Last month the Education Endowment Foundation (EEF) shared a review of the evidence on ‘The Impact of COVID-19 on Learning.’ In our urgency to move back towards normality and as the memories of lockdowns and school closures start to fade, it’s easy to underestimate the impact this period has had on our students, their learning …
At Tute we work with students to support them in their learning journeys in whatever form they take. Some of our students join us for a short programme of study, whilst others join for the duration of their GCSE or A-Level courses. And whilst our teachers are on hand to offer support and encouragement, sometimes …
There have been mixed reactions from the education community and we know that some of the proposed actions are certainly things many of us already do successfully but, rather than seeing this negatively, it has actually been a great time to reflect on our best practices and renew our commitment to our mission: to create …
Formative assessment is a familiar strategy to all in education. It’s the day-to-day appraisal of students’ knowledge, understanding and progress so that teachers can identify gaps in learning and plan to address these in the subsequent lessons. Formative assessment has consistently been identified as an effective strategy in maximising impact on student progress. Shirley Clarke’s …
The terms ‘student engagement’ and ‘engaging students’ are often conflated, but what do these terms mean and how can we promote better engagement in learning? Engaging students’ refers to what we as teaching staff and as institutions of education do to engage and involve students in their learning. ‘Student engagement,’ on the other hand, refers to what students do, such as the amount of effort they spend studying, the extent to which …
Tute is committed to continued professional development We offer frequent training opportunities, such as our recent session focused on supporting students with SEMH Since the COVID outbreak, we have seen an increase in students with social emotional and mental health needs. Children and young people may experience a wide range of social and emotional difficulties …
In my previous blogs, we began looking at how to maximise the impact of short-term interventions and optimising that impact further by adjusting the frequency and duration of programmes. We want our students to get the most out of their programmes and really thrive in their subjects through their lessons with Tute. This week, I want to talk about another key factor in ensuring this …
Previously, I considered a general overview of the best ways to ensure a short-term intervention programme has the greatest impact. This week, I’d like to drill down into that idea further and consider the evidence around two key areas: frequency and duration. There is growing national and international evidence to suggest that more concentrated programmes can be more effective than those that take place over …
Maximising impact: frequency and duration matters Read More »
Maximising the impact on our students’ outcomes is always a priority for us here at Tute. We want to make a difference for our students and we always put them at the centre of all we do, but what is the best way to ensure a short-term intervention programme has the greatest impact? It is well known that small group and 1-2-1 interventions …
Tute advocates evidence informed practice and we actively measure the impact of our provision. It’s important for us to review the quantitative impact on student outcomes, such as their attendance, progress and attainment data, but also the qualitative data, such as student voice surveys. Let’s look at some of last year’s highlights, focusing specifically on …
