parameters are the same for tuition in Every Child A Writer

7. 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.
Key points
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 defined by the Making Good Progress investigations as being ‘stuck’ or ‘slow moving’ (these reports will be referred to later in this session). 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. Emphasise Year 7 potential . Also need to work cross phase to ensure KS3 / 4 decision takes account of whether a pupil has been tutored previously
As part of the focus on closing the gap, some tuition has been directed towards looked after children who would particularly benefit from this support. However, this has to be carefully monitored as these children often have other forms of support and tuition at particular times could be counter productive.
NOTE: LAs will need to provide tutors with information regarding liaison for LAC who are receiving 1-1 tuition ensuring the tutor’s contact is with the class teacher.
It will also be useful to have available the DCSF guidance ‘Supporting Looked after Children – 1-1 Tuition’ which you can share with, and make available to tutors. On website.

8. 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
Key points
One to one tuition addresses personal and internalised processes and equips the learner with new strategies, ways of thinking, self help routines and fixes old misconceptions.
It is important that schools include 1-1 tuition as part of their provision mapping / intervention plan to ensure appropriate children are selected for tuition

9. 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
Bullet 1: 1-1 tuition is highly personalised therefore class teachers should review all provisions available for pupils and may decide guided or group intervention would be more appropriate.
Bullet 2: If a pupil is already receiving specialist help the teacher may decide that 1-1 tuition is not appropriate.
Bullet 3: 1-1 tuition is not intended to compensate for poor quality teaching.
Key point
All 3 scenarios highlight the need for schools to be looking at the quality of provision for whole class, group and individual interventions to ensure they are having the desired impact on pupil outcomes.

10. Pupil voice How 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.
Context is Making Good Progress Pupil Voice interviews which have happened throughout the two years of the MGP pilot (up to July 2009) and which have yielded some very consistent key messages which we will feed in where appropriate
Stress here importance of using pupil voice as a monitoring and evaluation tool (school/ tutor / teacher / LA etc)

11. Section 2 Working in Partnership
Class teacher
Parents / carers
Pupils
The next 3 short sections focus on working in partnership.
We have already stressed the important partnership between the teacher and tutor and the link between what happens in tuition and what happens in the classroom during and after the provision of tuition. We will now expand on the practicalities of making the most of this relationship. Also consider two other central partnerships: that with the parent or carer and that with the tutored pupils themselves.
There is no one correct ‘system’ or right way : each LA should adapt/customise these sections to include its own systems/ experience / guidance :
A key point to schools and tutors is to consider what communication and pupil engagement systems are ALREADY in place and how, if appropriate, they might be adapted to include tuition and its outcomes.

12. 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
This is a background frame for the expansion in next 9 slides
Have already covered the ‘identification ‘ of pupils in who might the tutees be
The DVD that is in the DCSF Toolkit has expanded examples of each stage tutors can access this through the website if they wish.
The flowchart statements highlighted in blue will be the focus of the next 9 slides: working in partnership to identify and plan to meet the needs of individual pupils
NB : this model is an expansion of the partnership with the class teacher : it does not mention the potential role of parents, which is covered in a later section

13. Pupil voice What do I want from my tutor and tuition?
Find out a bit about me first. Because then you know what I’m like.
Context is Making Good Progress Pupil Voice interviews which have happened throughout the two years of the MGP pilot (up to July 2009) and which have yielded some very consistent key messages which we will feed in where appropriate
Stress here importance of using pupil voice as a monitoring and evaluation tool (school/ tutor / teacher / LA etc)

14. 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?
Key point
Before the tutor can start to plan effective sessions for their pupil, they need to know more about their pupil than simply their academic targets. Personalised provision needs full consideration of individual strengths, potential barriers to learning which may be motivational or attitudinal as well as ‘academic’ plus subject focused diagnostic assessment (APP).
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.
Activity / discussion
Let’s Talk about Learning (resources courtesy of Calderdale LA).
The visual map identifies 7 common access needs. For each need there are several strategies the tutor and pupil can use to support learning in each area. The tutor can then use the individual visual map most relevant to the tutee. This can be used with the pupil to identify and agree their strengths and then agree which strategies will help them further. 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. By using these resources, the tutor will have a much fuller picture of the child which will support them in designing the tuition sessions for their pupil.
Table discussion x 2
Discussion 1 (Using the overview summary visual map).
In your experience, which of these factors are most significant and which strategies have worked for you?
Key points
Evidence has shown that tuition can have a broad and deep influence on attitude and motivation which endures beyond the tuition session and programme. It can have an impact on life long learning and links to the ‘essentials for learning and life’ in the Independent Review of the primary Curriculum (‘Rose review’ May 2009) recommendations for primary schools and key skills in the revised secondary curriculum introduced September 2008.
It will be useful to highlight the Making Good Progress reports) here as they consider the characteristics of different learners who have been identified as ‘stuck or slow moving’. This information can be linked to the Let’s Talk about Learning maps to underline the importance of getting as rounded a picture as possible of the child in order to plan a truly personalised programme for them.

