A learning organisation
One of our core values is that we learn, and we're committed to learning as much as possible about the impact of our programmes. We want to ensure that every hour a pupil spends with one of our tutors positively affects the pupil's attainment, progress, confidence and enjoyment of learning.
Our impact team gather data from a wide range of sources. To evaluate the impact of individual programmes, we look at:
- Pupil demographic data (provided by the school)
- Pupil baseline attainment data (provided by the school)
- Pupil baseline assessment test and attitude to learning survey
- Sessional data on pupil - tutor attendance
- Session-by-session tutor feedback
- Pupil endpoint assessment test and attitude to learning survey
- Pupil performance in SATs and GCSEs
- School feedback surveys
We also look more widely at our impact and the views of all of our stakeholders.
We take security seriously from Safeguarding to how we manage your data. Our Data Protection Policy and Privacy Notice can be found here. All data we collect is securely stored on our Salesforce CRM and is protected by multi-factor authentication.
We also welcome opportunities to partner with external evaluators and participate in sector-led research into how to maximise the impact of tutoring.
Every time I go to tutoring it makes me feel really happy and really excited to learn new things."Year 5 maths pupil
How we learn from all that we do
We analyse feedback and data from:
We love hearing from our tutees because their feedback is so honest and unfiltered!
At the end of every programme, we ask them about their tuition experience, what they liked, where we might improve and how they rated us in several key areas.
Analysing this data allows us to understand our programmes from the tutee perspective and incorporate their feedback into future programmes to continually improve our programme for their younger peers.
Teachers at our partner schools and colleges regularly give us informal feedback about the tuition programmes we are running with them, and we use that to inform next steps.
We also have a number of opportunities where we gather more formal feedback from schools and colleges: At three-week reviews, shortly after tuition has started, which enables us to further fine-tune specific programmes if needed; through our education partner portal Insight, which includes inputs from tutors on specific programmes; and, through our annual School and College Partner Survey, where we gather feedback from all schools we’ve partnered with over the year. In the survey, we ask a series of questions to gauge the impact of our tuition. Feedback here is a joy to read and 97% of our partners would recommend us to another school.
The individuals who tutor with us are a truly amazing group of people!
Our rigorous recruitment and training processes ensure only those who share our values, and can deliver engaging and impactful tuition, tutor with us.
The vast majority of our tutors will have either a lesson plan or lesson observed, and that gives us valuable information about our training programmes.
We also have an annual Tutor Survey to find out more about our tutors’ experiences, how they feel about tutoring and the benefits they’ve found.
They tell us they feel more confident, made an impact and are better prepared for their future career. And that’s music to our ears!
Data from our pupils in 2024/25 found that:
- We successfully narrowed the gap between the disadvantaged pupils we served and non-disadvantaged pupils in our local authorities in all core subjects
- Pupils who attended a higher amount of tuition made more progress and pupils who received 10 or more hours of tuition progressed by one whole grade on average
- Our low prior attainers made the most progress. For example, maths pupils with a mock grade of 2 or below made 1.3 grades of progress on average.
Data from our pupils in 2024/25 found that:
- We narrowed the attainment gap between the disadvantaged pupils we served and non-disadvantaged pupils in both reading and maths
- Pupils who attended a higher amount of tuition made more progress. For example, the percentage of questions answered correctly by maths pupils in their SATs exams (who received 12 or more hours of tuition) was 60% compared to 31% in their mock exam.
Our low prior attainers made the most progress. For example, reading pupils with a starting score of 89 or below made over 10 scaled scores of progress on average.
Many of the young people we are working with are in non-examination year groups. We work with the school partner to understand each learner’s current understanding of a particular subject and carry out our baseline tests so that we can tailor tuition to meet any gaps in knowledge. Alongside the baseline tests, at the start of a tuition programme, our tutors also use the ‘Snap Survey' toolkit to create engagement with the pupils, and to encourage attendance.
By administering baseline tests, we can examine individual pupil’s learning gaps and share this data with tutors and schools, and then follow up with end-of-programme tests to measure progress.
Very often we also receive feedback from the school which will talk about pupils’ increased confidence in the wider school setting.
I would like tutoring for my school or college
New to Tutor Trust? Just register your interest on the link below, and a member of our team will be in touch