The successful management of one-to-one teaching is crucial to its effectiveness. The roles of LAs, head teachers, subject leaders and class teachers may all contribute to the successful outcome, or otherwise, of the investment that has been made in one-to-one teaching. This section looks at some of the issues and models and offers organisational aids in the form of templates.
What you will find in the Management section:
In response to questions relating to key factors in determining whether pupils make good progress in their areas of weakness, the following were identified by a sample of one-to-one tutors and LA staff responsible for one to one tuition:
- an integrated and co-ordinated whole school approach with committed leadership
- well-structured procedures for planning, recording, communicating, testing and teaching
- use of varied learning media including internet resources, a variety of activities to accommodate the different learning strengths and weaknesses of the students
- appropriate attention to environment, group size and dynamics, and length and frequency of sessions
- high commitment to the pupils/students in terms of length of programme and resources used
- initial training, provision of resources and continuing professional development
- extensive training programmes that are not merely generic or for administration
- early identification and intervention (i.e. KS1/KS2)
- regular liaison with class teachers, pastoral staff and parents.
Try this short task
Using the above criteria for success, evaluate the strength of the management structure of either you’re school as a leader, or teaching situation as tutor. These checklists may help you:
- Tutor's checklist, drawn from the above findings
- School leader's checklist, drawn from the above findings.
A Local Authority Case Study
A School Improvement Advisor for one LA gave the following information regarding successful practice within the authority:
- they have established strong cross-phase links
- headteachers are involved in the development of a formula for funding the project, with particular attention to rural schools
- they have no particular leaning towards Literacy or Numeracy
- the sourcing of tutors is school-led
- LA handles HR issues such as contracts, terms and conditions, CRB checks
- LA has appointed a primary and a secondary coordinator for training
- training is face-to-face using DCSF/TDA materials, modified to address local needs
- the authority has a Learning Gateway which cannot be accessed by independent tutors and so will consider using the NCETM community facility
- authority support is offered to registered tutors, school appointed tutors and TAs who have appropriate qualifications
From the above it is is clear that overall success of one-to-one provision depends on an active partnership between LA, schools and tutors.
Education Leeds has kindly allowed us to link to the following QA templates:
Cornwall LA has kindly allowed us to link to the following QA Templates:
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