RAISING ACHIEVEMENT PROGRAMME - TUTORING FOR YEAR 11 PUPILS

Bradford's schools are benefiting from a range of support programmes that will help to improve teaching for the long term, but these investments will take time. Over the past four years over 40% of year 11s in Bradford failed to achieve that level in both Maths and English. This compares to a national average of 29% (based on YEAR data). Therefore, there is a need to act now, for those pupils preparing to take their GCSEs.

To begin to address this issue, the Council is seeking a professional tutoring organisation to support a minimum of 300 year 11 pupils in maths, this academic year.

The objective of this programme is for pupils receiving the support to achieve a level 4 or higher in their 2020 Maths GCSEs.

Support will be focused on helping pupils achieve a Level 4 GCSE in Maths or higher, although the provider may also need to provide wider support, for example on reading where a pupil would otherwise struggle to engage with the content.

The Council have allocated up to £100,000 to this programme. This budget will not be increased. A successful response to this specification will demonstrate maximum reach, impact and quality within this envelope, taking particular account of the following concerns and goals:

Time is limited, so the provider will need to provide compelling evidence of their capacity to deploy sufficient tutoring resource, to provide at least 12 hours of tutoring provision per pupil, in groups of no more than three pupils, before the first maths exam on 18 May 2020.

Quality matters. A recent EEF study found that tutoring was most effective when, "tutors possessed strong pedagogical skills and subject knowledge; engaged and interacted successfully with pupils; and targeted sessions appropriately." Providers will need to demonstrate and commit to ensuring all tutors have the appropriate skills to deliver high quality KS4 maths tutoring.

Engagement with schools. EEF researched best practise indicates tutors should, "establish effective communication between the class teacher and tutor, particularly regarding specific vocabulary and methods of teaching". We therefore expect the provider to work closely with a range of schools and be flexible and responsive to their needs. We will give the provider the key Maths contact at each participating school. The provider will need to explain in their response to the specification, how they will engage with the Maths teachers (including quantity and frequency of engagement) and how this will inform their delivery of tutoring.

Location. This is an extracurricular offer and the target cohort is likely to be spread across the Bradford district.