National state-funded tutoring programmes should be renewed to help close attainment gap, report recommends

A new report released today by Public First sets out a blueprint for a successful state-funded tutoring provision, following a comprehensive and critical review of the lessons learned from the National Tutoring Programme (NTP) and 16-19 Tuition Fund.

Building on the lessons learned from two national tutoring programmes introduced during the pandemic, the report makes practical recommendations for how a future national tutoring offer could work to drive up standards for millions of young people.

Despite widespread recognition of tutoring’s benefits, schools and colleges have struggled to maintain provision following the end of dedicated funding for the NTP and 16-19 Tuition Fund. School leaders reported that relying on Pupil Premium funding to sustain tutoring was unrealistic. For many, the Pupil Premium is no longer focused on its intended purpose of improving educational outcomes for disadvantaged pupils and has instead become an additional source of core funding to plug the gaps in school budgets, as raised in the Public Accounts Committee’s recent inquiry.

For post-16 students, the funding gap is even more stark. Unlike younger pupils, disadvantaged students in further education receive no equivalent to the Pupil Premium, despite still being in compulsory education. As a result, thousands of students are missing out on additional academic support to help them reach their full potential.

Alice Eardley, Interim CEO of the charity Get Further, who works to improve nationwide pass rates for resit students through their tutoring programmes, said:

“More than half of young people from disadvantaged backgrounds leave school without a standard pass in GCSE English and maths. To pass these crucial qualifications in post-16 education, they require targeted support. We know tutoring is an impactful and cost-effective intervention but, with funding for disadvantaged students ending at age 16, this transformative support is often out of reach”.

Without dedicated financial support, schools and colleges are left making difficult choices, often at the expense of targeted interventions like tutoring. Delivery of a new tutoring model, specifically targeted at young people who have fallen behind in English and maths, could provide a tangible solution to ensure excellence for all by raising attainment in an inclusive and equitable way: a core priority for the Government in its recently published Curriculum and Assessment Review Interim Report.

Jen Fox, CEO of Action Tutoring, a charity which supports primary and secondary pupils facing disadvantage to reach their potential through volunteer tutoring says, said:

“We know tutoring improves attainment, our 14 years of experience delivering to pupils facing disadvantage confirms it. A national state-funded tutoring programme could transform millions of lives and have a profound impact on closing the attainment gap by removing the biggest barrier to schools: cost.”

The research, which involved interviews with key policymakers from the recently concluded NTP and 16-19 Tuition Fund, as well as roundtable discussions and workshops with schools, colleges, and tutoring providers, highlights widespread enthusiasm for tutoring. Both parents and educators widely recognise targeted tutoring as an effective tool for accelerating progress. It has been widely evidenced that tutoring has a positive impact on attainment.

The report has received interest from a number of MPs and policymakers. Paul Waugh MP said:

“A defining mission of this Labour government is to break down barriers to opportunity and we are committed to building a better future for all young people – no matter who they are or where in our country they grow up.

The evidence in Rochdale and across the country shows that high-quality tutoring can be transformative, helping pupils to catch up, succeed and access the opportunities they deserve. This report shows that top-up tutoring in state schools can raise standards and help close the attainment gap, and I hope that its findings will be taken on board by the Department for Education”

The report identifies that funding from Government, with scope for flexible “mixed model” delivery through schools, colleges and external providers, could help scale this impactful intervention, allowing it to improve attainment for pupils and students facing educational disadvantage across the country.

The report outlines several essential features of a future national scheme:

• A minimum of 12 hours of tutoring per pupil, delivered in-person or online, and typically structured across a term;
• A focus on English and maths, where the evidence base is strongest;
• Provision from Key Stage 2 through to post-16, reflecting the continued need for academic support across all phases;
• A mixed model allowing schools and colleges to deliver tutoring in-house or commission high-quality external providers;
• Light-touch accountability and no match-funding requirements, to reduce barriers to participation and ensure take-up is high.

Jonathan Simons, Partner at Public First and lead author of the report, said:

“State-funded tutoring was one of the most ambitious education interventions we’ve seen in a generation – and it worked. Millions of pupils benefited, especially those who needed it most. But without a long-term plan, that progress risks slipping away. This report shows how we can learn from what has gone before, in order to build a state funded national tutoring offer that tackles the critical educational challenges across our system today.”

Richard Brabner, Executive Chair of the UPP Foundation, said:

“Small-group tutoring is one of the best ways to raise attainment amongst disadvantaged pupils at school or college. It’s also a great opportunity for tutors who are often university students. They can use their knowledge to support school pupils, which improves their skills before they graduate while getting paid at the same time! The UPP Foundation has funded several pilot tutoring projects and we are delighted to support the publication and launch of this report. We hope it contributes to recreating a government funded national tutoring programme.”

This report was researched and written by Public First.

Public First is a research agency with deep expertise in education policy, public opinion and economics. We work with schools, charities, businesses and governments to understand what people think, develop practical policy solutions, and communicate them effectively. Our education practice has works across schools, skills and higher education, combining rigorous research with a strong understanding of the political and policy landscape.

It was commissioned by a group of charities who work to improve outcomes for young people from disadvantaged backgrounds:

Action Tutoring: A charity with 14 years experience delivering tutoring in schools across the country to pupils facing disadvantage. Tutoring is delivered entirely by volunteers, both in person and online, and focuses on English and maths support to prepare pupils for their Year 6 SATs and Year 11 GCSE examinations.

Get Further: An award-winning charity that supports students from disadvantaged backgrounds in further education to secure gateway English and maths qualifications that unlock opportunities.

Tutor Trust: An award-winning education charity with a mission of transforming lives through tutoring. They partner with schools, colleges and other educational providers to deliver high-quality, impactful tutoring to young people from disadvantaged backgrounds across Greater Manchester, West Yorkshire, Merseyside and Tees Valley.

Impetus: A charity that transforms the lives of young people from disadvantaged backgrounds by investing in the best education and employment non-profit organisations. We give them long-term funding, pro-bono support and our strategic expertise, and influence policy to deliver systemic change, so that more young people get the education, qualifications, and opportunities they need for a fulfilling life.    

Children’s Literacy Charity: a charity working to close the literacy gap for children from disadvantaged backgrounds through supportive, specialist tuition.

Team Up: a charity supporting children and young people facing disadvantage in London and the South, with English and maths tutoring through volunteers.

Tutors United: a charity using tutoring to support young people’s attainment from primary to secondary school and university to employment.

The full report can be found here.