FEATURE FOCUS: BRIDGING THE LEARNING GAP Peer tutoring takes that concept further, by


providing a learning environment which offers a higher level of knowledge and expertise, while also helping learners feel relaxed and comfortable - changing some of the traditional classroom dynamics and, for some students, removing blocks to communication. It’s not carried out with students the same age as each other but instead places sixth form graduates into a classroom environment, providing support for the teacher and the learners. The peer tutors, who are often taking a gap year before university or full-time employment, are high achieving individuals and keen to make a difference. If their training is of a high standard and they are given support themselves in the placement, they are likely to become great role models for younger students. They themselves may still only be 18 or 19 years old, so are very close in age to secondary learners. They have enthusiasm and passion for learning and, without having any of the other responsibilities that come with teaching, they have a bit more time to make it fun and accessible for children in a way that supports the experienced teachers they work alongside. They are relatable and can understand the challenges and explain possible strategies for how to approach a piece of work in a straightforward, empathetic way, which helps the learner feel more comfortable. Which is of course, the key. Peer tutors also work with smaller groups or in


one-to-one settings, to provide tailored support to students or help target groups of learners ‘catch up’. We know there is a wealth of evidence supporting one to one and small group tuition, as both cost-effective and impactful support for students who need to catch up on their learning. Independent research by the Education Endowment Foundation has shown the effectiveness of peer mentoring as an intervention strategy with certain age groups, the Teaching and Learning Toolkit suggests it can boost progress by up to +5 months. From nine years of empirical evidence of our


own, we can testify that this is the case across KS3 and KS4. Peer mentoring, directed by experienced teaching staff and in the context of a structured school environment, engages reluctant/low confidence learners in a way that supports and enhances classroom teaching. Activate Learning, one of our partners, agrees -


they have reported that regular, friendly, positive contact from a ‘near-peer’ has unlocked an


emotional and confidence block in their students. It also exemplifies Activate Learning’s learning philosophy, which is based on the brain, motivation and emotion. They promote growth mindset, the power of ‘yet’, creating explicitly purposeful learning and providing emotionally safe spaces to fail, try again and succeed. Activate Learning appointed a number of peer


tutors to support their GCSE maths and English resit students last November. Up to 600 students across Oxford benefitted from the trial across Activate Learning’s seven colleges with a range of tutors from across the UK, each providing two days’ support a week. They themselves had recently completed A Levels and deferred university to provide the support. It was the first time a complete UK network of tutors was formed with the express purpose of helping those who did not pass maths or English GCSE. Students attending sessions with peer tutors were 23% more successful at gaining a Grade 4 or higher than those who did not* - so the programme is now being expanded to deliver a mix of face to face and online support. The last year has seen teaching staff all over


the UK thrust into the spotlight in a way we never anticipated or desired, as we’ve attempted to navigate the choppy waters of COVID and go with often confusing advice from the government. But more importantly,


schoolchildren’s confidence has been affected. To break the potential block in learning,


overstretched schools and teachers could benefit hugely from introducing someone with whom learners might feel comfortable and confident. It also allows teachers more time to focus on wider school matters, classroom activities and future plans, while providing each learner with that little bit of extra ‘hand on the shoulder’ time that could encourage them to admit where they are struggling – and start to relax and enjoy learning again. Peer tutors bring so much to the schools they


support, and not just to learners. Coming from a different generation, they provide different outlooks and experiences to the teaching process, and this benefits everyone. Their use of technology in lockdown has been testament to that. Schools and students have an impact on the


tutors too. We often see our tutors rethink their future plans once they realise how much they enjoy the whole process of teaching. They learn so much from the classroom and gain whole new skillsets that help shape their future. Those that still go to university find that their own confidence has been boosted by the process, and they have developed a deeper level of patience and kindness. To me, the only barrier is funding - and this is


where we need clarity from our government. It was disappointing to see our recently appointed Education Recovery Commissioner Sir Kevan Collins quit in protest at the “pitiful” amount of funding being dedicated to helping schools catch up. What is needed now is clear guidance for


school leaders who may have been confused over recent months about which interventions are allowed or appropriate. The more those leaders are given autonomy -


and proper funding - the more they will be able to bring in the appropriate support that works for their own schools, whether that is peer tutors, summer schools, more extra-curricular activities or any other intervention. If timings, costings and options can be clarified,


our school leaders could then have that very same thing their learners need: confidence that they will be supported to bridge the gap after Covid, aiming higher than ever before.


28 www.education-today.co.uk July/August 2021


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