National Tutoring Programme and Adult Education — House of Commons, 2022-03-09
Topic: Education
Miriam Joy Cates (Conservative, Centre-right): I congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this debate and on his excellent speech. I also congratulate the hon. Member for Twickenham (Munira Wilson), with whom I agree about the impact of school closures. The biggest challenge facing our children is recovering from the pandemic. In the context of this debate, we are talking about lost learning in reading, writing and maths. My right hon. Friend has already spoken about the number of months—six, seven or eight—that some children are behind, but of course our children face a much wider issue, as they have lost social development and confidence, with many struggling with anxiety placed on them by adults over the course of the pandemic. These children have been forced to spend so much time online—six or seven hours a day—often unaccompanied, as they are doing work. Understandably, we have seen a rise in online harms and serious situations for many of our children. So there are huge challenges for our children at this point However, this debate is on the Department for Education’s spending, and I know the Minister will be relieved that I will focus my remarks on educational recovery. As has been mentioned, the Government’s flagship programme for academic recovery is the NTP, for which the plan is to deliver 100 million tutoring hours for five to 19-year-olds by 2024. I am pleased that it is a long-term strategy, acknowledging that we are not going to catch up overnight or even in one or two years. I understand that in the first year of the programme we have already launched 311,000 tutoring courses, and we are hoping to offer access to up to 2 million more this year. I very much support this approach in principle, because I have no doubt that tutoring works and has the potential to turbocharge progress I have been both a classroom teacher and a private tutor, and I have to say that the roles are extremely different. A teacher who has 30 year 8s in their chemistry class and is trying to do a practical, where there are 30 Bunsen burners and perhaps some scalpels out—and perhaps some lads want to start a fire in the bin when they are not looking—is multitasking. They are prioritising children’s safety, trying to get them logistically to get the right equipment out and trying to keep to the lesson plan. Of course, they are making formal and informal assessments of what the children know, what progress they are making, who is not paying attention and who is not understanding, but they are very much focusing on bringing the class along as a whole as much as they can. Of course, they do not have that much time to invest in individual students who may be struggling, and their ability to know what each student is struggling with at any particular moment is limited. That is the role of a classroom teacher, and that is how it should be One-to-one tutoring is completely different—it is child-led. A good tutor can quickly establish the child’s strengths and weaknesses, and what they do and do not know. They can use intensive questioning to build a child’s knowledge and confidence. Tutoring is especially good for children with low confidence, who perhaps do not have the ability to contribute in a large class. So I have no doubt that a tutoring programme is a really positive way forward and could have truly transformational results. Of course, it also gives the opportunities to disadvantaged children that many advantaged children have been using for many years; private tutoring has become the staple of many middle-class educational aspirations. So the idea of being able to give disadvantaged children access to a truly transformational tool is a very positive development, and I applaud the Government’s decision to allocate resources to this. However, I agree that we need to look carefully at how this money is spent, whether this approach is working and whether we are getting value for money One issue we need to address is supply. There are not hundreds of skilled tutors in every part of the country ready to deliver this scheme. If there were, we would be in a completely different scenario. We have to hope that if this programme is going to run for a number of years, those skills will come, people will move into tutoring and they will become the supply we perhaps do not have now. We need to be careful, because tutoring is a skill and teaching is a skill. Just because someone has A-level maths, it does not mean they can tutor somebody for GCSE maths. The skills of teaching and the way of assessing a child’s knowledge are not something just anyone can do. We need to have skilled and trained practitioners Schools do not always need to look for external tutors. There are advantages in that approach, particularly for disadvantaged children in meeting new adults and learning to form new relationships, but for many schools the best thing will be to use internal providers and train up existing staff. So I welcome the £579 million for schools to develop localised, school-led tutoring provision, as that is an excellent option for schools. We need to be careful about small schools, which may not have the resource, personnel-wise, to allocate to that, but it is certainly a good development. There are serious issues with Randstad, as we have heard on the Education Committee. The Government urgently need to reassess its ability to deliver the NTP, because if this is going to be our flagship programme and we are relying on it to deliver results on catching children up on academic education, we have to be sure that it is working and it is money well spent, and that in four or five years’ time we can look back and see that it has achieved results We also need to consider the fact that some schools would prefer to have their catch-up funding as a lump sum so that they can decide how best to spend it. They know what their children need most, and many will have more pressing concerns than academic catch-up, as we know from the evidence to the Select Committee about the wellbeing and mental health issues that many children face. There is some great practice out there. For example, Horizon Community College in Barnsley in my constituency appeared on the local news last week. It has set up a wellbeing centre and invited the charity Mind into the school. Children can drop into the wellbeing centre at any point; it is having a huge impact on the mental health of children at the school and they very much welcome it. There are some great examples of good practice out there, although it tends to be found among the bigger schools, which have bigger budgets so can be more flexible. Nevertheless, it is definitely something to learn from It is, of course, too soon to tell whether the national tutoring programme is working—it needs to run for longer—but evaluation is key and we have to find a way to assess it over time and, obviously, to make sure it works to start with. If the outcomes are good, I would like to see tutoring become an established part of our education system. It provides a brilliant opportunity to level up. There will of course be an element of trial and error to start with, but if we find a way to make it work, particularly for our most disadvantaged children but perhaps for those who show the most academic promise as well as those who are struggling, it could become a key part of our education strategy, so I very much welcome it.