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Enhancing Student Performance Through Targeted Tutoring at Kingston Primary School (2007-2009)

From 2007 to 2009, Kingston Primary School implemented the Making Good Progress (MGP) tutoring program for Key Stage 2 pupils, focusing on literacy and numeracy. This initiative included parent meetings, personalized lesson plans from experienced educators, and consistent communication with families. The program emphasized the importance of tutor relationships and tailored materials, resulting in increased confidence and academic improvement among students. Feedback from pupils and parents reflected the program's positive impact, highlighting a significant enhancement in learning outcomes.

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Enhancing Student Performance Through Targeted Tutoring at Kingston Primary School (2007-2009)

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  1. Making Good ProgressTutoring At Kingston Primary School

  2. 2007-2009 • Evening meeting for all KS2 parents to explain MGP – September 2007 • 10% of KS2 pupils for both Literacy and Numeracy • Used full tutoring allocation • 2 teachers employed – October 2007

  3. Staffing: retired HTs retired teachers Secondary teachers supply teachers teachers employed at the school advertised internally/externally

  4. 4 pupils each • Weekly lessons take place after school • Lessons during holidays • Spaces for lessons

  5. Administration • Children identified & parents and pupils contacted by HT • Letters sent to introduce scheme • Liaise with tutors re. days/times

  6. Advise parents & book sessions on 1st come 1st served basis • Provide information regarding contact details of tutor where tutoring will take place

  7. Prepare tuition packs include pupil passport • Send excel spreadsheet to County at beginning of each month including pupil subject start date Information updated monthly

  8. Liaise with parents/tutor during sessions • Nearing 10th session prepare final paperwork for tutor to give at final session pupil questionnaire parent questionnaire completion certificate

  9. Final spreadsheet sent to County • Admin time equates to 1 hour per week – beginning and end more time, less in the middle.

  10. Tutor’s Perspective • Planning • Built bank of materials • Wide range of materials for very personalised learning

  11. Training courses useful • Completely different to class teaching • Excellent way of finding out children’s learning difficulties

  12. During sessions discussions with teacher very useful re. attitudes to learning behaviours motivation level in class • Relationships important – pupils/parents

  13. Work on a tiny problem gave rise to a ripple effect • Confidence levels increased • Children discussed content of lessons with each other

  14. Teacher’s Perspective • Liaise with tutor at beginning of sessions • Liaise each week with tutor during sessions • Supports pupil in class as tutor does

  15. Liaises re. how pupil had settled to tutoring enjoyment response during sessions social aspects • All staff felt tutoring had made a big impact on children’s confidence and learning

  16. Pupils’ Perspectives • Many said they didn’t want tutoring but glad they had it • ‘I wanted to do better but didn’t know how, I now know what I am doing!’

  17. All felt 1-1 helped them to do better in class • Pupils enjoyed the more creative lessons • All said it was a good idea to have tutoring • Many wanted 15 sessions!

  18. Tensions • Parents whose children were not given tuition. • Parents refused tuition.

  19. Advantages • All pupils, except one, enjoyed the sessions and were happy to attend. • All pupils progressed very well. • Pupils completed homework. • Parents pleased with tuition.

  20. Additional Workload • HT discussion with pupils/parents. • Teacher / tutor discussions. • Administration – details of pupils information required by County letters to parents timetables payment to tutors CRB checks

  21. Lessons Learned • Holiday tutoring. • One person in charge of all administration.

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