Methodology

National Tutoring Programme Statistics Methodology

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  1. Addition of methodology for calculating Edset response rate, number of responders, and flags. Clarification of methodology for calculating school participation for NTP and SLT.

National Tutoring Programme

NTP – Starts on Courses by Pupils

To estimate total starts on courses made by pupils, we total up the estimates made across tuition partners, academic mentors and school led tutoring. 

This figure for starts on courses by pupils may contain some duplication of individual pupils, whereby a pupil is counted more than once if they have received more than one course of tutoring.  

NTP – School Participation

We estimate overall NTP school participation in 2021/22 using the sample of schools that respond to the Educational Settings Status form featured in each release. We count a school participating in NTP where that school meets any of the definitions of participation across SLT, TP or AM, as set out below. 

Schools that did not respond to the form are not included in this calculation. As such, these figures should be treated only as an estimate of school participation.

We have not produced statistics on school participation for the 2020/21 academic year.
 

School Led Tutoring

School Led Tutoring - Data

The Department for Education (DfE) collect data on the uptake of school led tutoring approximately every four weeks through the Educational Setting Status form. The questions asked are:

  • Is your school currently using the School-Led Tutoring grant to provide tuition?
  • Since the beginning of the Autumn term, how many pupils have received tuition through the School-Led Tutoring grant in total? 
  • Since the beginning of the Autumn term, how many pupil hours of tuition have been delivered through the School-Led Tutoring grant in total? 

The date of the form used to inform our statistical publications is indicated in the release. This is a non-compulsory survey which means not every school responds.

A small number of outliers were removed. For example, where schools had reported delivery of unfeasibly high average numbers of hours of tutoring per pupil or an unfeasible high number of pupils. Such schools are still treated as participating in SLT.

For the release on the 31st March 2022, we tightened up our criteria for outliers, compared to previous ad-hoc releases. This reduced the estimated starts on courses by pupils for school led tutoring by around 7%. 

Previously, we have not found that responding and non-responding schools are significantly different in characteristics (for example size, phase, location). As such we did not feel it was necessary or appropriate to make any adjustment for non-response bias. This is consistent with how other data from the Educational Settings Status form is currently reported, for example absence rates. However, that does not mean that we can rule out the risk of non-response bias in these estimates.

We will review whether there is a need for non-response corrections once we receive school census data which can be directly compared to the Educational Setting Status form responses. If appropriate, we will update this methodology. 
 

School Led Tutoring – Starts on Courses by Pupils

We report estimates of the number of starts on courses made by pupils based on schools’ responses to the Educational Setting Status form. We have assumed that the average number of pupils receiving tutoring at non-responding schools is equal to the average number of pupils receiving tutoring at responding schools. 

We have to infer what non-responding schools are doing from the sample of responding schools, therefore estimates are uncertain. This uncertainty will increase as the response rate falls and as the population size falls. As such, we have greater confidence in our national estimates, which are based on a relatively large group of schools, than in our local authority estimates, which are based on a much smaller group. Local Authority estimates should  be treated with caution, particularly when comparing against previous estimates.

Starting with the May 2022 publication, to be transparent and give an indication of the uncertainty, we have included the number of schools that responded to the Educational Setting Status form and the response rate next to every School Led Tutoring estimate. In line with DfE Statistics on “Attendance in education and early years settings during the coronavirus (COVID-19) pandemic”, we have also flagged School Led Tutoring estimates for Regions and Local Authorities where the estimate is:

  1. Based on 10 or less responding schools, or
  2. Based on a response rate of 50 per cent or less.

The flags are provided in the downloadable data tables. They act as a guide to users as to where the uncertainty of the estimates may be higher, although they should not interpreted as hard rules on data quality. There will always be some variability in estimates calculated from a sample of schools.

For school led tutoring, we receive data on the number of pupils undertaking tutoring at each school. To make these figures consistent with those we receive for tuition partners and academic mentors (where pupils can undertake multiple courses of tutoring) we have additionally estimated how many course starts have been undertaken by these pupils. 

To do this, we review evidence on the numbers of hours of tutoring reported by schools. In some cases, pupils have received more than 15 hours of tutoring, meaning that they have in effect started more than one 15-hour course of tutoring. For example, some schools reported an average of more than 15 hours per pupil being delivered since the start of the academic year, meaning that at least some pupils must have received more than 15 hours of tutoring. This could be because they are receiving tutoring in multiple subjects, or because they are receiving intensive tutoring in one subject which has totalled more than 15 hours. 

We have estimated how many pupils this affects by assuming that tutored pupils at each school have received the average number of hours of tutoring for that school. We then find the percentage of schools where the average pupil is receiving more than 15 hours tutoring. We apply this proportion to the estimated number of pupils receiving school led tutoring to estimate starts on courses by pupils. This ratio is applied nationally, rather than calculated separately for each Region and Local Authority. 

This figure for starts on course by pupils may contain some duplication of individual pupils, whereby a pupil is counted more than once if they have received more than one package of tutoring. 
 

School Led Tutoring – School Participation
Using the Educational Setting Status data, we estimate the total number of schools doing SLT based on that data and then calculate this as a percentage of all state-funded schools.  Not all schools receive funding for school led tutoring but all schools are included in the calculation of the percentage.