15. Pupil voice What 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…
These quotes are from pupils in the Making Good Progress pilot and highlight the strong feeling amongst pupil that they need a tutor who understands and meets their individual needs – by talking to them and finding out what they are and how they can best be supported.
This quote also links to the next part of the session which focuses on ‘target setting to target getting’.

16. 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
Delegates should engage with a mathematics and reading or writing activity to introduce them to the APP criteria and progression through the levels. They will need the A3 criteria sheets here.

17. 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
Stress that good targets are only the beginning (target setting) : the key is to translate the target into appropriate activities and questions which will enable ‘target getting’
There are two suggested activities here :
The first will use a sample of ITPs
Delegates should look at examples and consider whether the information on the ITP provides clear overview of the needs of the pupil, the focus for teaching and opportunities for ongoing evaluation and assessment.

18. Tutor’s voice What 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.
Quote reinforces the notion of personalisation. Tutors are able to select resources and topics that children are personally interested in which will motivate them and so support learning and progression
Context is Making Good Progress Pupil Voice interviews which have happened throughout the two years of the MGP pilot (up to July 2009) and which have yielded some very consistent key messages which we will feed in where appropriate

19. 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
Stresses once again the importance of ongoing dialogue between teacher and tutor which may be relatively informal e.g. s, contact booklet, pupil passport, phone conversations, short meetings in school
Part of monitoring and evaluation should include feedback from tutors which will help inform and shape future tuition. It can also feed into whole school / departmental CPD when frequently tutored aspects are analysed.
Also stresses the link between what happens in tuition and the ongoing classroom experience
The first 3 bullets are self explanatory and are readily borne out by tutors and teachers who have experienced one to one tuition.
The fourth was a factor that arose increasingly in the Making Good Progress pilot. Particularly where pupils were being supported with aspects of the subject WHILE or BEFORE it was being taught in the classroom, they showed a willingness and ability to support others in developing understanding which in turn had a massive boost on self esteem and confidence.

20. Teacher voice How 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.
Source : Making Good Progress pilot investigations

21. 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
. DCSF toolkit
Key points
Schools in the pilot used a variety of ways of informing and engaging parents in 1-1 tuition and tutors need to be aware of how the schools they are working in approach this.
Examples include: letters and leaflets home, face to face meetings (very popular in primary school where parents were more accessible at the beginning and end of the school day), part of parent consultation meetings, focused ‘coffee mornings’ or after school meetings
Use and role of pupil passport as proven and effective way of keeping parents/carers, tutors, teachers and pupils informed. Indicate the pupil passport in the pack and give them 2 or so minutes to look at it.
Also, parental signature on Individual Tuition Plan
LAs protocols around Looked After Children should be referenced and refer to DCSF Guidance ‘Supporting Looked After Children- Guidance for Tutors’ to ensure tutors who may be asked to tutor this group of children are aware of the different roles of adult involved with these children and what does and doesn’t fall within the -1 tutors’ remit.

22. 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
Quotes are from External Evaluation of Tuition element of Making Good Progress pilot carried out by Pricewaterhouse Coopers

23. 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?
Note
The key aim of this slide and associated discussion is to focus on an overview of the pupil’s role in assessment for learning and learning to learn : as an ACTIVE PARTNER and FULL PARTICIPANT in the planning and learning process. The one to one tuition process is an ideal opportunity to develop independent learning and thinking strategies
Bullet 1 : Agreeing the targets: how do/could we involve the pupil?
Meetings with parent and pupil at the outset?
Pupil engagement with the ITP (space for signature) and passport?
Agreeing / revising targets between sessions or when a target may have been achieved?
Key points
Targets must be ‘live’ and meaningful to the pupil, with clear ownership and commitment to them on the part of the pupil
Stress that the initial targets should remain under review: the intensely personalised and diagnostic nature of one to one tuition may lead to the ‘unearthing’ of more fundamental learning gaps or needs.
Bullet 2: How I learn - Learning to learn maps (refer back to previous activity}
Gaps in essential learning skills may be as significant as gaps in the ‘subject’.
Classroom experience may not have been as effective as it could because of a lack of ‘match’ to the learning style of the pupil
Again, stresses the fundamental personalisation that may be uniquely available in the one to one model
Bullet 3: AfL : making me a partner
How do we ensure that the pupil is fully engaged in the learning and is developing the skills of self regulation, self assessment, using feedback to adjust learning etc.
Bullet 4: reviewing learning
How do we make sure that progress in learning is acknowledged within and across sessions?
How do we ensure the pupil is aware of their progress and that it is celebrated and built on?
The passport and ongoing reference to/review of targets will have a crucial role to play here
Bullet 5: pupil voice
One to one tuition offers a n excellent opportunity to engage in meaningful dialogue with the pupil to ensure that the methods and content are appropriate and personalised.

