In a new research report from the DfE, the National Foundation for Educational Research (NFER) has presented insights into the third-year implementation of the National Tutoring Programme (NTP), designed to bolster the education sector in the wake of the COVID-19 pandemic
Initiated in the 2020-21 academic year, the NTP received DfE funding with the objective of providing subsidised tutoring to support disadvantaged students. The program caters to pupils from Year 1 to Year 11, offering targeted academic assistance delivered by tutors and mentors. Initially managed by the Education Endowment Foundation (EEF), Randstad took the reins in the second year, alongside the introduction of the school-led tutoring route. In the third year, DfE and its delivery partners took the helm, with Tribal ensuring quality assurance, Education Development Trust training new school-based tutors, and Cognition Education recruiting academic mentors.
For the 2022-23 school year, NTP offered three routes of support: Tuition Partners, Academic Mentors, and School-Led Tutoring. Schools received funding based on pupil premium eligibility, with an emphasis on supporting disadvantaged students. A significant change in the third year was the reduction of the subsidy rate to 60%, requiring schools to cover the remaining 40%.
Participation and Pupil Selection
The majority of schools favoured the School-Led Tutoring route (85%), followed by Tuition Partners (24%) and Academic Mentors (12%). Pupil selection leaned heavily on pupil premium eligibility but also included students who fell behind during the pandemic, vulnerable students, and those with special educational needs and disabilities (SEND).
Tutoring Delivery and Quality
Most schools employed qualified teachers as tutors, citing subject knowledge, school experience, and safeguarding awareness as key factors. Notably, the majority were content with the quality of tutoring and alignment with the school curriculum. English and math were the dominant subjects for tutoring, and the recommended group size of three pupils per tutor was commonly adhered to.
Benefits and Perceived Impact
Tutors, teachers, and school leaders reported positive impacts on students’ attainment, progress, and confidence. The targeted, small-group nature of tutoring was seen as vital, although other factors like general classroom teaching and curriculum adjustments played a role.
Challenges and Recommendations
The report highlights several challenges, including funding, reporting requirements, and the long-term sustainability of tutoring. To ensure its success, recommendations include clear guidance for pupil selection, improved guidance and support, evaluation of different tutoring models, monitoring quality, and sharing embedded practices.
The NTP, a significant government response to COVID-19’s impact on education, has undoubtedly made an impact, but its future hinges on addressing the identified challenges and ensuring sustained financial support.
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