One to One Tuition Introductory training for tutors

1. One to One Tuition Introductory training for tutors

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)

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

4. Tuition – the wider context Progress for all One to one Tuition Wider intervention Planning and teaching for progression Progression Targets Quality First Teaching Assessment & Pupil Tracking

5. Activity Sharing what we know and dispelling the myths

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

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.

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

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

10. Pupil voiceHow 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.

11. Section 2Working in Partnership • Class teacher • Parents / carers • Pupils

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

13. Pupil voiceWhat do I want from my tutor and tuition? Find out a bit about me first. Because then you know what I’m like.

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?

15. Pupil voiceWhat 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…

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

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

18. Tutor’s voiceWhat 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.

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

20. Teacher voiceHow 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.

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 . www.lancsngfl.ac.uk/1to1tuition/ DCSF toolkit

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

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?

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

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

26. Section 3 :One to One PedagogyDesigning the structureOne-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

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

28. The role of the tutor in planning tuition The Tutor: 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

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

30. What makes one-to-one tuition particularly effective for pupils? One to one tuition: • 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

31. Pupil voiceWhat 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...

32. Section 4Systems 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

35. LA contacts • Tuition lead Hilary King atOne-to-One-Tuition@lancsngfl.ac.uk • 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 www.lancsngfl.ac.uk/1to1tuition/

36. Plenary Any questions remaining?

37. And finally ……. If you don’t understand something, you know there’s one teacher just for you