An update from Manning’s Partner Advisory Board meeting

Sponsored content by Manning’s Tutors

Written by Julia Silver – BA, QTS, NPQH and CEO of Qualified Tutor

In a private dining room at the base of the iconic Shard tower, a group of educators gathered to discuss the integration of tutoring in schools. During their rich discussion, they looked at the benefits and challenges of tutoring, particularly for students from disadvantaged backgrounds or with behavioural issues. They also discussed the key elements of good tutoring, the need for regulation and accreditation of tutoring, consistent funding, and wider participation of schools beyond EBacc subjects.

A summary of a fascinating discussion follows below. Individual educators are identified by their initials.

How do students feel about tuition?

TS: The kids are buzzing about it!

GS: One of the many schools I worked with was so hard to manage. There were lots
of students, lots of gangs and violence. Maths was such a challenge. Bringing something new and fresh like tutoring – the kids responded so well to it. Tutors helped so much. We had seven or eight tutors and the kids started to do really well. Kids would come in on a Saturday morning in their school uniforms…

Then I went to a school on one of the islands. When I said, “Now I’m going to give you a
tutor”, jaws would fall on the floor. Students were shocked. There was nothing on the
island. No ambition. Tutoring changed that. The tutors had a really positive influence on
students and their families.

IS: This year we trialled our Oxbridge group. We are breaking the cycle of poverty even with
just 1-2 students applying to Oxbridge. We are offering something so valuable to students
who would never even think of it. It makes them feel so special.

IS: We are another person in their life. For some kids, there is no one really at home who is pushing them to strive and succeed. The personal element is what tutoring can give. Kids love feeling special. They think “Wow! I’ve got a tutor”.

A lot of the students doing tutoring are those who struggle at school and generally have
behavioural problems. This dedicated 1-to-1 time makes them feel valued. It feels incredibly successful.

We have a lot of refugees now too. Getting those students some extra help is nice.

Manning’s Tutors: For some students this could be the first time that hard work has been linked to success.

QT: What does ‘good’ look like in tutoring?

BV: The listening. A teacher does not have time to do this, but a tutor does.

WS: Connectivity. Students feel like tutoring time is their own thing: it is for them.

WS: Can they relate? Can they inspire? For my disadvantaged students, all I need is
someone to support them. I’m not that fussed about grades, I would much rather have
someone who has fire in their belly.

Manning’s Tutors: For me tutoring is about improving confidence.

QT: Mentoring, communication and building confidence. When students get really
confident, they become risk-takers. They are willing to step into the unknown.

Which tuition delivery models do you prefer?

WS: We have a few different schemes with Manning’s. Our NTP schemes with Manning’s
run for 45 minutes a lesson. We had to split down the fifteen-hour requirement into 20
sessions (instead of 15). Manning’s were very accommodating.

We have a face-to-face maths tutor who works with KS3. At school, we’ve done some
curriculum modifications. If our boys are not doing well in one lesson (GCSE), we take them
out of it and fill that slot with tutoring. Originally tutoring was tailored to disadvantaged boys. Now we have far higher numbers needing tuition. We value in-person tuition for those students who are not doing so well. They get extra help in core subjects.

IS: A lot of the students are school refusers or generally have poor attendance. We’ve
found that when students sign up to tuition themselves, attendance is great. If we put
them forward for tuition, they can be reluctant and frustrated. Some tuition takes
place in free periods. The problem is that they don’t come to school then. Some students
with medical issues take online tuition and they do tend to turn up.

MS: I always question how to use tutoring more effectively. Lunchtime may be more effective than keeping kids after school.

How should tuition in schools be accredited?

MS: I do think it needs to be regulated. I think there are a lot of issues with getting people
‘round-the-corner’. How do you assure that they are providing value for money? It is time
consuming and not possible. It is better to trust in a product that has been externally
verified; you have to justify the money being spent.

Both Safeguarding and GDPR are very important. There needs to be a proven track record.

How should tuition in schools be funded?

MS: I think the way to get more tutoring is to go back to defining HOW the money is spent.
Schools need to have a bigger pot that is ring fenced for tutoring.

IS: There is also a need for consistency. Funding regulations keep changing. We need
to have funding approaches that remain consistent. It makes things difficult.

WS: Tutoring should not be just for Pupil Premium. This disadvantages other students.
You need the flexibility of your fund to be able to allocate the way you want to.

What can we do to engage more schools in tutoring?

TS: I think they should open it up further than EBacc subjects.

TS: It would also be good to have some Manning’s Tutors come and have a discussion
about University. We really want that. There could also be a prospect of future work. Do
you want to work when you get there? Come back to us for work as tutors!

WS: They would buy into it! The idea of older students tutoring younger students. These
students would be sharing an experience. They would know something about each other.

MT: We need more young intelligent enthusiastic people to become tutors.

In conclusion, the conversation highlighted the positive impact that tutoring can have on students, particularly those who struggle in school or come from disadvantaged backgrounds. The personal element of tutoring, including mentoring and building confidence, was emphasised as being crucial for success. While there were discussions about regulation and funding, the overall focus was on engaging more schools and students in tutoring programmes. By expanding beyond traditional subjects and exploring new models, such as older students tutoring younger students, the hope is to inspire more young people to become tutors and help break the cycle of poverty through education.

To find out more about Manning’s Tutors, please visit their profile on EdTech Impact.