One to One Tuition – Analysis of KS2 pupil data February 2009 to February 2010.
(Phase 1 and 1st and 2nd cohort of phase 2).
1. Phase 1 - Year 6 pupils who received 1:1 tuition and took KS2 SATs in summer 2009.
English Test
In English – 54% (of 341 pupils) attained level 4+. 59% of the girls (176 pupils) and 49% of the boys (165 pupils). (gender gap +10%).
Mathematics Test
In Maths – 51% of the year 6 pupils (341 pupils) attained level 4+. 54% of the girls (176 pupils) and 49% of the boys (165 pupils). (gender gap
+5%).
2. Comparison of pre and post tuition levels (see tables below) – Phase 1 and Phase 2 (1st and 2nd cohort) pupils (Feb 2010).
Using matched data i.e. where both pre- and post- tuition data was present:
English
The average progress made by girls who were tutored was 0.5 of a National Curriculum level.
The average progress made by boys who were tutored was 0.4 of a National Curriculum level.
The average progress made by all pupils who were tutored was 0.5 of a National Curriculum level.
From the tables below girls appear to make the same progress irrespective of their starting level, whereas boys appear to make more progress when
they have lower starting levels.
Maths
The average progress made by girls who were tutored was 0.4 of a National Curriculum level.
The average progress made by boys who were tutored was 0.4 of a National Curriculum level.
The average progress made by all pupils who were tutored was 0.4 of a National Curriculum level.
From the tables below there may be a pattern emerging whereby the boys with higher starting levels make less progress through being tutored than
boys with lower starting points whereas this is not apparent for girls, who make the same progress irrespective of their starting points.
Vulnerable groups (Phase 2 – 1st & 2nd cohort of pupils) Feb 2010.
LAC – 3 pupils were tutored, all in Maths. The two girls made 0.3 NC levels of progress. The one boy made 0.7 NC levels of progress.
EMAS: Girls’ English (4 pupils) made on average 0.6 of a NC level of progress. Boys (5 pupils) made on average 0.3 NC level of progress.
Girls’ Maths (4 pupils) made on average 0.3 NC levels of progress. Boys (2 pupils) made on average 0.3 NC levels of progress.
FSM: Girls’ English (1 pupil) made 0.4 of a NC level of progress. Boys (7 pupils) made on average 0.3 NC level of progress.
Girls’ Maths (15 pupils) made on average 0.5 NC levels of progress. Boys (7 pupils) made on average 0.2 NC levels of progress, well below the
mainstream average.
EAL – 9 pupils made on average 0.3 NC levels of progress in Maths and 0.5 NC levels of progress in English.
Generally minority group pupils make better progress in English than Maths and girls make better progress than boys, particularly in English.
3. Two levels of progress (Phase 1 pupils who took SATs in Summer 2009)
In English - 70% of pupils (174/247 pupils) made two levels of progress. 72% of the girls (91/126 girls) made two levels of progress and 68% of the
boys (82/121 pupils).
In Maths - 70% of the pupils (175/249 pupils) made two levels of progress. 72% of the girls (92/127 girls) and 68% of the boys (84/123 boys) made
two levels of progress.
Progress in English February 2009 to January 2010. Cumulative phase 1 and phase 2 1 st & 2nd cohort – Girls (165 matched pupils)
Pre
No of
tuition pupils
level
2c
2b
2a
3c
3b
3a
4c
4b
4a
Total
pupils
5
28
49
50
27
6
165
2b
1
2
3
2a
3
3c
3b
1
10
5
1
1
10
16
10
Post tuition level
3a
4c
4b
2
3
16
17
3
6
14
14
3
3
8
2
4a
2
1
2
5c
2
1
2
A.
Total
thirds
of a
level
B.
Thirds
of a
level
per
pupil
C.
Levels
per
pupil
13
37
72
73
37
12
2.6
1.3
1.5
1.5
1.4
2.0
0.9
0.4
0.5
0.5
0.5
0.7
244
1.5
0.5
These tables show how many pupils started at a particular level, and how many finished at a particular level.
The total progress (in thirds of a level) is shown for all pupils starting at each level (column A). Divide this by the number of pupils starting at each
level and you get thirds of a level progress per pupil (column B). Divide this by 3 and you get whole NC levels per pupil (column C). When comparing
starting levels with finishing levels be careful of small pupil groups which are not statistically significant. The starting points of levels 3c, 3b and 3a all
make approximately the same average progress (1.4 or 1.5 thirds of levels, or 0.5 of a National Curriculum level.
