Transcript Headteacher Briefing One to One Tuition

One to One Tutors’ Network
Tuesday 9 November 2010
Overview
• Story So Far and Future Developments
• Managing the Tuition of Vulnerable
Groups
• Case Studies of the Impact of Tuition
• Questions re. Individual
Circumstances
Story So Far and Future
Developments
2009-10:
• 95% Started
• 88% Completed
• Completion dates required for 97
students
Nationally…
• As at the end of the summer term there
were 297,505 tuition starts (101%) in
17,924 schools
– 169,024 starts in KS2 (111%)
– 105,310 starts in KS3 (85%)
– 23,331 starts in KS4 (136%)
Where: LA breakdown
150
21
140
130
120
Number of LAs
110
83
46
100
90
116
101
80
70
34
60
50
43
20
40
30
20
10
0
18
25
13
8
22
12
5
3
2
3
5
KS3
KS4
Overall
6
10
1
KS2
Number of LAs below 50%
Key
Number of LAs
betwStage
een 50% and 60%
Number of LAs betw een 60% and 70%
Number of LAs betw een 70% and 80%
Number of LAs betw een 80% and 90%
Number of LAs betw een 90% and 100%
Number of LAs above 100% !
KS2 plans
KS3 plans
Actual KS2
Actual KS3
KS4 plans
Actual KS4
30/07/10
23/07/10
16/07/10
09/07/10
02/07/10
25/06/10
18/06/10
11/06/10
04/06/10
28/05/10
21/05/10
14/05/10
07/05/10
30/04/10
23/04/10
16/04/10
09/04/10
02/04/10
26/03/10
19/03/10
12/03/10
05/03/10
26/02/10
19/02/10
12/02/10
05/02/10
29/01/10
22/01/10
15/01/10
08/01/10
01/01/10
25/12/09
18/12/09
11/12/09
04/12/09
27/11/09
20/11/09
13/11/09
06/11/09
30/10/09
23/10/09
16/10/09
09/10/09
02/10/09
25/09/09
18/09/09
11/09/09
Number of tuition starts
When: Tuition starts through the year
180000
160000
140000
120000
100000
80000
60000
40000
20000
0
Who/when: Most KS2 tuition was in Y6, but in the
summer term tuition was focussed on Y5
Tuition starts through 2009-10
45000
40000
Number of pupils starting tuition
35000
30000
Year3
Year4
Year5
Year6
25000
20000
15000
10000
5000
0
Autumn1
Autumn2
Spring1
Spring2
Term
Summer1
Summer2
Who/when: KS3 tuition peaked in the first half of the
summer term
Tuition starts through 2009-10
14000
Number of pupils starting tuition
12000
10000
8000
Year7
Year8
Year9
6000
4000
2000
0
Autumn1
Autumn2
Spring1
Spring2
Term
Summer1
Summer2
Funding…
What we know…
• CSR announced a £3.6bn increase in
funding in cash terms for the schools
budget by the end of the period (0.1%
increase in each year of the Spending
Review)
• CSR announcement confirms funding is still
available in schools’ frontline budgets
which can be used for tuition. Decisions on
how to use the funding will lie with schools
and head teachers.
Funding
• CSR set out details of a £7bn Fairness Premium,
including the Pupil Premium, to target extra
funding specifically at the most deprived pupils
to enable them to reach their full potential and
reduce educational inequalities.
• Pupil Premium funding will be worth £2.5bn by
the final year of the period. Funding will be
allocated in its entirety to schools.
• Finance colleagues in DFE undertaking the
clawback of unspent funds from 2009/10
Standards Fund grants
Still to confirm…
• Methodology for funding the Pupil Premium –
consultation closed recently
Policy perspective…
What we know…
• Support for clear and consistent use of
progression measures, including in
accountability arrangements, to drive
school behaviours. This will include use of
progression in the identification of
underperforming schools.
• Focus on improving outcomes for
disadvantaged pupils
• Arrangements for tuition in 2010-11,
including parameters, unchanged
Policy perspective…
• DfE will offer ongoing support in 2010-11
to build capacity locally
• We now have a real imperative to build up
and disseminate the evidence and best
practice on tuition across the system
Still to confirm…
• Schools White Paper – due later this
Autumn
Story So Far and Future
Developments
2010-11
• 52% Registered
• 18.9% confirmed started
• KS2: 14%
• KS3: 25%
Impact of tuition
On your tables:
Identify where tuition made an impact on the pupils.
