One-to-One Tuition - Communication and Quality Assurance
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Authors
Stevens, Chris
Issue Date
2010
Educational Level
ISCED Level 2 Lower secondary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study is to evaluate the impact of One-to-one tuition on pupil learning, teaching, and school organization and leadership, and to identify best practices for successful implementation, including consultation with senior and middle leaders, sharing the vision and implementation strategy with tutors, senior leaders and Governors, and Quality Assurance activities to consolidate and share good practice.
Aims: The main aim is to empower leaders to consolidate and share good practice, reward students for completing One-to-one tuition programmes, and enable class teachers to access regular feedback from students.
Methods: Participants in the One-to-one tuition programme include students, teachers, Local Authority contacts, and leaders. They work together to ensure quality assurance and positive outcomes. Methods used include Quality Assurance activities, Local Authority support, school visits, rewards for students, regular feedback from students, and formal reports.
Findings: The main findings of this case study are that One-to-one tuition has had a positive impact on pupil learning, teaching, and school organisation and leadership. It has resulted in increased student confidence, motivation, and self-assessment, as well as improved communication and collaboration between tutors, teachers, and leaders. Senior and middle leaders have been involved in consultation about the principles by which One-to-one provision should be given, and Quality Assurance activities have been put in place to empower leaders to consolidate and share good practice. Rewards and celebrations for students who complete One-to-one tuition programmes have also been explored.
Implications: The findings suggest that One-to-one tuition programmes should be rewarded and celebrated, feedback should be regularly given to class teachers, and the impact of One-to-one provision should be included in school reports.
Aims: The main aim is to empower leaders to consolidate and share good practice, reward students for completing One-to-one tuition programmes, and enable class teachers to access regular feedback from students.
Methods: Participants in the One-to-one tuition programme include students, teachers, Local Authority contacts, and leaders. They work together to ensure quality assurance and positive outcomes. Methods used include Quality Assurance activities, Local Authority support, school visits, rewards for students, regular feedback from students, and formal reports.
Findings: The main findings of this case study are that One-to-one tuition has had a positive impact on pupil learning, teaching, and school organisation and leadership. It has resulted in increased student confidence, motivation, and self-assessment, as well as improved communication and collaboration between tutors, teachers, and leaders. Senior and middle leaders have been involved in consultation about the principles by which One-to-one provision should be given, and Quality Assurance activities have been put in place to empower leaders to consolidate and share good practice. Rewards and celebrations for students who complete One-to-one tuition programmes have also been explored.
Implications: The findings suggest that One-to-one tuition programmes should be rewarded and celebrated, feedback should be regularly given to class teachers, and the impact of One-to-one provision should be included in school reports.
Description
Keywords (free text)
Secondary education , Assessment and target setting , Leadership , Self evaluation and review , English - speaking and listening , English - writing , Mathematics