The research states that the best tutoring programmes are planned in accordance with existing curriculums and work with teachers to identify pupils who could benefit from the tuition.
In stronger schools, teachers used the curriculum to identify core knowledge that pupils had missed, or did not understand, and ensured they were covered in tutoring sessions, Ofsted's evaluation of tutoring in 63 schools and 21 further education providers.
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Amanda Spielman, Ofsted's chief inspector, said: “Tuition is an expensive intervention, but used well it can help pupils who fall behind."
Speaking about the government's National Tutoring Programme (NTP), which was launched in 2020 to help children who missed out on education during the pandemic, she added: “The government’s tutoring programme is potentially an important part of helping pupils catch up after the pandemic. I hope these reviews help the government develop its tuition programme and help school leaders implement tutoring better.”
In the report, which is the first of two Ofsted reviews on tutoring programmes, tutoring was described as strong in just over half of schools, while in 10 of the schools visited, it was found to be “haphazard and poorly planned”.
This was put down to curriculum not aligning with what was being provided in the tutoring sessions and a lack of understanding of the DfE’s guidance on the purpose of sessions, Ofsted says.
The inspectorate’s report states that tutoring can only work with a well-considered curriculum in place.
The report comes after research suggested the NTP failed to target many of the most disadvantaged pupils in schools.
While no direct comparison is made in Ofsted’s report, it implies that schools are more likely to use their own staff to lead tutoring than the NTP.
Ben Gadsby, head of policy and research at Impetus, an organisation helping school children from disadvantaged backgrounds, and one of the NTP's delivery parters, said: “Ofsted's findings about the NTP reinforce what we already know: tutoring can work well, but buy-in and engagement from schools is an essential ingredient.
“As we hopefully enter a period of ministerial stability, DfE must address missing elements like this that risk undermining their flagship programme."