Progress in English February 2009 to January 2010. Cumulative phase 1 and phase 2 1st & 2nd cohort – Boys (231 matched pupils)
Pre
No of
tuition pupils
level
2c
2c
2b
2a
3c
3b
3a
4c
4b
4a
Total
pupils
1
6
10
37
59
83
26
8
2
2b
2a
1
4
10
1
1
3c
4
1
12
16
2
3b
4
10
19
16
1
3a
4
11
30
8
Post tuition level
4c
4b
4a
1
1
10
26
10
4
2
8
2
3
2
2
5c
2
1
2
231
A.
B.
C.
Total
thirds
of a
level
Thirds of
a level
per pupil
Levels
per
pupil
14
23
48
78
112
24
6
2
2.3
2.3
1.3
1.3
1.4
0.9
0.8
1.0
0.8
0.8
0.4
0.4
0.5
0.3
0.3
0.3
307
1.3
0.4
These tables show how many pupils started at a particular level, and how many finished at a particular level.
The total progress (in thirds of a level) is shown for all pupils starting at each level (column A). Divide this by the number of pupils starting at each
level and you get thirds of a level progress per pupil (column B). Divide this by 3 and you get whole NC levels per pupil (column C).
When comparing starting levels with finishing levels be careful of small pupil groups which are not statistically significant. The starting points of
levels 2a, 3c, 3b and 3a make progress varying from the 0.9 to 1.4 thirds of a level, or 0.3 to 0.5 National Curriculum levels
Progress in Maths February 2009 to January 2010. Cumulative phase 1 and phase 2 1 st & 2nd cohort – Girls (322 matched pupils)
Pre
tuition
level
No of
pupils
2b
1b
1a
2c
2b
2a
3c
3b
3a
4c
4b
4a
Total
pupils
1
2
1
1
6
27
111
104
42
21
9
1
322
1
2a
3c
3b
Post tuition level
3a
4c
4b
4a
5c
1
2
6
2
1
10
31
8
39
27
2
3
23
28
7
2
17
35
21
5
1
1
10
11
12
3
2
2
1
1
1
1
1
4
A.
Total
thirds
of a
level
B.
Thirds of
a level
per pupil
C.
Levels
per
pupil
3
5
3
2.5
1
0.8
8
35
140
136
53
15
8
0
403
1.3
1.3
1.3
1.3
1.3
0.7
0.9
0
1.3
0.4
0.4
0.4
0.4
0.4
0.2
0.3
0
0.4
These tables show how many pupils started at a particular level, and how many finished at a particular level.
The total progress (in thirds of a level) is shown for all pupils starting at each level (column A). Divide this by the number of pupils starting at each
level and you get thirds of a level progress per pupil (column B). Divide this by 3 and you get whole NC levels per pupil (column C).
When comparing starting levels with finishing levels be careful of small pupil groups which are not statistically significant. The starting points of
levels 2a, 3c, 3b and 3a all make the same average progress (1.3 thirds of levels, or 0.4 of a National Curriculum level.
Progress in Maths February 2009 to January 2010. Cumulative phase 1 and phase 2 1 st and 2nd cohort – Boys (224 matched pupils)
Pre
No of
tuition pupils
level
2c
2c
2b
2a
3c
3b
3a
4c
4b
4a
Total
pupils
1
1
7
12
64
77
37
18
8
2b
1
1
2a
3
1
3c
2
5
16
2
1
1
3b
1
5
19
23
Post tuition level
3a
4c
4b
1
15
20
15
1
12
25
13
5
2
5
6
6
1
4a
1
1
3
4
5c
1
2
3
224
A.
Total
thirds
of a
level
B.
Thirds of
a level
per pupil
C.
Levels per
pupil
0
10
18
93
82
30
14
10
0
1.4
1.5
1.5
1.1
0.8
0.8
1.3
0.5
0.5
0.5
0.4
0.3
0.3
0.4
257
1.2
0.4
These tables show how many pupils started at a particular level, and how many finished at a particular level.
The total progress (in thirds of a level) is shown for all pupils starting at each level (column A). Divide this by the number of pupils starting at each
level and you get thirds of a level progress per pupil (column B). Divide this by 3 and you get whole NC levels per pupil (column C).
When comparing starting levels with finishing levels be careful of small pupil groups which are not statistically significant. The starting points of
levels 3c, 3b and 3a all make different progress in maths, from 0.8 to 1.5 thirds of levels, or 0.3 to 0.5 National Curriculum levels.
* Notes: the cumulative analysis (three groups of pupils: phase1, phase 2 first cohort and phase 2 second
cohort). The % level 4+ and two levels of progress stayed the same until the end of the summer term,
but the progress data included all three pupil groups. There is also some more reliable data from minority
groups as their pupil numbers have increased.