How to deliver School-Led Tutoring in your school
Quality Assurance and training
Funding for School-Led Tutoring
For any questions about School-Led tutoring get in touch through the contact form.
School-Led Tutoring is a new tutoring route being introduced in the academic year 2021/22 as part of the NTP. Under this route, eligible schools receive a grant from the Department of Education (DfE) to fund locally sourced tutoring provision for disadvantaged pupils most in need of catch-up support. This could include using existing staff such as teachers and teaching assistants, or external tutoring resources such as private tutors, tutoring organisations or returning teachers. The grant can only be used on tuition provision. Although there is no need to apply for the grant, there are certain accountability and data requirements which need to be met when using it.
The existing NTP offer has been important in growing the supply of high-quality tutors across regions. However, based on experience from the first year of the programme and feedback from schools, DfE have expanded the tutoring options available to meet demand.
DfE are also aware that some schools have asked for more flexibility in choosing their own tutors and being able to use their own staff. This includes schools that would like to use tutors who are already familiar with the needs of their pupils, and smaller schools with less capacity to organise external tutoring.
Together, the three routes of the NTP meet the diverse needs of schools by offering them a range of tutoring approaches, allowing them to tailor support to pupils who need it the most and extend tutoring provision to even more pupils.
School-Led Tutoring is part of the expanded NTP in 2021/22 and sits alongside Tuition Partners and Academic Mentors as a tutoring route that schools can utilise to access subsidised tuition for disadvantaged pupils and those pupils who need it the most.
It is strongly recommended that schools use a combination of these three routes to meet the diverse needs of their pupils and to access the maximum available funding for catch-up tutoring. No one route alone will subsidise tuition for a full cohort of disadvantaged pupils; therefore, schools and academy trusts should aim to use a combination of the routes available to them to provide support to all pupils that require it. For example, schools and academy trusts in receipt of the School-Led Tutoring grant are encouraged to apply for both Tuition Partners and Academic Mentors if they are eligible.
We strongly encourage all eligible schools to utilise the funding available for School-Led tutoring over the next three academic years, however, it is not compulsory.
Where schools choose not to spend the funding, the ESFA (Education and Social Funding Agency) will recover the money at the end of the academic year. The ESFA will offset any overpayment against future payments related to the Dedicated School grant, General Annual grant or School-Led tutoring grant. This includes where a school has chosen not to use the School-Led tutoring funding.
Please note that all eligible schools that have received funding are still required to complete both data collections, the questions in the School Census and the Year-End Statement, even if to confirm that they have not used the funding. Click here for guidance.
The grant is ring-fenced for expenditure on tutoring only. If schools decide not to use the School-Led tutoring grant allocated to them, they cannot use it for other interventions, and we will recover the full amount back as an overpayment.
There are two key, mandatory data collections that schools must complete during the
Other data collections
In addition to the compulsory data collections, we are also asking schools to voluntarily provide more frequent information about their delivery of School-Led Tutoring via the Educational Setting Status Form. This will help us understand the progress of the programme and we will use this information to target our communications to schools more effectively.
From Wednesday 3 November, we will ask schools if they plan to use the School-Led Tutoring grant and, if they have begun doing so, what delivery looks like so far. Going forward, we will ask these questions every four weeks (with some necessary adjustments for holidays) in the Education Settings Form. If your school has not yet begun using the grant, there is an option to record this in the form as well. A nil return will not affect any future payments.
All schools will be required to identify pupils in receipt of School-Led Tutoring in their School Census return. The School Census is a statutory data collection and collects data termly over the course of the academic year.
The census dates are as follows:
Autumn census – 07 October 2021
Spring census – 20 January 2022
Summer census – 19 May 2022
Schools must ensure they record the following information:
Each pupil receiving tutoring – from autumn 2021, using FAM Type ‘NLM’ (national learner monitoring) and FAM code ‘01’ (in receipt of School-Led Tutoring)
The cumulative number of hours of tuition delivered to each pupil – from spring 2022, using the FAM Hours field, which will collect the total number of tutoring hours the pupil has received ‘as at each census day’ to the nearest 0.5
More information on how to complete the School Census is available here.
