Tutoring Provision

Munira Wilson Excerpts

Tuesday 19th March 2024 Westminster Hall

[Munira Wilson (Twickenham) (LD)]

I beg to move,

That this House has considered tutoring provision.

It is a pleasure to serve under your chairmanship, Mrs Cummins. I thank the Backbench Business Committee for granting the debate, and I thank hon. Members in all parts of the House who supported my application for it. Unfortunately, it clashes with a meeting of the Education Committee, but the Chair—the hon. Member for Worcester (Mr Walker)—and various members of the Committee have been very supportive.

This debate is about the Government’s national tutoring programme and the 16 to 19 tuition fund, which will end at the end of this academic year. Like other hon. Members, I am really disappointed that no new money was announced in the Budget to allow it to continue. As a result, schools and colleges have two options: they can try to fund the scheme from their own meagre budgets, which would be hard to achieve given the cuts that they are already having to make, or they can scrap it altogether, which would be a travesty.

During the pandemic, children were

“at the back of the queue”

and “always overlooked”. Those are the words of Anne Longfield, who was Children’s Commissioner during covid. Despite the remarkable efforts of our teachers and education leaders, who heroically adapted their lessons for online learning, we lost tens of millions of hours of valuable classroom time, and disadvantaged children were most affected.

Sir Kevan Collins, the Government’s adviser, acknowledged that children needed £15 billion to bridge the educational gap created by the pandemic. When just a fraction of that was given, he promptly resigned. In a recent interview in Tes magazine, he recognised the value of tutoring and said that he had wanted to scale it up dramatically so that 5 million pupils would receive tutoring by the end of 2024. He was also clear that tutoring should be best managed and led by schools. He said:

“Schools know their children best.”

I could not agree more, but as we all know, the recovery programme for which Sir Kevan called was not delivered.

I have to be totally honest: I was not always a fan of how the Government’s national tutoring programme was implemented. It encountered numerous challenges from ineffective outsourcing to tortuous application processes, tutoring shortages and—dare I mention the word—Randstad. Even the Education Committee, which was then under the chairmanship of the right hon. Member for Harlow (Robert Halfon), who is now an Education Minister, recognised in a 2022 report that

“a complex bureaucratic system for applications may have hampered some schools’ ability to access…support”.

It further noted:

“Teachers and school staff know their pupils and know what interventions are likely to bring the most benefit.”

As Sir Kevan identified, the size of the tutoring programme also fell drastically short.

Despite all its failings, the tutoring programme managed to achieve some positive outcomes. When implemented correctly, tutoring has proved its worth time and again. It has helped pupils to catch up on lost learning and has shown many additional benefits such as improved confidence and school attendance. In the run-up to the Budget, more than 500 schools signed a letter to the Prime Minister, to the Secretary of State for Education and to the Chancellor, calling for more national tutoring programme funding. The letter was delivered to No. 10 by representatives of Action Tutoring, Tutor Trust and Get Further. I pay tribute to them for their amazing work in this area; several of them are watching from the Gallery today.

The Government responded that they would continue to support tutoring through pupil premium funding, but school leaders will be dismayed by that response. The pupil premium, which was established by Liberal Democrats in the coalition Government, was once a fund to support disadvantaged children, but since 2015 its value has eroded by 14% in real terms, according to the Institute for Fiscal Studies, and I think we all acknowledge that in recent years it has more often been used to plug gaps in school funding. The hon. Member for Worcester recognised that when he said:

“I’m not sure there is sufficient space in the pupil premium to support tutoring becoming part of the system.”

Why am I such a fan of tutoring? We are lucky that so much research has been done on the impact of tutoring. The Sutton Trust, Public First, the Education Endowment Foundation and others have all looked at it. This Government claim that they are led by evidence, so let us look at some. The Sutton Trust says that the attainment gap, which had been decreasing gradually throughout the early 2010s,

“stalled in the years before the pandemic. Since the crisis, the gap has widened considerably, with 10 years of progress now wiped out.”

