This year, around a third of Year 10 UTC pupils’ scores were low for their age at between 70-90. Hayley was able to target these pupils with three sessions per week of 20 minutes on , with a TA with them for support, and was even able to extend this to a pupil with a score of 93, despite the high proportion of pupils needing support. “I wouldn't have otherwise been able to intervene with a student that high. They were looking at moving up maths sets and we wanted to be able to boost them up so they would have security in the higher set. They improved to 112 - an improvement from low in the ‘average’ band to ‘above average’ for their age.”
'They've had the gap closed and scored in line with age-related expectations.'
Hayley and Hannah were also keen to see the long-term impact of what they were doing. When Hayley decided some students who had done one intervention cycle up to Easter and achieved scores of 100 and above would stop intervention and go back into lessons full time, she tested them again at the end of the second cycle, even though they’d had no further intervention.
The results were exceptional: every single pupil maintained age-related standardised scores, and one actually carried on improving above this. Hayley believes she knows why: “Our interpretation is that by the gaps being closed, we have been able to further increase their skills, and we've seen that impact translate into the curriculum. It's definitely impacted on their confidence as well - in lessons they are succeeding and as a result, they’re keeping up with their own age-related expectations or improving further.”
'Because they are achieving and making progress in one subject, it makes a really big difference in their confidence across the board'
It’s not just in maths that such impressive improvement is having an impact: “This [increased] confidence then translates into their other subjects,” Hayley adds. ”Because they are achieving and making progress in one subject, it makes a really big difference in their confidence across the board.”
Planning for future success
Unlike in-person tutoring, where a maximum of three pupils can ever access a funded tuition slot, using an Intelligent Tutoring System like also means the whole cohort can benefit. Hannah explains, “We’ve been able to use with the students we needed to, but it’s there for everyone now we want to open it out to all.” The plan now is to develop the use of among generalised rather than targeted pupils, across a mix of focused groups, larger peer groups, and perhaps even with sixth formers running the sessions. “We’re [not just] going to be targeting our disadvantaged students,” Hannah says. “It's been so successful with our students so far, we want that success everywhere else as well!”
Next academic year, Scarborough UTC will be welcoming year 9 pupils for the first time, as well as a new year 10 intake. Hayley has big plans for SEN provision during this period of change: “We will have students working in a small group with TA support of maybe two or three students at once, rather than just 1:1. Then with our disadvantaged (PP) students, particularly those that are higher or middle attaining, they will be able to access independently, and we’re looking to replicate the success we’ve had with our lower attaining students with these different cohorts of students as well.”