We know that schools will want to take time to assess and plan for delivery of tuition, including deciding which pupils and which tutors to involve. School-Led Tutoring funding can be spent by schools at any time during the 2021/22 academic year according to the needs of their pupils. However, the funding cannot be carried over beyond 2021/22 academic year and any unspent funds at the end of the academic year will be recovered.
Entries in the school census are intended to capture tuition activity that has happened to that point. There is no obligation on schools to have started tutoring at the time of the Autumn census. If a pupil hasn’t received any School-Led tuition by the Autumn school census date, the school will not return this data for them in this census. Once a pupil starts tuition, the school will record them as being in receipt of School-Led Tutoring in the next school census, along with the number of hours they have received to date. In each school census thereafter, schools should record the cumulative number of hours that a pupil has received since the start of the academic year 2021/22.
It is mandatory for all schools that receive funding for School-Led Tutoring to complete and return a Year-End Statement, even if they choose not to use the School-Led Tutoring grant.
Schools will complete and return data via an online form to ESFA at the end of the academic year 2021/22. This online form will be available in June 2022 and we will inform all schools when it is live.
The information provided in the Year-End Statement will be used to calculate any underspend and recover funding from schools if necessary.
If a school does not submit this information, we will recover the full allocation and restrict the school’s future involvement in the School-Led Tutoring grant.
In summer 2022, ESFA will release the School-Led Tutoring: Year-End Statement form – all schools in receipt of the school-led tutoring grant will be required to complete and return it. This is a mandatory return.
Whilst the final form is not currently available, in order to help schools prepare, we will ask for data covering the areas set out below.
1) What is the total amount your school has spent on School-Led Tutoring in the academic year 2021/2022 for:
This figure should represent the full cost of tuition, including the DfE’s subsidy element and your school’s contribution.
A small number of schools will receive a higher rate for pupils who attend either a special school, alternative provision, or a SEND unit. Given this, we require schools to submit separate figures for both mainstream pupils and these pupils attending the institutions described above for the total cost and the number of funded hours. This will enable the ESFA to calculate the average hourly cost at the two different rates.
2) Please state the total number of pupils in your school who have received tuition through the School-Led tutoring grant in academic year 2021/2022.
3) Please state the total number of hours of funded tuition in your school through the School-Led tutoring grant funding in academic year 2021/2022 split by:
4) All schools will be asked to confirm that the information submitted is accurate and that they have met the conditions of the grant (tick-box).
The tracker and calculator tool and guidance and instructions on how to use it can be found here:
It has been designed to help schools keep track of information during the academic year and will help in completing and returning their mandatory School-Led Tutoring: Year-End Statement to the EFSA by the end of July 2022.
Use of the tracker and calculator tool is entirely voluntary. The tracker and calculator tool can be downloaded and used offline by schools if they want to. If schools already have their own methods of collating information about School-Led Tutoring, there is no need to use, or switch to this tool.
The tracker and calculator tool does not need to be returned to DfE at any point. It is for a school’s own internal use if helpful to them.
The NTP is designed to close gaps in learning that occurred due to Covid-19. Since disadvantaged pupils were disproportionately impacted as result of the pandemic, School-Led Tutoring should focus on these pupils. This should include pupils in receipt of pupil premium but it could also include pupils experiencing other types of disadvantage such as SEND, those with a social worker, previously look-after children, young carers and other vulnerable pupils.
However, schools and academy trusts can use their discretion to extend the tutoring to other pupils who they identify as needing catch-up support.
Schools can draw on internal or external resource to provide tutoring under the School-Led route. This could include teaching and learning staff such as teachers, teaching assistants and ITT trainees, or external educators such as retired teachers or local tutoring organisations.
