WHAT THE EXPERTS SAY....
What the experts say… AI COULD UNLOCK ONE-TO-ONE TUTORING
OPPORTUNITIES FOR DISADVANTAGED PUPILS Comment by CHARLES HIPPS, Founder and CEO of Oleeo
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xpanding access to one-to-one tutoring for disadvantaged pupils is an important and necessary goal, and AI has genuine potential to help scale support that is currently unevenly distributed. But the success of these tools will depend far less on the technology itself than on how carefully they are designed, governed and evaluated. In high-stakes systems like hiring, we’ve seen that AI can actively support fairness when it is built to prioritise transparency, consistent criteria and human oversight – but it can also entrench inequality if those safeguards are absent. The same principle applies in education, which is why the government’s emphasis on teacher co-creation, testing and phased rollout is so important.
One of the most important lessons from deploying AI in recruitment is that ethical AI is not a policy document – it’s an operational discipline. Fairness doesn’t come from good intent alone; it comes from how questions are framed, what signals are weighted, how outcomes are reviewed, and whether humans are genuinely empowered to intervene. If AI tutoring tools are assessed only on overall engagement or average attainment gains, they risk missing who benefits most, and who may be left behind. Personalisation should be used to widen opportunity, not narrow it. Done well, AI can help identify where targeted support unlocks potential and raises achievement. Done poorly, it risks reinforcing early assumptions by steering pupils too quickly toward simplified pathways rather than
encouraging progress, challenge and ambition. The difference lies in design: clear standards, inclusive data, and ongoing human judgement. Evidence will matter. The key question is not whether AI tutoring increases engagement on average, but whether it measurably closes attainment gaps over time – and does so without disadvantaging particular groups through bias in question design, feedback loops or interpretation of performance. Aggregate improvements are not enough; differential impact must be tracked and published.
Accountability is equally critical. AI tools can support learning, but responsibility for educational outcomes cannot be automated. Teachers must be able to understand, challenge and override AI recommendations, with clear audit trails showing how guidance is generated and applied. Without that transparency, trust will be fragile – particularly where children are concerned.
Finally, data governance must be handled with extreme care. AI tutoring systems will generate sensitive learning and behavioural data. Strong limits are needed on what is collected, how long it is retained, and how it can be used, so that support today does not become a label tomorrow. If implemented thoughtfully, AI tutoring could help level the playing field rather than tilt it. But that will require rigorous testing, long-term measurement, and a clear commitment to keeping human judgement (and high expectations for every child) firmly at the centre of education.
COVID’S LONG SHADOW ON LEARNING – AND WHY
PERSONALISED SUPPORT STILL MATTERS Comment by BECKY WARD, Education Specialist at Tutor Doctor
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ix years on from the first COVID-19 lockdowns, and five years since most pupils returned to classrooms, the disruption to children’s learning has not simply faded into the background.
Across the UK, many children continue to show gaps in core skills such as reading fluency,
comprehension and number confidence. While these challenges existed before COVID, prolonged disruption intensified them – particularly for pupils with fewer resources or limited support at home during lockdowns. Five years on, teachers report that missed foundations are still causing some pupils to struggle. Parents often notice reluctance to read aloud, frustration with homework, avoidance of tests or a growing belief that their child is ‘behind’ their peers.
Crucially, these gaps are not only academic. Confidence has taken a hit too, often presenting subtly through reduced classroom participation, anxiety around assessments or a reluctance to ask for help. One unexpected outcome of remote learning was the insight it gave parents into their child’s learning styles. For many families, it was the first time they could clearly see how their child engages with work, copes with instructions or responds to feedback.
Some pupils adapted well to learning at home, while others struggled without structure, peer interaction or consistent teacher input. This period highlighted a reality that still resonates today: classroom learning, while essential, cannot meet every child’s individual needs on its own. Schools and teachers have worked tirelessly to support students post- pandemic, but classrooms were already under pressure long before COVID. Large class sizes, limited time and competing priorities mean sustained one- to-one support is not always possible within school settings.
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www.education-today.co.uk
As pupils returned with vastly different learning experiences, teachers were tasked with addressing an unprecedented range of needs. As a result, schools have increasingly had to prioritise targeted intervention, directing support where it can have the greatest impact.
Many families, recognising these pressures, have become more proactive. Rather than waiting for concerns to escalate, parents are increasingly seeking support to prevent small gaps becoming long-term barriers. Personalised tutoring remains one of the most effective ways to rebuild both academic skills and confidence. At Tutor Doctor, pupils begin with an individual assessment to identify strengths and learning gaps, with sessions tailored at their pace, personality and learning style. This approach allows children to re-engage with learning in a calm, supportive environment, where they can ask questions freely, make mistakes without embarrassment and rebuild self-belief step by step. Consistency is key. Regular one-to-one support helps students regain a sense of control over their learning, turning anxiety into confidence and hesitation into motivation.
Small, consistent actions at home also play an important role. Short, focused homework sessions, shared reading, predictable routines and breaking tasks into manageable steps can all reduce anxiety and build resilience.
Acting early when something feels ‘off’ is particularly important. Addressing challenges sooner rather than later can prevent frustration, disengagement and confidence loss from becoming entrenched. While the pandemic may feel distant in everyday life, its educational impact is still being felt across schools and households nationwide. However, the last five years have also provided valuable insights into how children learn – and what they need to thrive.
Personalised support, early interventions and a renewed focus on confidence are now central to helping pupils move forward. One-to-one tutoring continues to play a vital role in closing learning gaps, rebuilding momentum and helping children feel capable again.
February 2026
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