News and opinion

#NTPWorkers: On the ground with the NTP

1 July, 2022
#NTPWorkers: On the ground with the NTP
#NTPWorkers: On the ground with the NTP

The first of our new series focusing on those working on the ground in our schools across the country, Sarah Dunwood, Chief Operating Officer at Conexus Tuition interviewed Maggie Hyland, Assistant Head, Raising Achievement (Kings Heath Boys, Birmingham) and Wes Morrison, Principal Director, Conexus Tuition (Kings Heath and Moseley). Here’s what they had to say about their experience of using the NTP to support their students.

Sarah: Can you tell us about the scope and nature of the tuition delivered through the NTP?

Maggie: This was an ambitious in-person tuition offering, designed to reach 54 KS4 students (18 groups of 3) in the first block, with the vision of replicating this two more times later in the school year – so a target reach of 162 students across English, Maths and Science at KS4. 

Wes: All our tutors are experienced teachers – a mix of former HoDs, examiners and all with extensive classroom experience. We essentially brought an external department of subject specialists onsite three days a week. This was ambitious given staffing shortages facing the country at the time, but we onboarded tutors months in advance thanks to the positive experiences of other tutors working with Conexus. 

Sarah: How did you select students and organise their groupings?

Maggie: I took a data driven approach, using recent data entry (target grade VS working at grade) to identify students working one or more grade below their target who would benefit from a block of 15 hours of tuition in one of their core subjects. I made sure that the number of pupil premium students receiving tuition mirrored our pupil premium population (50%+).

Working at grades helped decide group formation – having students at similar starting points would support tutors to plan and pitch suitable tutorials. Target grades also informed groupings, as it gave tutors an understanding of their similar end point and an idea of the breadth of stretch and challenge a particular group might need.  I then consulted with faculty contacts to ensure tutors understood the scheme of work and assessment schedule KS4 students were receiving in school so that they could plan accordingly.

Before finalising tuition groupings, I worked with pastoral leaders to understand the context around each student. We used attendance data to make decisions about which students would commit to tuition and which were more suited to bespoke in-school interventions. This hybrid strategy has helped us to target over 90% of the Year 11 cohort in the core subject that they required the most support in.

I then communicated with students (via a targeted assembly), parents/families and form tutors/teaching staff so that all stakeholders were aware of the value and importance of excellent attendance for the tuition programme (exceeding 90% attendance consistently throughout the year).

Sarah: How did tutors plan effective sessions?

Maggie: Wes asked for a list of topics/assessments to provide tutors with. I liaised with faculty nominated contacts, who generated topic lists based around their in-school curriculum and upcoming assessments. This was an opportunity for colleagues to utilise their experience of analysing progress data to support an external intervention – a great way to get buy-in from departments and to give them direct input into tuition provision in a manageable and meaningful way.  I also updated tutors throughout the year when data drops had taken place so that they were working with current data and could see the progress students were making.

Wes: Once Maggie sent the list, I disseminated this to tutors via video briefings – this allowed tutors to access the briefing asynchronously, a critical consideration when tutors are juggling busy, idiosyncratic schedules – it ensured everyone on the team was included. 

Sarah: How did you check the quality of tuition?

Wes: We put measures in place to quality assure the provision of tuition as it took place.

First, all of our tutors are experienced teachers – former HoDs, many examiners and all with extensive classroom experience. Tutors had full autonomy over their planning and tutoring styles.

Second, tutors evidenced their planning through the students’ output – we sampled students’ work each week to check for rigour and progress.

Maggie: We also made regular use of student voice in school which was used to review student feedback on the provision, which was overwhelmingly positive with 100% of students recommending the tuition programme to others.

Myself and Wes were on the ground to quality assure every tuition session as it was happening, overseeing the small group work in classrooms and reviewing student folders for evidence of relevant work, marking and meaningful feedback.  We were able to monitor engagement from both students and tutors and to deal with any issues (eg rooming) as they happened.

Wes: We also had external quality assurance from neighbouring Area Principal Directors who visited to sample tutorials and share feedback

Sarah: It’s great that you had “eyes and boots” on the ground, but how did you track progress and attendance over time?

Wes: The backbone to our quality assurance was the tuition tracker, where tutors RAG rated students’ attitude to learning allowing Maggie spot patterns of behaviour and attendance, allowing her to feedback praise on a daily basis and also to raise any issues/concerns to ensure swift intervention and improvement.

Maggie: It’s such a simple concept but the tracker gave me an overview of the provision and students’ attendance and attitude to learning which meant I could be efficient in my follow up processes.  This meant that students were aware of the holistic approach to monitoring and I followed up with weekly praise emails home which kept them motivated.  Logistically, it gave this multi-part team a simple way to communicate as it cut out ad-hoc emails and centralised tuition records. 

In addition to the tuition tracker, I also set up the tuition groups as bespoke groups on our data processing software so that I could compare their progress with students who had not received tuition and compare tuition groups against each other (another measure of quality assurance).

Sarah: And, what was the outcome?

By the end of the 15 week programme, 95% of students improved by at least one sub-grade of progress in their tuition subject and many by a whole grade or more. Student voice consistently rated the sessions 4.5/5. We had students requesting to opt-in to the next block of tuition because they could see the progress their peers were making.

Sarah: Thinking about this first block of tuition, what have you both learned from it that you’d do differently in subsequent blocks?

Maggie: The tutor team were fantastic, but the provision is only as good as its reach! To include more students, I’d utilise groups of 4 or 5 students to one tutor where possible. 

Wes: While some tutors are happy in bigger groups, others are motivated by the small group dynamic, so we’d look at matching group sizes with the strengths and preferences of our tutors.

Maggie: We’d also accelerate the pace of the programme so that the tutor would see their same group 3 or 4 times a week, therefore a 15 hour block would take 3/4 weeks instead of 15 weeks.  This would also enable us to increase the reach of the programme which we intend to do to extend the tuition offer to KS3 with effect from September 2022.

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Important information

This website contains information relating to academic year 2021 to 2022.

If you are an Academic Mentor looking for a new role for September 2022, continue on this website to complete your application.

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