Some staff will not be able to start delivering sessions until they have completed and passed an online training course which is due to be available in November. This includes teaching assistants (or those with similar teaching support roles), ITT Trainees and teachers without QTS who have less than two years’ experience in the subject and phase in which they wish to tutor.
Schools should use their professional judgement to ensure that internal staff have the aptitude to become effective tutors and strong experience of the subject and phase in which they wish to tutor. For external tutors, schools should carry out the appropriate checks including pre-employment, DBS and reference checks to ensure suitability.
For more information on selecting tutors, see the School-Led Tutoring guidance.
The following tutors can begin delivering tuition from the start of the Autumn term:
The following participants are required to complete a free, online training programme before starting to deliver tutoring sessions. This will be available from November 8th, 2021:
Schools and academy trusts will not receive the first grant instalment until the end of September or October, although they may deliver tutoring before this if they wish.
Schools and academy trusts should organise tutoring to take place at a time that will encourage high attendance from pupils. They should also ensure that pupils do not miss out on specialist support or core curriculum due to tutoring. It is recommended that schools are flexible in timetabling tuition to avoid these issues, for example by holding tutoring during form time or breakfast clubs, or rotating tutoring sessions so that pupils are not removed from the same lesson repeatedly.
In general, the smaller the group size the better. However, to ensure that tutoring is highly beneficial to pupils at the same time as being cost effective, a group size of three pupils is recommended.
Evidence demonstrates that small group tuition has greater outcomes for pupils. We recommend a group of size of three pupils to ensure cost effectiveness whilst maximising pupil outcomes. However, if necessary and in the best interests of pupils, schools can use their discretion when determining group sizes.
Schools can also use their discretion to offer a maximum of 1:6 tutoring to those pupils who would benefit the most from this, such as those with SEND or additional needs. Specialist settings, including special schools and academies, alternative provision, pupil referral units and hospital schools, will receive a higher rate of funding to allow for this.
The funding allocations are based on packages of tuition delivered in 15-hour sessions for each pupil. Research shows that frequent sessions lasting up to an hour over a sustained period of weeks has greater impact on pupil progress.
Schools can have discretion over the hours of tuition that each pupil receives. However, please consider how this will be reported in the end of year return. School-level allocations and the anticipated number of tutoring hours to be delivered can be found here: School-led tutoring: conditions of grant and allocations.
The Department for Education will recover funding if a school or academy trust has delivered below the expected number of total hours. Further guidance on this overpayment process can be found here: School-led tutoring grant – GOV.UK (www.gov.uk)
At primary level, pupils have fallen behind the most in language, English and maths, and schools and academy trusts are strongly encouraged to prioritise these subjects for catch-up provision. However, schools may use the grant to fund tutoring in other subjects as well.
At secondary level, schools are encouraged to deliver tutoring in English, maths, sciences, humanities and modern foreign languages.
For specialist settings, the grant can be used to provide catch-up support for a pupil’s personalised curriculum where they have fallen behind. However, this should be in addition to a pupil’s existing educational programme set out by the school or Education, Health and Care Plan. For example, if a pupil has missed part of their Speech and Language therapy, the grant can be used to fund a tutor to help them catch-up, for example by practising and consolidating techniques.
It is recommended that, where possible, schools and academy trusts offer one package of tuition to a pupil in the same subject as research indicates that this will have better outcomes. However, schools can use their discretion to split the package between two subjects.
Where an internal member of staff is delivering tuition within their contracted hours, the grant funding may be used to cover their release for this, rather than the tutoring itself. However, the delivery of tuition must be in addition to the duties of all members of staff involved.
For example, a school may temporarily recruit a supply Teaching Assistant (TA) to cover the duties of an internal TA,who has undertaken the necessary SLT training and is delivering tutoring sessions within their normal working hours. In this covered time, the internal TA should deliver catch-up tuition as outlined in the School-Led Tutoring guidance. The school can recover the costs of the substitute TA following the funding terms set out in the conditions of grant. The school should not recover the costs for both the supply TA and the internal TA as funding for one role has already been provided through other school funding routes.
