Schools perceived Tutor Trust tuition as most effective when tutors had strong pedagogical skills, subject knowledge, and could engage pupils and target sessions appropriately¶
Claim · All claims
Evidence · 1 study · qualitativer1·q1
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? School staff perceived tutor quality, especially pedagogical skill and subject knowledge, as greatly influencing the programme's impact. → Emily Buchanan 2015
Evidence¶
Emily Buchanan 2015¶
Emily Buchanan, Jack Worth, Helen Aston. (2015). Tutor Trust Primary: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581540
q1 · i? · qualitative · r1
Qualitative process evaluation interviews with 13 senior leaders, 7 classroom teachers, 37 tutored pupils and 10 tutors across six primary and five secondary schools. Staff were described as believing "the quality of tutors greatly influenced the impact of the programme".
"Tuition was perceived to be most effective when tutors possessed strong pedagogical skills and subject knowledge, and were able to engage and interact successfully with pupils and target sessions appropriately."
Discussion¶
Related Claims¶
- Participating schools were positive about the tuition and keen to work with the Tutor Trust again, and staff saw a need for more affordable high-quality tuition — related
- Pupils receiving Tutor Trust tuition made marginally less progress in English and mathematics than matched comparison pupils, with differences not statistically significant — related
- Year 11 pupils receiving Tutor Trust English tuition achieved lower English GCSE scores than comparison pupils (effect size −0.16), but this difference cannot be attributed to the tuition — related
- Year 11 pupils receiving Tutor Trust mathematics tuition achieved slightly higher mathematics GCSE scores than comparison pupils, but this difference cannot be attributed to the tuition — related
- Teachers and tutors perceived tuition as most effective when tutors had strong pedagogical skills and subject knowledge, engaged successfully with pupils, and targeted sessions appropriately — possibly the same claim (merge candidate)
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