• Discuss how this was achieved. What were the
key successes for the child? Will it be
sustainable?
• Were there any commonly tutored aspects that
may need to be addressed by the whole school?
• Where was tuition less successful and why?
• What have you changed about tuition this year as
a result of learning last year?
Managing the Tuition of
Vulnerable Groups
Representation of Vulnerable
Groups in 2009-10 school
allocations
Children in Care
• % of pupils and students tutored were
children in care = 1.3
• % of pupils and students in KS2 and KS3 in
South Gloucestershire are children in care =
0.45
• % of children in care in KS2 and KS3 of
schools that have in them on roll = 0.7
• % of schools that tutored the children in care
on their rolls = 31%
Free School Meals
• % of pupils and students tutored that
received free school meals = 13
• % of pupils and students in KS2 and
KS3 in South Gloucestershire are
receive free school meals = 10
• % of schools that tutored children
receiving free school meals on their rolls
= 52
English as an Additional Language
• % of pupils and students tutored with English
as an additional language = 5.9
• % of pupils and students in KS2 and KS3 in
South Gloucestershire with English as an
additional language = 4
• % of pupils and students tutored with English
as an additional language in KS2 and KS3 of
schools that have them on roll = 4.4
• % of schools that tutored the Children in
Care on their rolls = 54
KS2 2 Levels of Progress 2010
FSM
Reading:
86.4
Writing:
79.4
Maths:
69.4
Non-FSM
89.6
81.5
85.6
Tutoring Pupils Who Receive
Free School Meals
Background
• A number of vulnerable groups access free
school meals
• How does school culture interact with pupil /
community culture?
• Is attendance data compared to progress
data?
• Do interventions challenge as well as
support?
• How is learning personalised?
• How are parents engaged in learning?
• How is learning and progress celebrated?
Background: White Working Class
Boys
• Language and literacy
• Independence and resilience
• Aspiration and engagement
White Working Class Boys
•
•
•
•
•
Active learning
Pace and accountability
Learning technologies
Language of learning
Social, emotional, learning and thinking
skills
• Personalisation and flexibility
Tutoring pupils with behaviour,
emotional, social development needs
Background
• Difficulties with establishing
relationships
• A number of barriers to progress
• Low aspirations and negative attitudes
• Low self esteem and restricted selfimage as a learner
• Slower development of social,
emotional, learning and thinking skills
Tutor – Tutee
Relationship
Listening
Indivi and
Relationships
Confront
and
Contract
Rules and
Consequences
Building Relationships
• Demonstrate clearly that you care about
the student’s progress and have high
expectations
• Basics
• Language
• Rewards/Sanctions
• Feedback
• Care and well being
Supporting minority ethnic pupils
using one to one tuition
EMAS
Achievement and
minority ethnic pupils
• There is consistent data showing the
underperformance of minority ethnic pupils in
schools, though some groups particularly Indian and
Chinese consistently outperform others.
• Groups can underachieve because of linguistic
and cultural differences, which includes lack of
clear communication between schools, families and
communities.
• Many Black heritage pupils start underperforming
at the top of KS2 – as they become more self
aware.
• Pupils learning English as an Additional Language
take 1-2 years to acquire conversational English
but 7 or more to acquire English for academic
purposes. Some never do so.
Poverty data – overrepresentation of
minority ethnic groups.
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20% + of all children are in poverty
Black Caribbean – 26% of children in poverty
Indian – 27% of children in poverty
Black African – 35% of children in poverty
Pakistani and Bangladeshi - 50+% in poverty
Existing advice to raise expectations
and aspirations.
• Have high expectations of minority ethnic
pupils in all aspects of school life.
• Set high targets. Discuss high aspirations.
• Minority ethnic pupils need to have their
culture explicitly valued by their teachers, in
their curriculum and be given successful
role models.
• Challenge negative stereotypes and
patronising attitudes.
English as an Additional Language
• Always give a great deal of time to talk.