All funding provided by the School-Led Tutoring grant must be used to provide tutoring to pupils. It must not fund the same role twice or be used to fund any current salaried positions.
Yes. School-Led Tutoring gives schools and academy trusts the autonomy to choose tutors from a wider supply pool, including those who are not currently employed by an NTP Tuition Partner.
The School-Led Tutoring route gives schools and academy trusts the freedom to select their own tutors who they believe would best meet the needs of their pupils. As part of this, they should use their professional judgement to ensure that selected tutors have the skills and experience to deliver high-quality tutoring.
For external tutors, they should also carry out the appropriate safeguarding checks, including pre-employment, DBS and reference checks.
To help equip school staff with the skills, confidence and knowledge to deliver effective tutoring, a free online training programme will be available for internal staff from November 8th. This training is mandatory for Teaching Assistants and those without QTS (excluding non-QTS teachers who have at least two years’ experience in the relevant phase and subject).
Education Development Trust have developed an evidence-based, virtual, and flexible School-Led Tutoring Training Course focusing on tutoring best practice. This will be offered to all school staff who are nominated as participants by their school leaders. The training will include a series of core modules which will provide participants with the knowledge and skills to deliver 1:1 or small group tuition.
There are three pathways to this training:
Successful completion of the training and assessment at the end of this training course is recognised by the Chartered College of Teaching, and a certificate of completion will be provided.
In addition, participants who are eligible to register to work towards Chartered Teacher status with the Chartered College can receive partial credit towards Chartered Teacher status as a result of successfully completing the assessment during Academic Year 21/22.
For more detail on the specific content of the Training Course please refer to the School-Led Tutoring Guidance.
There is no limit on the number of participants that a school can nominate for training. However, schools will be expected to nominate individuals who can commit to delivering tutoring after they have completed the course.
To access the training, schools need to register their school via the NTP website here. (If a school is already registered to the NTP Tuition Hub, they should log in using their existing account details.)
Schools will then be able nominate their chosen staff for training. Nominated staff will receive an email with further instructions on how to start the training.
As part of the process, schools who have not yet signed a Memorandum of Understanding (MoU) (for either Tuition Partners and/or Academic Mentors) will receive their MoU via DocuSign from an NTP Engagement Manager.
Yes, on successful completion of the School-Led Tutor Training Course, participants will receive a certificate of completion which will be recognised by the Chartered College of Teaching.
Participants who are eligible to register to work towards Chartered Teacher status with the Chartered College can receive partial credit towards Chartered Teacher Status as a result of successfully completing the School-Led Tutor Training Course during this academic year 21/22. Participants will have three years from completion of the School-Led Training Course to register and receive the partial credits toward Chartered Teacher Status. For more information please visit: https://chartered.college/chartered-teacher/
The School-Led Tutor Training Course is designed to help participants plan for and deliver effective small group and 1:1 tuition in your school setting. The training content brings together a vast array of research on small group tutoring and useful resources for various subjects and phases.
It also includes useful optional modules on SEND, tutoring in alternative provision settings and delivery of speech and language therapy sessions. The training platform also enables participants to share ideas and resources as they progress through their learning.
Participants will have up to four weeks in total to complete the training and assessment. However, training can be completed by participants sooner if they wish.
There are three pathways to the School-Led Tutor Training Course:
The QTS pathway is open to teachers without QTS who have at least two years’ teaching experience in the relevant phase and subject excluding Teaching Assistants. Training must be completed within 4 weeks of registration. It is expected to take these prospective tutors approximately 2 hours to complete. This isn’t mandatory but teachers are advised to complete it as a development opportunity.
