Quality Assurance for 1:1 tuition
Section 1:Strategic OverviewStructures have been created to ensure effective implementation of 1-1 tuition. / Section 2: Identification of pupils, tracking and monitoring of pupil progress
Tracking and monitoring of pupil progress is detailed and actions are taken in light of analysing pupil progress.
Assessment practice supports 1-1 tuition. / Section 3: Effective delivery model is established
Delivery model is effective. Provision matches pupil needs and is value for money. / Section 4: Recruitmentand development of tutor workforce
The school recruitment of tutors is effective and successful. / Section 5: Everyday Management
Systems are in place to ensure smooth operation of tuition.
There is effective communication between all stakeholders. / Section 6: Teaching and learning
Good practice teaching models for 1-1 tuition are used.
Learning progress is accessible and used to inform wave 1 provision. / Section 7: Maximising Impact through QA
The strategic lead/ 1-1 tuition team/senior leadership – quality assure tuition.
An appropriate strategic lead has been appointed. This person should be in a position of leadership, part of the leadership team, and should be allocated sufficient time to lead the implementation of 1:1 tuition. / Pupils that are below national expectations on entering the key stage, in danger of not meeting national expectations at the end of the key stage or those that are not meeting two levels of progress have been correctly identified.
Pupils that are not making good progress and have become ‘stuck’ or ‘slow moving’. / All places will be delivered within the academic year. Delivery model is on track and well monitored. / Person specification and job description for tutors have been agreed upon and are in use. Tutors clearly understand their role. / Systems are in placethat promote safe working practices.
Pupils and tutors follow safe procedures for delivery of tuition.
Appropriate locations for tuition have been identified. Procedures are in place for being able to raise an alarm and response times have been considered. Tutors and pupils feel safe and supported. / Subject leaders support teachers in ensuring that personalised written curricular targets are set and that these spotlight the learning needs of pupils. / The 1:1 tuition development plan is a working document that shows evidence of review.
Appropriate support for the strategic lead has been put in place. (e.g. a 1:1 tuition team has been set up, appropriate administrative support is available)
There is a whole school ethos and understanding towards the implementation of 1:1 tuition and it is seen as part of pupil provision. / A good balance has been struck between short term gains and long term strategies in relation to which year groups pupils have been identified from.
Early intervention is a school priority. / Effective decisions have been made regarding the right time, day and place for tuition to be delivered for each individual pupil.
The school has been creative in its thinking to ensure that delivery models match school and pupil circumstances. / The school has sufficient tutors to meet the demands of tuition. Recruitment matches needs. / Tutors are familiar with all school policies e.g. behaviour guidelines / codes of contacts / school procedures for absence / reward systems etc. / Subject leaders and teachers advise tutors on appropriate strategies and useful resources to ensure the engagement of pupils in the 1:1 programme. / All parties are involved in reviewing 1:1 provision and quality assurance.
1:1 tuition is systematically and critically reviewed e.g. good use is made of quality assurance checklists and guidelines.
There is a development plan for 1:1 tuition.
This is part of / or clearly linked to the school development plan. / Free school meals (FSM), Looked after children (LAC), Gypsy, Roma Traveller (GRT), English as an Additional Language (EAL) and other vulnerable groups have been prioritised.
Excellent use is made of school data.
(From Sept 2011 ALL LAC must receive tuition) / Where the same targets have been identified across several pupils – pupils receive small group tuition first and then are re-assessed against 1:1 tuition criteria to ensure this intervention is right for the pupil. / The school has identified appropriate personnel to support the strategic lead in ensuring tutors receive payments.
The school is clear on how much pay tutors should receive, payment methods are efficient and payment is prompt. / Effective procedures are in place for dealing with absences both for pupils and tutors. / Class teachers liaise with tutors to align planning for 1:1 tuition sessions with whole class teaching and learning.
The class teacher supports the tutor to ensure that pupils learning preferences & styles and interests are considered and integrated into the 1:1 provision. There is good liaison between tutor and class teacher throughout. / There is good use of a wide range of stakeholder ‘voice’ in reviewing provision.
