Commenting as the National Foundation for Educational Research
(NFER) publish their National Tutoring Programme 2020/21
evaluation findings, Nick Brook, Deputy General Secretary of
school leaders' union NAHT, said:
"As these reports note, there is a large body of evidence that
shows 1:1 tutoring and small-group tuition are effective,
particularly for disadvantaged pupils.
"Given that the National Tutoring Programme was specifically
designed to support the education recovery of pupils from
disadvantaged communities, it is both a surprise and a concern to
note that less than half of pupils that accessed programmes were
in receipt of pupil premium. The achievement gap between poorer
pupils and their more affluent peers is at a ten-year high. If
the National Tutoring Programme is to help narrow the gap going
forward, it is essential that it is precisely targeted at those
that need it most.
"The National Tutoring Programme has gone through multiple
changes since the start of the pandemic. Understanding what
worked in 2020/21 is different to understanding what works now.
And right now, very little is known about how well school-led
tutoring is bedding-in, what is proving effective, and in what
contexts. Without this insight, the 'tutoring revolution' risks
grinding to a shuddering halt the moment financial incentives are
removed."