24. 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
This acts as a summary slide

25. 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
Quotes from external evaluation of 1-1 tuition element of Making Good Progress pilot

26. Section 3 :One to One Pedagogy Designing the structure One-to-one teaching sequence
Introduction
Remember
Model
Try
Apply
Secure
Review and reflect
Watch, you have the slide insert to help you
A possible model for successful practice
This is a well known sequence which delegates may well have come across before.
It forms a basis for the guidance materials in the DCSF guidance document for tutors : refer to pages 16 and 17 for further expansion
Key point
Emphasise these are ingredients and not a slavish sequence to be applied to every session It should be used and adapted as appropriate to the needs of the pupil and the content / objectives of any given session.
Introduction to the one to one guidance for tutors booklet format
Delegates at this point should be introduced to the format of the examples in the DCSF Guidance.
Examples of ITPs are included e.g p41. One target is highlighted in pink.
This is then translated into sample lesson plans e.g. p42.
Spotlight exemplifications then expand further to illustrate possible pedagogy e.g. p43.
The next 7 slides will briefly expand on each stage of the teaching sequence shown in this slide. Each will offer one or two suggested ideas and should be followed by discussion of other approaches. Tutors should be clear that these are only examples and that a wide range of strategies exists. Use the video sequence used before to exemplify the sequence. Delegates have the deleted slides as a separate handout to direct their thinking and to make notes. They have been removed form this ppt.

27. 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
Key point
These are crucial at ANY stage of the teaching sequence or process if sessions are to be truly personalised and responsive
Activity
Ask participants to look at the prompts (in the green shaded boxes) which a tutor may use to move pupils on.
Emphasis that language, talk and tutor questioning are key strategies in effective 1-1 tuition.
Take feedback from the group regarding their experiences in this area.

28. The role of the tutor in planning tuition
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
This slide summarises the key aspects related to the role of the tutor in planning effective tuition and ensuring that they can move the child from target setting to target getting.
Key points
Bullet 3: The tutor should avoid over-planning which could lead to ‘delivery’ of a plan which has not been personalised to the pupil.
The key is to ensure flexibility, therefore being able to intervene at the point of misconception and use dialogue to unearth gaps in learning that may not have been anticipated at the planning stage
The points on this slide support the rationale behind the requirement for the tutor to be a qualified teacher as this is a personalised learning experience that needs to flex to meet the emerging needs of the learner - it is NOT the delivery of a pre-determined programme. 28

29. 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
This slide summarises key messages from the session around the role of the tutor and reflects the discussion from Slide 39 about generic teaching strategies. .

30. What makes one-to-one tuition particularly effective for pupils?
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
This is again a summary slide and attention should be drawn to specific points as is deemed appropriate to audience and context plus what has been drawn out from discussion etc.
Key point
It is essential that tuition provides the opportunity for pupils to articulate their thinking as they answer questions or solve problems….’tell me what you are thinking” …”talk me through …” This enables the tutor to identify the misconceptions which can then be addressed and provide INTERVENTION AT THE POINT OF MISCONCEPTION AND NEED

31. Pupil voice What works for me?
It’s fun... We do fun things like writing to Man U and Girls Aloud.
You get a good amount of time to consider and get to grips with one thing without pressure…
But every now and then there has to be something serious to make sure I’m making progress
Don’t tell me the answer if I get stuck because that is just like cheating. Just advise me...
Quotes from pupils involved in Making Good Progress pilot Pupil Voice surveys

32. Section 4 Systems and structures
Local 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.

33. 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
Again this slide will need to be customised by the LA.
It is important that all tutors, but especially external tutors are familiar with school practice in the above areas. All schools should have a protocol for 1-1 tuition which covers the above to ensure that 1-1 tuition is integrated into wider school improvement.
It is essential that systems are set up for tutors to both receive and feedback information on a regular basis as this will feed into the school’s monitoring and evaluation processes.

35. ONE TO ONE TUTOR DROP-IN SESSIONS (4.00 – 6.00PM)
LA contacts
Tuition lead Hilary King at
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
LAs will need to customise this slide to provide relevant information for tutors

36. Any questions remaining?
Plenary
Any questions remaining?
This is an opportunity to ask delegates to review any remaining questions which they have recorded on Post Its.
Stress any questions you cannot answer will be responded to by me or on the website. .

37. And finally …….
If you don’t understand something, you know there’s one teacher just for you
Finish by reminding tutors that pupils, parents, tutors and teachers are overwhelmingly positive about 1-1tuition and that there is evidence to demonstrate that it really does make a difference.