• Make sure pupils are understanding what
they read and not barking at print. It is very
likely that they have surface fluency and
need to explore wider vocabularies and
language use.
• Use the EAL diagnostic writing tool to
analyse errors. This is additional to ordinary
assessment tools and is very necessary.
• http://www.emas4success.org/acrobat/Whole
SchoolPlanning/UsefulDocuments/NSsecdiag
nosticwritingtool2009.pdf
Instant help from EMAS
• Telephone helpline every morning
– 01454 862786. Phone one of our
teachers and discuss your pupil.
• On line support
www.emas4success.org
Tutoring a looked after child
The Tutor and Tuition
• The tutor will apply the same principles, high
expectations and standards when working with
looked after children as they would with nonlooked after children.
• In developing the sessions the tutor will want to
promote an environment where the pupil feels
safe, confident, willing to participate fully
and take risks.
• It is important that the tutor is sensitive to the
needs of a looked after child particularly with
reference to parents, families, carers and
special events such as mother’s day, for
example
• Managing the first tutorial is particularly
important as it sets the tone, pace, style and
standard for the others. At this initial point the
tutor will need to make sure that the child is
comfortable and allow time to answer any
questions he/she may have.
• Looked after Children may be initially reticent
to participate in tuition sessions, finding it
difficult to engage with yet another adult.
Active encouragement and praise of success
that is both genuine and earned will support the
looked after child to demonstrate and develop
the skills that will enable them to work
independently
The Tutee
A looked after child or young person may
experience some or all of the following:
• Embarrassment at being ‘looked after’ or ‘in
care’ and concern about the welfare of their
parents or other family members. They may
feel excluded from ‘normal’ family life and
feel a strong sense of loss and sadness;
• Regular periods of instability, which may be
the result of frequent moves of placement
and can result in a fear of the unknown or
an anxiety about their future;
• A disrupted education due to numerous
changes of school, and/or periods of nonattendance at school which may result in them
falling behind;
• Isolation, low self-esteem and, in some cases,
bullying as a result of their experiences. Difficult
life events can affect concentration and the
ability to make friends and build relationships;
• Difficulties in forming attachments to adults
as a result of what has happened to them;
• The belief that teachers and ‘officials’ know
all about them or that they don’t know them
at all.
However, despite this, they may also have very positive
feelings about being looked after. For example:
• Feeling safe and having someone looking after them
instead of them having to look after themselves;
• Being allowed to ‘be a child’ and receiving
encouragement and support from adults who believe in
them;
• feeling secure with a sense of routine and stability;
• having a better quality living environment.
The carer
• The carer takes on all the responsibilities normally
associated with parenting. It is expected that they will
be positive about the tuition, have high expectations
from it and encourage the pupil at all times by asking
them about the sessions or helping them with
homework.
• The carer will want to ensure that their child attends
tuition: if it takes place in the home they will need to
make a suitable space available, or make arrangements
for the child to get to, and be collected from the tuition
venue.
• As the lives of children in care are often complicated the
carer will need to keep the school updated with any
relevant information which may impact on the tuition
and contact the tutor and school immediately if there is
an attendance problem or change in arrangements.
Gypsy, Roma and Traveller
Communities
•
•
•
•
•
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•
•
•
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Gypsies
Scottish Travellers or Gypsies
Welsh Gypsies or Travellers
Roma
Travellers of Irish heritage
Show people
Fairground families
Circus families
New Travellers
Bargee or canal-boat families
4 Key Messages
• Gypsy, Roma and Traveller children and young
people have the same right to unhindered
access to education
• Long history of racial prejudice and
discrimination
• Duty on schools to create an inclusive culture
• Research studies identified Gypsy, Roma and
Traveller Pupils as the group “most at risk” in
the education system.
Wider issues impacting
•
•
•
•
Accommodation
Mobility
Parent and community involvement
Gypsy, Roma and Traveller culture
Review: How might you change your
practice when tutoring pupils from
vulnerable groups?
• Identification and links with relevant
staff leaders
• Planning with regard to child’s domestic
and school context
• Liaison with families, parents, carers
• Briefing re. policies and procedures
• Peer support
Future Support
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Developing a tutor repertoire
Self-evaluation
Peer support
Uploading resources to the website
Individual Questions
• An opportunity to raise issues with us