Hollie believes all pupils should be able to enjoy and excel in a broad curriculum, which is why teachers use assembly time for interventions, “we don't want [pupils] missing history or geography, for example. Previously we may have used that time [to intervene with pupils], but we have stopped that because we don't want children to miss out on other subjects they may excel in.” allows pupils to access individualised tuition, with the teacher able to interact with them one-to-one.
Another example of where has enabled teachers to respond to their pupils’ needs is using the analytics: Hollie recalls, “one teacher noticed that a child was struggling with a particular concept, then through TUTOR’s analytics discovered other children were also struggling with it too. As a result, she was able to intervene in class with those children and led a great session.”
On the other hand, one of their Y6 pupils is very far ahead of age-related expectations in maths, so has enabled him to keep learning and being challenged at an appropriate mathematical stage. Hollie recalls, “one maths lesson, there was a problem which he solved using very advanced algebra. Through , he had learned a formula normally encountered in Y9/10 and applied it to the problem to result in a solution which none of the teachers could fathom! He showed me how he had solved it and I could see it was correct - I was very impressed!”