Critics attack DfE plans to ‘penalise' schools not taking part in tutoring scheme

Education Secretary Nadhim Zahawi sent a letter to schools over the May Day Bank Holiday (2 May) urging the 40 per cent of institutions not signed up to the Covid-19 catch-up programme to do so “as soon as possible this term”.

In a move described by critics as “underhand”, he also revealed plans for Ofsted to publish data in the autumn on schools that had not signed up. 

• Your shout: Schools know how to best support disadvantaged pupils’ learning needs

• Analysis: Success for tutoring programme

“The department intends to publish data on schools’ tutoring delivery in the 21/22 academic year in the autumn, in addition to the data government already publishes on national take-up, as well as funding allocations at school level. More details will be made available in due course,” a DfE statement said, adding that schools that have not signed up will be contacted this week “to discuss their plans and offer support”.

Teaching unions and education experts have criticised the plans, claiming they will put “unnecessary and unfair pressure on schools”.

Education Secretary urges remaining schools to participate in National Tutoring Programme - if schools can't or don't spend NTP to support maths and English catch-up for young people then surely this should be opened up to also support 16-18 apprentices?
https://t.co/IDRzas9gno

— Simon Ashworth (@SimonAshworth) May 2, 2022

Geoff Barton, general secretary of the Association of School and College Leaders, said: “Aside from the bizarre decision to send a letter to schools on a Bank Holiday Monday, this announcement smacks of political grandstanding designed to distract from the mess the government has made of the NTP.

“When the DfE set out guidance for this year’s NTP it did not mention that it would be publishing some sort of league table on take-up and sharing this with Ofsted. This is effectively a new accountability measure which has been introduced at the eleventh hour in a rather underhand manner.”

Schools urged to adopt maligned National Tutoring Programme… Why not just give schools the money and let them decide on appropriate interventions? https://t.co/2bKoLVyXQ9

— Professor Bob Harrison (@BobHarrisonEdu) May 2, 2022

Natalie Perera, chief executive of the Education Policy Institute, added: “While we welcome more transparency around how much tuition is being offered to pupils, the announcement that schools will be named, and their details passed on to Ofsted, suggests that the government is penalising schools for its poor implementation of the programme. 

“Accountability for the NTP and its deficiencies should fall on the DfE, not individual head teachers and leaders.”

Schools urged to adopt maligned National Tutoring Programme… Why not just give schools the money and let them decide on appropriate interventions? https://t.co/2bKoLVyXQ9

— Professor Bob Harrison (@BobHarrisonEdu) May 2, 2022

The DfE has also been accused of using the data as “an attempt to shift the focus away from its manifest failings and on to schools” after being hit with a barrage of criticism since the scheme’s launch in November 2020.

Earlier this year, the education select committee said the scheme risks failing pupils who need it the most, leaving them facing an “epidemic of educational inequality”.

A report by MPs, which called for consultancy firm Randstad, which runs the NTP, to be stripped of its contract unless the scheme improved, said that schools faced a “spaghetti junction” of bureaucracy trying to access catch-up funding.

This prompted calls by the committee for schemes to be “simplified and merged into one pot for schools to access and spend where the recovery need is greatest”.

Responding to Zahawi’s latest announcement, Barton echoed such criticism, adding that staff and pupil absences due to Covid over the current academic year will have “affected schools’ recovery programmes”.

He said: “The government could and should have provided a recovery programme which was simple and adequately funded instead of the chaotic and lacklustre programme over which it has presided.

“The decision to publish data feels very much like an attempt to shift the focus away from its manifest failings and on to schools.”

Perera added: “Rather than putting unnecessary and unfair pressure on schools, the government should take responsibility for the programme’s shortcomings, and give schools more time and support to offer tuition for pupils, particularly those from disadvantaged backgrounds.”