It believes that tutoring is

“a key method of boosting learning”

for disadvantaged children. It also notes:

“The programme has had a considerable impact on levelling out access to tutoring, with 35% of working class Year 11 students receiving private or school-based tutoring, compared to 36% of students from professional homes.”

Work by the Education Endowment Foundation has shown the effectiveness of tutoring, showing an average impact of four months’ additional progress over the course of a year with small-group tutoring. It also recognised the particular benefits that tutoring can bring to disadvantaged children:

“Studies in England have shown that pupils eligible for free school meals typically receive additional benefits from small group tuition”.

It stands to reason: allowing a teacher to focus on the needs of a small number of learners and provide teaching closely matched to that pupil’s individual understanding will reap greater rewards than teaching a larger number of students. Small groups offer the opportunity for greater levels of interaction and feedback than whole-class teaching.

Let us take the example of Dylan, a typical student who has benefited from an Action Tutoring tutor. Dylan struggled with maths and was considered unlikely to meet the expected standard. His school set him up with tutoring, and he attended 16 sessions over a period of two years. As a result, he moved from a grade 3 standard to a grade 4 pass. However, the benefits were so much more than just getting the grade that he needed. Dylan said:

“Before I started my tutoring sessions, I dreaded maths because I didn’t enjoy it. But my tutoring sessions were amazing and really helped boost my confidence in maths. When I found out I passed my GCSE maths, I didn’t believe it. Dead serious, I literally was flabbergasted. I was like, what is even going on? I looked twice at it as I was just so flustered.”

That hope and excitement expressed by Dylan—that promise of being able to move on to the next stage of your life and pursue your dreams—is priceless.

Public First research shows the impact that tutoring has had on GCSE pass rates and overall grades in key subjects. Some 62,000 additional pass grades in GCSE maths and English were achieved as a result of Government-funded tutoring in the 2021-22 and 2022-23 academic years. Tutoring is an intervention with an impact on pupils right across the grade spectrum: it provided 430,000 grade improvements in total, with 220,000 in maths and 210,000 in English. The long-term economic impact on earning potential is significant, and so is the very real impact of strong foundations in numeracy and literacy on people’s lives.

We all know that under-18s in England must retake GCSE English and maths if they do not achieve a grade 4 pass. In 2023, that resulted in a staggering 167,000 students having to retake maths and 172,000 resitting English. When combined, that is the highest number of retakes in a decade. We are setting those children up for repeated failure unless different help and support is provided. Just 16.4% of students resitting GCSE maths in England passed with at least a grade 4 this year, and the pass rate for English was only slightly higher. That group of children need targeted help, support and time with a tutor in small-group sessions to get to the bottom of what they find difficult, with personal, structured work plans to boost progress. Targeted tutoring has been exceptionally effective in helping that group.

I was lucky enough to see the work of Get Further when I visited Southwark College last year. Sitting in on a few sessions allowed me to see tutoring at first hand. It was fascinating to see how tutors engaged one on one with pupils, helping them to unpack a maths question or discussing the meaning of a particular word in English. The children I spoke to all had aspirations and plans for the future, and they really valued the time they spent with teachers one on one or in a small group.

Aiden, at London South East Colleges, had twice missed out on a grade 4 at English GCSE. He was supported by a Get Further tutor, who helped him to understand things for the first time in a tailored small group and one-to-one setting. He said this about his experience:

“I was only aiming for a 4 as it was my third time retaking English and I wanted to get it over and done with. As I continued my tuition, I started to understand things I didn’t understand before and quickly improved. Now, I have a 6 and it’s all thanks to my tutor. I am so pleased with the grade I achieved and proud of how far I have come! In September, I aim to go on to Level 2 Health and Social Care and then move on to Level 3 or an Access to Higher Education course so that I can do Paramedic Science at university with awesome classmates who share what I aspire to be: someone who helps people at their highest and lowest moments.”

