The after-hours tutorials run by LSAs worked particularly well. Children and tutors had already established positive relationships through normal day interactions which enabled the post school day sessions to run smoothly. Knowledge of children (both academically & personally) plus ready access to their teachers allowed the tutors to modify the content of their sessions when necessary – change in needs could be met quickly and effectively. Clear lines of communication between tutors and class teachers were vital to the success of the programme.
Progress and Attainment has improved throughout – scaled scores on NFER (or SAT) tests have risen by an average of 5 points. Examples of individuals; attainment levels are as follows:
Child X (Y4) – Maths from Spring (95 ss) to Summer (102 ss) NFER Reading from Spring (109 ss) to Summer (137ss) NFER
Child Y (Y2) – Maths from Spring (82 ss) NFER to Summer (98 ss) SAT
This contrasted to certain difficulties that occasionally arose when delivering the on-line maths programme (Third Space Learning). Inevitably tutors and teachers were unable to have immediate and frank face to face discussions which led to a lag in addressing individual needs. It should also be stressed that a small number of children were not suited to learning on-line and were removed from the sessions and replaced with more ‘IT’ engaged pupils. If we are to continue with the programme, then a more stringent selection process will need to be put in place.