NAHT
Call us: 0300 30 30 333
Home Menu

NAHT Edge

NAHT Edge is a teachers' trade union for aspirational leaders. We offer tailored support and services for middle leaders, online advice and resources, and full trade union protection to give you peace of mind. Discover the benefits of membership and what makes us different.

Are you eligible to join NAHT Edge? Check here

If you would like to join NAHT Edge, or you’re a current member and would like to speak to someone on the phone, please give us a call on 0300 004 44 43. You can also join NAHT Edge by leaving your details here and one of our team will be in touch.

Help and Advice

  • icon_roundal_classroom.png ClassroomIf you have responsibility in a specific area of the curriculum or are simply interested in best practice, our guides can help
  • icon_roundal_employment.png EmploymentIf you want to know about your employment rights and whether you're being treated fairly and consistently, you can find help and advice on matters which may concern you as an employee
  • icon_roundal_management.png ManagementIf you line manage staff or have accountability for a specific area, you can access help and advice to assist you in making informed decisions when carrying out your role
 

Tutoring is a top priority for education recovery – but not via the National Tutoring Programme, say school leaders

Today (Thursday 17 June), school leaders’ union NAHT releases the results of a snap poll of its members on which areas they think should be the highest priority for education recovery.

The poll received 728 responses from school leaders in England at the end of last week, and revealed that the top three areas school leaders think the government should be focusing additional funding for education recovery are:
-    1:1 / small group tutoring run by schools themselves (70%)
-    Better support for pupil mental health and wellbeing (63%)
-    Increased pupil premium allocations (42%)

However, the two lowest priorities were:
-    The national tutoring programme (3%)
-    Extending the school day for additional learning (2%)

Commenting on the results, NAHT general secretary Paul Whiteman said: “These results reflect what we have been hearing from our members directly – that rather than dictating how education recovery happens, the government needs to give schools the flexible funding and resources to get on with the job in the way they know works best.

“The National Tutoring Programme is a great idea in principle and could have a really positive impact, but the current bureaucracy surrounding it, and the difficulties schools are facing accessing tutors means that it is starting to feel like yet another hoop to jump through and a pressure rather than a help. It also doesn’t help that schools still don’t even know what their allocations will be for next year, making planning incredibly difficult. 

“As our members show with their priorities in this survey, 1:1 and small group tutoring is a measure that education professionals know works. They just need the flexibility – and funding and resources – to organise it themselves.

“Schools are already doing the work of recovery and have been since children returned to classrooms. They know what they need to do – what they need from the government is support. They don’t need to be told how to do the job, they just need the government to give them the resources and stand back.

“The message I hear most frequently from our members is that they wish the government would just give them the extra funding directly so they can get it straight to the children that most need it. This is shown in the 42% calling for increased pupil premium funding.

“The government doesn’t fall into this trap with other professions. It doesn’t tell doctors how to practice medicine. In fact one of the biggest successes of the whole pandemic, the vaccination programme, is a demonstration of exactly that – the government invested enough money into getting the vaccines and then handed over to the NHS and stepped back to let them crack on.

“If only they’d do the same for education.”
 

First published 17 June 2021