Tutoring can be truly transformational.

We should also acknowledge the many other spillover benefits that tutoring brings, which speak to many current concerns in our educational system. Some 85% of parents say that tutoring has had a positive impact on their child’s confidence, while 68% say that it has improved attendance. CoachBright recently published its impact report and has done interesting work on the relationship between tutoring and attendance. The results show that tutoring can reduce persistent absence by 11%. At a time when thousands of pupils are missing from school, tutoring can offer children and young people the opportunity to have a new trusted adult in their lives, giving them a new way to engage with their education.

The bottom line is that for every £1 spent on tutoring, £6.58 is generated in economic returns as a direct result of pupils achieving higher grades and having a higher lifetime earnings potential. The benefits are felt not just by those who receive the tutoring, but by our whole economy and society. The evidence is compelling, but there is also a strong political case for continuing tutoring: it is popular. Public First research found that pupils like tutoring: students were positive about their experiences and were willing to have more of it if available. Parents like tutoring: over three quarters of parents would support increased tutoring provision. Teachers like tutoring: they welcome the impact on academic attainment and the wider benefits such as pupil confidence, increased engagement in the classroom and reduced anxiety. This is a policy that is popular with pupils, parents and teachers. I have no wish to help the Government, but surely that sounds like a vote winner.

Liberal Democrats believe in tutoring, which is why we have said that we will offer a tutoring guarantee for every disadvantaged pupil who needs extra support, recognising that tutoring is most effective when we allow headteachers and college leaders to decide themselves how to run the scheme. I think tutoring is so important that I joined the Conservative Chair of the Education Committee and a former Labour Education Secretary—the noble Lord, Lord Blunkett—to try to convince the Government to maintain funding for the tutoring programme beyond the end of this academic year.

As we have heard from the case studies, tutoring can be a life-changing intervention. Those of us who are parents and are privileged enough to afford tutoring for our children do not hesitate to pay for it in order to boost their attainment and confidence. In the words of Lorraine Spence, whose daughter Naomi benefited from Get Further’s tutoring after she failed her maths GCSE:

“My daughter is now thriving at university but without the extension of this kind of funding, countless young people from low-income families will miss out on securing the gateway qualifications they need to unlock opportunities like this. Should tutoring return to being a luxury for the rich and a sacrifice for the poor? I urge the Government not to allow this to be the case. Instead, let’s make a more equitable educational system, where tutoring is accessible to all—and one positive legacy to come out of the pandemic.”

I could not agree more with Lorraine’s words. If the Government are serious about levelling up, I hope that the Minister will make a commitment today that he is willing to do battle with his Treasury colleagues to ensure that funding continues both for the national tutoring programme and for the 16 to 19 tuition fund. Schools and colleges need that assurance urgently to plan for the next academic year.

--- Later in debate ---

[The Minister for Schools (Damian Hinds)]

It is a pleasure to see you in the Chair, Mrs Cummins. I thank the hon. Member for Twickenham (Munira Wilson) for securing this important debate today. I also thank everybody who has taken part: the hon. Member herself, my hon. Friend the Member for Sedgefield (Paul Howell), the hon. Member for Strangford (Jim Shannon), who brought the Northern Ireland perspective, my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) and the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), who spoke for the Opposition.

The hon. Member for Newcastle upon Tyne North rightly spoke of the hard times of covid, which we all remember. Our home and professional experiences were indeed very difficult. They were also very difficult to plan for, because they were experiences that our country, like others, had not had before. I do not think it is right to say that people were slow to react. For example, I thought that what happened in respect of Oak National Academy was amazing and came together quickly. The work that teachers and headteachers did converting to virtual education and enabling home learning was remarkable, but there is no doubt that it was an incredibly hard time. International studies such as the programme for international student assessment show that the whole world, with the exception of only one or two jurisdictions, took a really big knock from covid. Almost every country took a serious hit in educational attainment from covid.

