Tutor Trust – pilot

Previous evaluations of the Tutor Trust in secondary schools have found positive results, with an effectiveness trial showing an additional three months’ progress in Key Stage 2 maths scores. A second effectiveness trial using the Snap Survey tool showed a boost in attendance at tutoring in secondary schools.

This specific approach, of tutoring combined with coaching for resit learners, had previously been implemented in a small number of settings. This pilot therefore aimed to establish feasibility, evidence of promise and readiness for trial.

The programme successfully recruited, trained, and supported tutors, and there is evidence that participating learners experienced positive outcomes.

Learners reported more positive attitudes towards English and Maths, increased motivation to achieve and greater confidence in their abilities. Staff and tutors also observed improvements in learners’ confidence, self-esteem, classroom participation and persistence when tackling challenging work.

Overall, just over a quarter (26%) of the 117 learners for whom GCSE grades were received achieved a grade 4 or higher, which is higher than the national average pass rate for GCSE resits. However, these findings are based on a limited sample size, and given the low levels of attendance and lack of a comparator or control groupAs part of a Randomised Controlled Trial (RCT), settings will be randomised into either the intervention or control group. Settings in the control group continue with their usual practices and help provide a comparison to measure the intervention’s impact. They are usually offered a monetary compensation as thanks for their contribution., these results should be interpreted with caution.

The pilot met its target of recruiting and retaining 20 colleges and schools. While initial learner recruitment was strong, retention proved challenging: 31% of learners withdrew before tutoring began, and only 24% completed the minimum 12 hours of tutoring.

Key barriers included limited learner motivation and timetable constraints. This is consistent with challenges faced retaining learners for other post-16 tutoring, such as that provided via the implementation of the 16 – 19 Tuition Fund.

Implementation and student engagement was most effective when there was a proactive and engaged Partnership Lead in the setting, who monitored student attendance.

Overall, implementation challenges, including lower than expected attendance and staff engagement, suggest that the pilot programme is not ready for a randomised controlled trialAn RCT is used evaluate an educational programme by assigning settings to one of two groups: the intervention group, who receive the programme or the control group, who continue with business as usual. This ensures that any differences in outcomes can be confidently attributed to the programme, providing a robust estimate of the impact and contributing to the evidence for what works in improving educational outcomes. in its current form.