Collaborating to develop the future of our service
“Support from Tute has impacted positively on both my daughters progress in maths and English. The confidence generated in pre exam Tute sessions improved my eldest daughter’s outcomes by a grade in English and maths. Just as important the sessions helped prepare her for other subjects in terms of structuring her learning at home, response to questions and revision planning. My youngest daughter has recently begun Tute sessions, we are seeing the impact on confidence, consolidating concepts and her ability to communicate about her learning.”
“I recommend Tute to you, as a parent and educator."
Professor Sonia Blandford CEO, Achievement for All
Professor Sonia Blandford is founder and CEO of the National charity Achievement for All 3As. With over 30 years’ experience. Sonia is one of the UK’s leading practitioners of education within the voluntary, community, charity and public sectors. She is passionate about raising the aspirations, success and achievement for all children and young people, and was listed in this year’s Debrett’s 500 in the education sector.
“In Shireland we have seen Tute change the capacity of students to prepare for their examinations in a dramatic manner. Tute provides a toolkit of support for learners in that it not only creates a framework for their learning but it also helps them to grasp key concepts in an environment where they are secure to fail and then able to succeed. We have used Tute across the year groups with equal success.”
“We have used Tute across the year groups with equal success."
Sir Mark Grundy Executive Principal, Shireland Collegiate Academy
Mark Grundy became Headteacher of Shireland High School in 1997. The school serves one of the most deprived wards in the country with over 65 different languages spoken, 38.2 per cent of students with eligibility for free school meals and 22 per cent with Special Educational Needs. It is situated five miles South West of Birmingham. The school became one of the first language colleges in the country and became one of the leading schools in the use of E-learning solutions.
Tute believes that it is important that our teaching is measurable, and our impact evidenced. Not only have we worked with schools to prove our successes, but also with doctoral candidates at the University of Chester and Durham University for the past two years to deliver independent evidence on our teaching.
The St Lawrence Academy
The St Lawrence Academy is a small academy for 11-16 year old boys and girls of all abilities, specialising in Science and Sport. The school is located in Scunthorpe, North Lincolnshire. The school is a smaller than average school with just over 600 students and increasing role numbers. The proportion of students known to be eligible for free school meals is well above average. The proportion with special educational needs and/or disabilities is above average. Almost one third of students are from ethnic minority groups, which is above average.
The provision for St Lawrence’s School included work with two contrasting Key Stage 3 Year 8 groups:
- of mostly Gifted and Talented students in the top set for their year group, but who were not achieving their target levels (6a/6b) and some were one whole level (three sub-levels) below target in English. According to teacher feedback, writing appeared to be the issue most affecting their progress.
- The second group of students had achieved lower attainment than expected (3a- 4b with targets ranging from 4b-5b) and were being targeted for specific intervention for literacy issues concerning spelling, punctuation and grammar.
The key focus for both groups was improving and enhancing writing skills. Both groups focused on the following areas:
- Planning and structuring writing
- Spelling strategies
- Higher level punctuation
However, the resources were tailored to suit the appropriate levels of ability and target level.
Students have made at least 1 sub level progress
Have been able to apply learning into class work
Have become more confident in lessons
Found the sessions enjoyable
The Pingle School
Pingle School is a mid-size secondary foundation school with around 1,200 pupils. The school is located in Derbyshire. Pingle provides specialist, enhanced support to a number of pupils with a range of needs. These include a Learning Support Base for pupils with complex SEND; an autism support centre and The Gateway, a unit for KS3 students who are at risk of exclusion. The school has an above average number of pupils in receipt of Pupil Premium funding.
The provision for Pingle focused initially on a year 7 catch-up group below level 4 in maths, English or both.
Additionally, a separate group was identified of disengaged pupils who had been provided with additional teaching support which was ineffective.
These pupils were provided with intervention in English and maths delivered by Tute.
The key focus for both English groups was improving and enhancing core language skills. Pupils were focused on the following areas:
- Word and sentence-level skills
- Text-level work
In maths, teachers worked on improving the pupils’ enjoyment of maths, and therefore their confidence. The core topics were:
more students were on or above target in English
more students were on or above target in maths
“‘Catch-up’ funding is used effectively to support students in Year 7 who start at the school with below average attainment in English and Mathematics. For example, the school uses an online tuition system for students who require them. Students’ reading skills and levels of progress in English and mathematics have improved as a result.”
The Maelor School
The Maelor School is an English-medium 11 to 18 mixed comprehensive school in Wrexham. There are 766 pupils on roll, 96 of whom are in the sixth form. Around 6% of pupils are entitled to free school meals. Pupils are drawn from a wide geographical area, mainly from small rural villages, but also from small towns and urban areas. 3.4% of pupils live in the 20% most deprived areas in Wales. The school receives pupils from the full ability range. The percentage of pupils with special educational needs is around 13%. In 2014, the school received an overall judgement of ‘Good’ from Estyn.
Rather than the traditional additional exam revision to improve C/D pupils’ attainment, the school intend to intervene with pupils in KS3, particularly in years 7 and 8 to allow them to make progress at an earlier age to ensure expected achievement.
Tute’s focus was to improve literacy skills in order to facilitate greater progress from Key Stage 3 to 4.
The learning programme was strictly informed by the specific areas identifies as being in need of development during the reading pre-assessment undertaken. These included, but were not exclusive to:
- identify the purpose, audience and style of a range of text types.
- demonstrate an awareness of the effect of the writer’s viewpoint and purpose on the reader.
- relate texts to their social, cultural and historical contexts. • be able to skim / scan read and retrieve key points of information.
- develop an understanding of the writer’s use of descriptive and figurative language for effect.
- identify and explain explicit and implicit meanings in texts.
- apply success criteria when responding to reading questions.
of students agreed or strongly agreed that they found Tute lessons enjoyable and interesting
students agreed or strongly agreed that they felt safe during Tute lessons.
of students agreed or strongly agreed that they felt that they were learning new things during Tute lessons.
increase in overall performance was measured between the pre and post assessment tasks undertaken by the students involved in the group.
Ysgol Clywedog is an 11-16 mixed comprehensive school in Wrexham, North Wales. Around 880 pupils attend the school, 22% of whom are eligible for free school meals; the national Welsh average is 17.4%.
Following an Estyn inspection in 2013, it was decided that special measures were required with this school. Estyn revisited in March 2015 to monitor the 10 recommendations made. The school were taken out of Special Measures having made strong progress.
Estyn’s first recommendation was: “Improve standards at key stage 4”. One of the main ways to ensure that special measures were removed was to improve English results.
Due to illness, the English department consisted of three teachers fewer than usual in the run up to exams. Of course, this caused difficulty and great uncertainty for students’ outcomes.
Without good supply teachers available, Tute worked with Clywedog to teach three groups of top-set year 10 students who were sitting their exams early.
Tute teachers provided an intensive learning programme, agreed with the school’s Head of English, to target exam skills focusing on each question on the WJEC English language exam paper in detail.
Examples of objectives were:
- Using inference and interpretation
- Language and structure
- Language techniques and interpretation
- Knowledge and use of text
- Inference and appreciation of language
- Collate material and make cross-references
- Articles and Leaflets