England held up relatively well. That is part of the reason why in the most recent PISA results, in mathematics for example, England was ranked 11th in the world. That is an improvement on recent times, particularly so if one looks back to the period before 2010 when England had been ranked 27th. We also saw improvements in reading and in science. In the progress in international reading literacy study 2021, primary school readers in England were ranked fourth in the world and first in the western world. However, none of that changes the fact that covid was a terrible knock to education here and elsewhere in the world.

[Munira Wilson]

Would the Minister give way?

[Damian Hinds]

Would she let me get going? No, sorry; go ahead.

[Munira Wilson]

The Minister and his colleagues talk a lot about the PISA scores, and obviously we cannot deny that evidence. He talked about the impact of the pandemic, but does he recognise that the attainment gap had been starting to dwindle? I noticed that he smarted when I mentioned that the pupil premium was a Liberal Democrat commitment that we delivered with the Conservatives in government.

[Damian Hinds]

It was in every party’s manifesto.

[Munira Wilson]

Sorry, I was not wishing to make a political point. My question is: will the Minister recognise that the attainment gap was actually starting to widen again before the pandemic, and that the pandemic accelerated that trend? That is what we are all here to try to tackle through the tutoring programme.

[Damian Hinds]

Let us not pursue the thing about the pupil premium. That happened to be in both the Conservative and Liberal Democrat plans for Government ahead of 2010. The two parties worked well together in coalition, and that is a good thing that we should welcome. There had been progress on the disadvantage gap. It is also true, as I was just saying, that covid hit the whole world, but it also hit different groups of children differentially, and we are still seeing the effects of that in the disadvantage gap. I will come back to that.

Tutoring has been a key part of our recovery plan, and I thank everybody who has been involved in it: the tutors, the tutoring organisations, the teachers and teaching assistants, and everybody else who has made it possible. My hon. Friend the Member for Sedgefield mentioned the particular role and contribution of volunteers, and I join him in that. It is a very special thing to do.

The national tutoring programme is not necessarily what always comes to mind when the person in the street thinks of tutoring. A lot of it, as the hon. Member for Twickenham alluded to, is small group work; it is not just one to one. Although very important work has been done by outside tutoring organisations, most of the work on the national tutoring programme has been done by existing staff in schools. We have committed £1.4 billion to the four-year life of the national tutoring programme in schools and colleges, and invested in the 16 to 19 tuition fund.

For the second year of the programme—my hon. Friend the Member for Stoke-on-Trent North referred to this—funding has gone directly to schools. That has enabled schools to choose the right approach for them and their children through the use of their own staff, accessing quality-assured tuition partners or employing an academic mentor. We created the find a tuition partner service to put schools in touch with those opportunities, and also provided training through the Education Development Trust for staff, including teaching assistants who deliver tutoring.

Nearly 5 million courses have been started since the NTP launched in November 2020, and 46% of the pupils tutored last year had been eligible for free school meals in the past six years. That is the “ever 6” measure—a measure of disadvantage. The 16 to 19 tuition fund will also have delivered hundreds of thousands of courses.

The tutoring programme has been part of the wider £5 billion education recovery funding, which is made up of the £1.4 billion for tutoring, £400 million for aspects of teacher training, £800 million for additional time in 16 to 19, and nearly £2 billion directly to schools for evidence-based interventions appropriate to pupils’ needs.

The hon. Member for Newcastle upon Tyne North rightly mentioned speech and language interventions. I can tell her that already two thirds of primary schools have benefited—211,000 year R children so far—from our investment in the Nuffield early language intervention programme. The evidence suggests that the programme assists children in making four months’ worth of additional progress, while children eligible for free school meals make greater progress of seven months.

Covid hit the world, including us. It did not hit every discipline in exactly the same way. Some of us will recognise from our own time at home with children that some things were easier to do than others. Reading at key stage 2 and junior school held up pretty well during covid. Maths has now improved and the standard is now close to what it was in the years before covid. Writing is still behind, although we have had a 2% improvement since last year.