The non-QTS pathways are mandatory for staff including teaching assistants without QTS (excluding non-QTS teachers with at least two years of relevant experience) and consists of a course expected to take approximately 11 hours to complete.
All three pathways include a short assessment at the end which participants need to successfully pass before they are able to start tutoring.
Participants will have four weeks, from when they begin, to complete the training and the assessment. Participants have three attempts to pass the assessment.
The School Led-Tutor Training Course is accessible on mobile devices, tablets, laptops and personal computers with internet connection. There are no requirements for any additional software to access the School-Led Tutor Training Course.
The QTS course has 2 hours of content and both the Non-QTS primary and secondary course have 11 hours of content. Participants will need to complete each compulsory section of the course in full before they can take the assessment.
Yes, at the end of both the QTS and Non-QTS pathways there will be an assessment consisting of 20 multiple choice questions. Participants will need to achieve a score of 80% or above on the assessment to pass. If a participant fails, there will be a 24-hour delay before they can retake the assessment. Participants have three opportunities to pass the assessment.
Yes. All three training pathways will provide subject specific content in English, maths and science and signposts to find further resources. There will also be additional training modules available for participants delivering tuition in specialist settings.
Funding for 2021/22 is allocated to subsidise a 15-hour package of tuition for 60% of pupils eligible for pupil premium per school.
DfE have estimated that a 15-hour package of tuition will cost £270 per pupil which averages £18 per hour per pupil. DfE will subsidise 75% of this and the school or academy trust will fund the remaining 25% from other budgets, which could include the recovery premium or pupil premium.
Additional weighting has been applied to special schools and units in recognition of the higher per pupil costs they face for tutoring. For these schools, DfE have estimated that a 15-hour package of tuition will cost £705 per pupil which averages £47 per hour per pupil. DfE will subsidise 75% of this, with special schools and units funding the remaining 25% through other budgets.
Details on school-level allocations and the conditions of grant can be found here: School-Led tutoring: conditions of grant and allocations.
The School-Led Tutoring grant will be paid through the Education and Skills Funding Agency (ESFA) as part of their scheduled payments to schools and academy trusts. There is no ‘opt-in’ process, so schools do not need to apply to receive this funding.
The School-Led Tutoring grant is ring-fenced for expenditure on School-Led Tutoring only, must be spent in 2021/22 academic year, and we will recover any overpayments at the end of academic year.
The School-Led Tutoring grant will be paid in three payments to schools and academy trusts during academic year 2021/22 on the following schedule:
For maintained schools, payments will be sent to local authorities on the last working day of each month in:
For academy trusts payments will be made in:
All schools and academy trusts will receive the ring-fenced grant and any underspend will be recovered by the ESFA at the end of this academic year.
We have used the October 2020 census data to calculate the funding for School-Led tutoring. Using this data allowed us to make payments to schools early in the autumn term so they had the option to begin tutoring as soon as they were ready. In the grant allocations, we have set out to schools the number of pupils and the number of hours they can support. This is to help with schools’ planning and delivery.
There are no plans to revise the current allocations that schools have received this academic year, 2021/22. However, the School-Led tutoring grant for the next academic year, 2022/23 will be calculated using the October 2021 census data.
In addition, you may find the information below helpful to understand how school-level allocations were calculated.
School-Led tutoring is provided to schools to support pupils in Years 1-11, the School-Led Tutoring grant does not cover Reception and Post-16 pupils.
We have included pupils eligible for the deprivation pupil premium this includes:
No. The School-Led Tutoring grant is ring-fenced and can only be spent on providing catch-up provision where schools have sourced their own tutors. However, schools can use other premia to fund the non-subsidised cost of School-Led Tutoring.
No. There are specific conditions attached to the School-Led Tutoring grant which means it cannot be pooled by MATs and used elsewhere. It is ring-fenced for School-Led Tutoring only and must be spent in the same academic year in which it is distributed.
For any questions about School-Led tutoring get in touch through the contact form.
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