CfEY announce new research on the future of tutoring
by Baz Ramaiah
25th February 2022
The Centre for Education and Youth are excited to announce an ambitious and timely new piece of research on the future of tutoring in the UK.
Why are we researching this topic?
As our report ‘A Space for Maths’ made clear last year, there is abundant evidence on the effectiveness of school-based small group and one-to-one tutoring for improving pupil attainment. Tutoring has the potential to support academic catch-up, close the achievement gap and support the government in driving up literacy and numeracy standards in line with their recently announced 2030 targets.
However, delivering large-scale national programmes in education is a challenge. Even with the best intentions and foresight, logistical, financial and political considerations can be a barrier to effective impact. If we want a long term in-school tutoring strategy to succeed, it is important that we consider the obstacles carefully and factor them into planning future policy.
How will our research work?
Conducted independently, our research has three phases:
Stage 1 – A wide -ranging literature review around key topics linked to the design of effective tutoring programmes and education policy.
Stage 2 – Interviews with key leaders in education and tutoring policy to understand the main factors, opportunities and obstacles that need to be considered as part of developing a long term vision for in-school tutoring. This intelligence will frame our inquiry questions for the main body of the research as well as anchoring our work in the practicalities of policy and delivery.
Stage 3 – An extensive consultation with stakeholders. Drawing on insights from trust and school leaders, tutoring organisations, researchers and young people we will construct a vision for how in-school tutoring can be deployed effectively by the Department for Education over the coming years. From this plan, we will derive clear and pragmatic recommendations for policymakers.
How can you get involved?
We warmly welcome fellow travellers on our journey. If you’d like to be a consultee and contribute to our research, or would like to find some other way to support us, click here to get in touch with project lead, Baz Ramaiah.
We will be sharing emerging themes from our research in late March, highlighting findings that will guide the remainder of our work. We expect the final report to be published near the end of the summer term.
This research is supported by Third Space Learning, Action Tutoring, Trinity MAT and White Rose Maths. Reflecting on their experience of working with CfEY and the new research study, our partners had the following to say:
“The government’s investment in tutoring has been unprecedented. We’re delighted to be supporting CfEY’s research which will build on lessons from the Government’s ambitious programme, as well as best practice in the sector, to help shape a future vision for tutoring as we look to close the maths attainment gap by 2030.
“CfEY brings rigorous analysis, independent thinking and education policy expertise to all of their work, and we hope this new project will make a positive and constructive contribution to policy-making on tutoring.”
Tom Hooper, CEO of Third Space Learning
“CfEY’s comprehensive multi-year evaluation proved vital to our understanding of Action Tutoring’s impact and positively influenced refinements to our model as we rapidly scaled. We look forward to working with CfEY again on this timely investigation.”
Susannah Hardyman, CEO of Action Tutoring
“The impact of high quality tuition is well evidenced. We share a vision for a future where tutoring is part of day-to-day life of schools. We are excited to be working with CfEY and other partners to understand the details of bringing this vision to life.”
Tony Staneff, Head of External Initiatives at Trinity MAT