Big challenges remain. No one denies that the No. 1 issue is attendance. This almost sounds trite, but there is an obvious link between being at school and the attainment achieved. It bears repeating that even if there are difficulties in having many children in school, we really have to work on attendance. As well as the overall attainment effect of attendance, there is a differential factor between the cohort of pupils as a whole and disadvantaged pupils; in other words, there is a bit more absence in the latter group than the former. There is also a link—some studies say it plays a really big part—between attendance and the attainment gap, which makes it doubly important that we work on attendance.

As colleagues know, schools are doing many things brilliantly, as are local authorities and others, to try to get attendance back up to pre-covid levels. Obviously, every child needs to be off school at some time because of sickness—all of us were when we were children. That will always be true, but we need to get back to the levels we had before covid.

The hon. Member for Newcastle upon Tyne North alluded to specific things that we do around breakfast clubs. It is important to do them in a targeted way, and not just in primary school, as the Labour party plans to do, but in secondary school as well. There are issues around mental health support, which is why we are gradually rolling out the mental health support teams across the country. Again, we think that it is right to have that in both phases—it is important at both primary and secondary school—and schools are also doing an immense amount of work.

Although the national tutoring programme was always a time-limited programme post-covid, tutoring will continue to play an important role and we know that the evidence shows that tutoring is an effective, targeted approach to increase pupils’ attainment. Headteachers are best placed to decide how to invest their funding, depending on their particular circumstances and priorities, and that approach underpins our whole approach to the school system, in that we put headteachers in charge. I anticipate many schools continuing to make tutoring opportunities available to their pupils and we will continue to support schools to deliver tutoring in future, including through pupil premium funding, which will rise to more than £2.9 billion in 2024-25.

Schools decide how to use their funding, aided by the Education Endowment Foundation, which sets out good knowledge and advice on the best uses of funding for the education programmes with the most efficacy. I do not think there is a conflict between universal and highly targeted programmes. We target via the funding formula and then headteachers are best placed, armed with the knowledge from the EEF and others, to decide how to use that funding. The overall national funding formula has the disadvantage element, which next year will be a bigger proportion than has previously been the case. Then, of course, there is the pupil premium.

[Damian Hinds]

It is absolutely appropriate to embed tutoring into schools’ wider progress, because we know from our gold standard analyser the EEF and other studies that that approach has efficacy and achieves results, although obviously it depends on how it is done. As my hon. Friend puts it, we will keep an eye on the matter, but that is not the same as specifying that Mrs Smith the headteacher should do this but not that. We think Mrs Smith should be able to decide. We also have Ofsted inspections and the results are published as part of a system that is transparent but that also empowers schools, school leaders and trusts to make those decisions.

[Munira Wilson]

I completely agree with the Minister about giving headteachers and teachers autonomy. As a Liberal, I do not believe in things being controlled from the centre, and teachers know best, but the reality of the funding situation, as the hon. Member for Stoke-on-Trent North (Jonathan Gullis) pointed out, is that many schools are setting deficit budgets for the first time ever. We can talk about how money has gone up in cash terms, but it has not gone up in real terms. The Institute for Fiscal Studies has said that schools’ spending power has been reduced massively by inflationary costs.

I pointed out that the pupil premium has been cut by 14% in real terms. The tutoring fund underspent because many of the schools cannot match the funding that is available. The Minister may really believe that this is an effective, evidence-based intervention, but schools will not be able to continue without ringfenced, dedicated funding. I was told that last year when I went to visit Southwark College, which is dealing with some of the most disadvantaged pupils, who otherwise will have no life chances at all if they do not get the support they need.

[Damian Hinds]

On the subject of funding, including the pupil premium and the recently announced additional amounts for covering pension contributions, overall school funding next year will be £2.9 billion higher than it was in 2023-24. That will take the total to over £60 billion in 2024-25—the highest ever level in real terms per pupil.

