Tutors and Schools - by Tracy Hartshorn

The Sutton Trust research identified evidence which suggests 'one to one tuition can be effective, on average accelerating learning by approximately five additional months’ progress. Short, regular sessions (about 30 minutes, 3-5 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact. Evidence also suggests tuition should be additional to, but explicitly linked with, normal teaching, and that teachers should monitor progress to ensure the tutoring is beneficial. In some cases one to one tuition has led to greater improvement, while in others tuition in groups of two or three has been equally or even more effective compared to one to one.' (Educationendowmentfoundation.org.uk)​.

A well qualified tutor will use their experience to improve learning within a short time frame. We know that good teaching includes the assessment of student understanding. A tutor will deliver and assess a student quickly because they can spend intensive, quality time with a student. Perhaps tutors should be analysing and publishing their their own data to prove value-added progress, but it is the very fact that they there is no requirement for them to do so that allows them to concentrate on what needs to be done to help the individual. The difficult concepts, assessment, reinforcement, re-direction and correction delivered in one hour can be incredibly beneficial for the student. Unfortunately, tutoring is still too expensive for most.

Some schools are already employing tutors to try to improve student progress. Whilst we appreciate the ongoing financial constraints upon schools it is a shame that this service is not offered as an option for all. After all, we know that parents are usually very keen for their children to take up 'add on' opportunities. For most parents, the opportunities that they can provide for their children will depend upon availability and this will depend very much upon where they live. It would be realistic to assume that affluent areas have a larger number of tutors. This makes complete business sense for the tutor. Why would you set up a business in an area where there is little demand?

It is time to consider what more can be done for children living in less privileged areas. We know that schools buildings have so much more to offer our children. A room or sports area in a school building is probably used by businesses running local programmes such as, exercise classes, but this still leaves a largely redundant building beyond the school day and during holiday times. We also know that parents are paying for after school care that offers limited support to improve children academically; and support for the secondary aged students becomes even more scarce. If I were a parent I would be thinking seriously about how I will support my child's studies at secondary school. As a tutor I am thinking about how I can work with schools, use facilities and improve opportunities for young people together.

We are still not delivering in science. "We need to inspire at primary school level."

Growing STEM skill shortages are a real concern for businesses across the UK, with too few young people choosing science. There is a pipeline issue for STEM (Science, Technology, Engineering and Maths) in the UK. We simply do not have enough young people studying these subjects to a higher level – or choosing careers in sectors dependent on them. This is what stands behind the growing skills gap that CBI members report – they now see the lack of skills in key areas as the biggest people-related threat to UK competitiveness.

Yet participation at secondary level remains disappointing. At GCSE level in England, where science remains compulsory, a worryingly low number of young people study separate sciences – with entries falling by 18.6% in biology, 16.8% in chemistry and 14.6% in physics in recent years.

At A Level, we see a further drop off, with just 8.8% studying biology, 7.3% chemistry, 5% physics, and 12.4% studying maths in 2013.

Tackling these pipeline issues must be a priority if we are to ensure that the supply of skills matches the demands of the future economy. Engineering UK, for example, have predicted that engineering employers will need nearly 2m people with engineering skills between 2012 and 2022. This alone will mean that we need to double the number of engineering graduates and apprentices entering the industry.

Changing the impression that science is for boys is also a huge challenge. We know that the number of girls and young women pursuing many STEM subjects is lower than that of their male counterparts – resulting in a STEM workforce with a comparatively low representation of women. This is a challenge that many countries face, although the position in the UK is particularly poor. Urgent action is therefore also needed to ensure that the talent pool for STEM

industries is attractive to both men and women. Last year, the CBI called on sixth forms and colleges to adopt targets for increasing female participation in science as a part of this solution.

In an increasingly integrated international economy, the UK’s ability to grow and succeed will rely on our ability to compete on quality through our high-value sectors, and how we use and enhance the best new technology. Much of

this means we will need our young people to be grounded in science, with a strong understanding of the subject and ability to learn. Yet we already see skills shortages, especially at technician level. We are not yet delivering the pipeline

of science skills we need. Growing STEM skill shortages are a real concern for businesses across the UK, with too few young people choosing science. We need a step-change – but this has to start from primary. A focus on science for this report will help us to identify the key problems…and our survey of teachers will point us towards the key issues.

Tomorrow’s world: Inspiring primary scientists.

6 Signs Your Child Needs a Tutor