Expectations of the roles and responsibilities of parent/carer, pupil, tutor, teacher, curriculum leader, strategic lead and school as a whole are clear.
E.G. pupils are aware of expectations before tuition begins & commitment required.
E.G. there is full involvement of parents / The number of places for English and Mathematics matches pupil need and whole school priorities. High quality assessment data is the foundation for pupil selection and subject provision. / The delivery model is sustainable and regularly reviewed. / The school issues and completes appropriate paperwork for tutors. Including new starter forms, letters of appointment, contracts, payment claim forms etc and has efficient systems in place to deal with these aspects of employment. / Administrative or support staff have clear roles for 1:1 tuition that enable them to support the smooth running of tuition when the strategic lead is unavailable. / Teachers ensure that the learning secured through 1:1 tuition is acknowledged and built upon in wave 1 classroom provision to secure continuity for learners. / School leadership ensure that the overall impact of 1:1 tuition is measured upon completion (including qualitative data) and at future assessment points (quantitative data) to fully evaluate the impact.
Data regarding tuition is communicated to DCSF and the LA and is shared with other members of the school. / 1:1 tuition is built into the wider provision map and forms part of a comprehensive strategy for pupil intervention (of which 1:1 tuition is one aspect). / The school utilises resources, such as expression of interest list or managed service, where appropriate to recruit tutors. / External staff are well supported and integrated into the school. External tutors feel part of the school team. / Teachers make use of progress data from 1:1 tuition sessions and use it to inform teacher assessment in order to sharpen classroom provision. / There is careful tracking of the number of tuition sessions delivered. Action is taken to ensure all places are delivered.
Good communication systems are in place.
Throughout tuition, colleagues can easily access information relating to specific tuition sessions and the progress pupils are making against the curricular targets set. There is good & effective communication between all parties. / Tuition is based on high quality, accurate assessment. High quality curricular targets are set.
APP is the foundation for the identification of pupil learning needs. / Safe recruitment practices are followed as would be the case when appointing any new teaching post. E.G. interviews, enhanced CRBs, medical, list 99, confirmation of identity, application forms etc (Refer to HR guidance) / Effective systems are in place for the day-to-day management of 1:1 tuition. / Tutors follow the advised flow diagram model for tuition sessions and are fully aware of what constitutes good practice in delivery of sessions. / Observation of tuition sessions or parts of sessions across a range of tutors, pupils and year groups takes place. The strategic lead takes action to support tuition in light of outcomes and this leads to improved standards.
Assessment systems in the school support the processes of 1:1 tuition. / Strategic leader reviews impact and alignment of the 1:1 tuition programme along with other intervention strategies. / Tutors have access to appropriate training and support.
An induction for tutors, especially for external tutors, has been developed and includes child protection training. / Systems are in place to ensure that the subject leader liaises with the tutor, pupil and teachers.
Systems are in place to ensure that liaison takes place between the tutor and the teacher. / Sessions are tailored to the individual needs of the pupil. / Subject leaders, teachers and the strategic lead work together to review curricular targets and identify patterns and trends. This information feeds into whole school improvement plans. Curricular targets are reviewed both pre tuition and post tuition and appropriate action taken.
Monitoring and tracking continues post tuition. Gains are sustained. / Post tuition assessment is of high quality and is used to review provision and assess what subsequent support a pupil may require. / Strategic leads and subject leaders review tutor diaries and planning documentation. They take action to improve sessions in light of this information.
The class teacher is supported in continuing to move the pupil’s learning forward. / Support and training available for tutors is reviewed with a focus on how to build a quality 1:1 tuition workforce.
The subject leader is fully involved in supporting tuition processes. This includes supporting the class teacher, the tutor and the strategic leader. They play a full part in ensuring high quality tuition sessions are delivered.
The subject leader utilises knowledge from tuition strategically to improve whole school standards and review provision for teaching and learning in their subject. / Effective use is made of progress and outcomes data to review provision.It is analysed, reflected upon and appropriate action taken to ensure tuition has the highest impact possible on pupil outcomes.