The Department of Education commissioned Ofsted to examine the general standard of tutoring, the manner in which it was included into the design and delivery of the curriculum in schools, and the possibility that it would aid students in making up lost ground.
According to the reviews, there has been a change in who is receiving tuition in secondary schools and 16–19 education providers, with a large portion of the time going to students who are ready to take exams.
The review is based on data from 34 providers of further education and skills as well as 51 schools.
Exams are now the primary focus, even though many secondary school administrators have acknowledged that students in key stage 3 require the greatest assistance in catching up.
Chief Inspector Amanda Spielman of Ofsted stated: “Tutoring can benefit students when it is used appropriately.” However, tutoring is a costly intervention and ought to be targeted at the appropriate kids in addition to helping them prepare for tests. It is crucial that students who require the most assistance to make up for lost knowledge are given that chance.
According to the report, tutoring remained successful in schools provided it was organized well, given in small groups, and connected to the curriculum. Strong tutoring programs also built on students’ prior knowledge.
Secondary school administrators tended to employ experienced instructors, frequently providing paid tutoring services to in-house teaching staff as an extra duty. This indicated that certain tutors were able to build a solid rapport with students and create a connection between the subject matter covered in tutoring sessions and the academic program.
Teaching assistants were more likely to provide tutoring in primary schools. When compared to teaching assistant-led sessions, which frequently lacked the subject expertise to resolve students’ misconceptions swiftly, Ofsted found a significant difference between the two.
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