We also remain committed to improving outcomes for students aged 16 to 19, particularly those yet to achieve their GCSE English and maths. That is a subject that came up earlier. I should stress that not having English and maths is not an impediment to starting an apprenticeship; the person just has to continue to study them while doing their apprenticeship.

I know that this subject stirs strong feelings in many people. We know that the workplace and life value of English and maths is immense, and that is why there is so much focus on those subjects as we develop the advanced British standard and in our design of the T-levels and some of the apprenticeship reforms. English and maths are so important for the futures of these young people, which is why in October we announced an additional £300 million over two years to support students who need to resit their GCSEs.

There is no rule that everybody has to resit a GCSE. Whether the person resits GCSE mathematics or takes a functional skills qualification depends on the GCSE grade that they got the first time around. The £300 million is part of what we call an initial downpayment on the development of the advanced British standard. As colleagues know, it will be a new baccalaureate-style qualification, bringing together the best of A-levels and T-levels in a single qualification and ending the artificial distinction between academic and vocational for good.

I am grateful to the hon. Member for Twickenham for securing this debate, and to everybody who has been and continues to be involved in the national tutoring programme and the 16 to 19 programme. Tutoring can have a transformational effect on pupils’ and students’ attainment, and I am proud that the Department’s flagship tutoring programmes have been supporting so many in catch-up following covid-19. I thank everyone who has taken part in this debate, all the schools and colleges that have participated in these programmes, all the tutors—including the volunteer tutors—who have delivered them, and of course all the pupils and students for engaging so enthusiastically.

[Munira Wilson]

I start where the Minister ended: by extending my thanks to all those involved in the tutoring programme, particularly the volunteers, including Douglas, who is here today and was namechecked earlier, from the office of the hon. Member for Sedgefield (Paul Howell). The contribution that volunteers and teachers—who work extraordinarily hard, day in, day out—make to our children is invaluable. Thank you to all of them.

I also thank all hon. Members who turned up to participate today. I know that many others could not be here today, but they are also very strongly committed to the tutoring programme. The hon. Member for Sedgefield talked about the excitement that pupils often experience when they receive tutoring. That goes to my point about tackling persistent absence. We know that tutoring helps to bring down some of those absence levels. The hon. Member for Strangford (Jim Shannon) talked about the importance of extending these programmes right across our four nations, given the benefits involved.

I think this is a first for me: I strongly agree with the hon. Member for Stoke-on-Trent North (Jonathan Gullis), and it is not very often I find myself saying that. Where I am in violent agreement with him is on something that I and the Liberal Democrats constantly point out. As a party, we see money spent on education and our children and young people as a long-term investment. I am afraid that the Treasury often sees children as a cost. We need to see them as part of our current society and also of our future society and our economy. Investing heavily early on will pay dividends and generate returns for generations to come.

As the hon. Member pointed out, levelling up starts here, with children. That is why I am so perplexed as to why the Government are not extending the programme. I know that the Minister said it was time-limited to start with, but given that the attainment gap continues to grow, and given the evidence that has been generated to show the impact, I am slightly surprised that we are not seeing a continuing commitment.

I am also disappointed that, following persistent questioning by the Minister, we heard no commitment from the Labour Front Bench to continue tutoring should there be a change of Government later this year or at the start of next year. Tutoring really does help tackle the attainment gap. I repeat my point to the Minister. He has said that it is a great intervention, but without the money, too many more children are going to be left behind.

Even if he may not have said so publicly right now, I urge the Minister to please go away and talk to the Treasury about whether money can be found to continue this important intervention, because our children really do deserve the very best start in life. We cannot just keep writing off those who do not have the same advantages as many of us. I speak as a parent who has invested in tutoring for my daughter. I want the child down the road who lives in much more challenging conditions, who does not necessarily have the support at home, to have the same benefit as my daughter, so that they can achieve great things, because every child has that potential.

Question put and agreed to.

Resolved,

That this House has considered tutoring provision.