As with the estimate for starts on courses by pupils on School Led Tutoring, we have included information about the Educational Settings Status responses and flags to indicate where Regional and Local Authority estimates may be less reliable. We started doing this in May 2022. 
 

Tuition Partners (2021/22)

Tuition Partners (2021/22) - Data

In the 2021 to 2022 academic year, the tuition partners pillar of the National Tutoring Programme was co-ordinated by Randstad. 

DfE receives data on which schools are participating and how many courses have been started through Randstad, our delivery partner. Randstad provide management information to DfE on a continuous basis. This data is not complete.

Tuition Partners (2021/22) – Starts on Courses by Pupils

For tuition partners, data pertaining to each order of a tuition course is collected by Randstad. To qualify as a ‘start’, there must be an order record and at least one timesheet of tuition attributed to that course.

For some starts on courses by pupils, neither Randstad nor DfE hold data on the geographical location of those courses. These courses are labelled as ‘Unassigned’ in the Regional and Local Authority tables in the release.

This figure for starts on course by pupils may contain some duplication of individual pupils, whereby a pupil is counted more than once if they have received more than one package of tutoring. 

Tuition Partners (2021/22) – School Participation

We count a school as participating in the tuition partner route of the NTP if Randstad report a course of tuition on the tuition partner route has started at that school. 

For some starts on courses by pupils, neither DfE nor Randstad collect data about the school. As such, there will be some schools which are participating on the tuition partner route of the NTP which are not included in this estimate. This is indicated in each release.

Academic Mentors (2021/22)

Academic Mentors (2021/22)  – Data

In the 2021 to 2022 academic year, the academic mentors pillar of the National Tutoring Programme was co-ordinated by Randstad. 

DfE receives data on which schools are participating and how many courses have been started through Randstad, our delivery partner. Randstad provide management information to DfE on a continuous basis. This data is not complete.

Academic Mentors (2021/22)  – Starts on Courses by Pupils

For academic mentors, data pertaining to each course of tuition is collected from academic mentors by Randstad. To qualify as a ‘start’, there must be a record of the course. As with 2020 to 2021, the coverage of this information is not complete. We have taken the average number of recorded starts made by pupils per responding mentor with a number of starts within reasonable delivery parameters, split by school phase. We have assumed the average number of pupil starts made under non-responding mentors who have been in post for over a week is the same as the average number for responding mentors with a realistic number of starts, for each phase. 

To produce estimates of starts on course by pupils in each Region and Local Authority, we have used national averages of starts made per mentor. As such, these estimates should be used with extreme caution. For a very small number of schools, there may be an AM placed (see below) but the estimated number of starts on courses by pupils is 0. This will be because the AM has not been in place for more than a week, so we have assumed they have not started any courses yet.

This figure for starts on course by pupils may contain some duplication of individual pupils, whereby a pupil is counted more than once if they have received more than one package of tutoring. 

Academic Mentors (2021/22) – School Participation

We count a school as participating in the tuition partner route of the NTP if Randstad report that a mentor has been placed with that school. Not all schools are eligible for a mentor, but all schools are included in this metric for comparison against other school participation statistics. 

Tuition Partners (2020/21)

Tuition Partners (2020/21) – Data and Starts on Courses by Pupils 

In the 2020 to 2021 academic year, the tuition partners pillar of the National Tutoring Programme was co-ordinated by the Education Endowment Foundation. 

Data was collected from tuition partners on how many pupils had been committed to, and of those how many had started, tutoring programmes. 

Pupils are counted as starting a course of tuition when they have received at least one tuition session. 

This figure for starts on course by pupils may contain some duplication of individual pupils, whereby a pupil is counted more than once if they have received more than one course of tutoring. 

Academic Mentors (2020/21)

Academic Mentors (2020/21) – Data and Starts on Course by Pupils

In the 2020 to 2021 academic year, the academic mentors pillar of the National Tutoring Programme was co-ordinated by TeachFirst. 

Data on the number of pupils tutored by each mentor was collected from management information submitted by mentors in each quarter. The coverage of this information was not complete. Therefore, an estimate of the total number of pupils tutored in each quarter was calculated, using the assumption that the average number of pupils tutored by non-responding mentors was the same as the average number tutored by responding mentors.

This figure for starts on course by pupils may contain some duplication of individual pupils, whereby a pupil is counted more than once if they have received more than one course of tutoring. 

Other Notes

Where we have provided local authority and regional breakdowns:

  • estimates of courses started by pupils may not sum perfectly due to rounding, and
  • estimates of school participation are weighted by the number of schools. 

For the number of schools, we have used Get Information About Schools Data (GIAS). For example, for the publication on 31st March 2022, GIAS data was downloaded on the 23rd February 2022. We include the following list of schools: 

  • Academy alternative provision converter
  • Academy alternative provision sponsor led
  • Academy converter
  • Academy special converter
  • Academy special sponsor led
  • Academy sponsor led
  • City technology college
  • Community school
  • Community special school
  • Foundation school
  • Foundation special school
  • Free schools
  • Free schools alternative provision
  • Free schools special
  • Non-maintained special school
  • Pupil referral unit
  • Studio schools
  • University technical college
  • Voluntary aided school
  • Voluntary controlled school