Sue and Maryanne created the Tutor Your Child program to help parents support their children's math and English learning at home, offering tutorial videos at three levels of difficulty. They then expanded into secondary schools with their School Consultancy Tutoring Programme to help close learning gaps preventing students from progressing in math. The program assesses students, creates individualized learning roadmaps, tracks progress, and supports teaching assistants delivering the lessons. Schools benefit from improved student outcomes, engagement, and self-esteem as gaps are addressed. Feedback shows students enjoying learning at the right level and making academic progress.

1. Strengthening the foundations for progress and
closing student gaps in maths learning

2. About us
Current challenges facing schools and students
How we can help
Feedback and results
Costs
Table of contents:

3. About us …

4. Sue and Maryanne
• Worked together for 15 years in primary schools
• Over 40 years of combined experience in class teaching
• Both private tutor children from year 1 to year 6, some with a variety of
additional needs
• In addition, Maryanne was a Deputy Head and SENCO.

5. The start of ‘Tutor Your Child’ (2020) during COVID
• Weekly tutoring video (each with three challenge
levels of work) for every year group from year R to
year 6 for maths and English.
• Tutorials are grouped within each year group into ‘topic bundles’, finishing with an
assessment.
The start of ‘The School Consultancy Tutoring Programme' (2022)
• We were approached to use our programme to help to support
secondary students with gaps in primary maths, where the gaps
were preventing them accessing the secondary curriculum.

6. Current challenges facing
schools and students …

7. 27% of children do not achieve pass (approx. 51%) in KS2 SATs – not meeting
expected standards (www.gov.uk 2023)
Hurdles for students and schools
32.2% of students did not achieve a pass in maths GCSE (level 4 or above)
(www.gov.uk 2023)
‘Pupils who are learning mathematics more slowly than their peers, frequently receive
a maths education which does not meet their needs…Many of these pupils develop a
negative view of mathematics.’
(Research and Analysis: Coordinating mathematical success; the mathematics subject report www.gov.uk July 2023)
‘More than 8 million adults have numeracy skills below those expected of a 9
year old. And around a third of our young people don’t pass maths GCSE.’
Prime Minister, Rishi Sunak, 17th April 2023

8. Our assessments established approx. 30%* of students in year 7 had significant
gaps in their primary learning making it difficult to access the KS3 curriculum.
(*Sample 100)
Our findings …
These students had a scaled SATs score of 94 or below (equating to 33% accuracy in
their SATs).
Many students had gaps in ‘Fraction, Decimal and Percentage’ knowledge resulting in
an unstable foundation for future learning.
Many year 7 students are progressing quickly using our programme to re-visit
previous learning and secure knowledge and skills.

9. Gaps in learning can prevent participation in lessons
and often leads to other related problems
Lower self-
esteem and
wellbeing
Lack of
confidence
and self-
worth
Stop
listening
and trying
Feelings of
hopelessness
Impacts on
behaviour,
attainment,
progress &
attendance

10. How we can help …

11. Assess
Using our own assessments
Working with school’s
assessments
Produce baseline assessment
Plan
Roadmap of tutorials
Specialist or targeted provision
Do
Training
Deliver tutorials to students
End of topic assessments
Review
Use feedback and
assessments to update
tracking
Our mission – To help support
students to work towards
GCSE Level 4 or above

12. • We provide our assessment papers which we use to assess for gaps and levels of
understanding.
• If particular schools work with standardised testing papers, we can include these (e.g.
Access papers (giving standardised score up to 12 years or age equivalent if older).
• For year 7 students, we will also take into consideration SATs scaled scores.
Use to produce tracking baseline across 20 areas of maths within Number, Operations,
Fractions, Geometry, Measure, Statistics and Algebra.
Assess

13. Student baseline tracking
Areas of maths: Number (place value, rounding, negative numbers), Operations (addition and subtraction, and multiplication and
division), Fractions (fraction operations, Decimal/fraction/percentage equivalents, decimals and their operations, percentages, ratio and
proportion), Geometry (2D and 3D shape, direction and movement, angles). Measure (units, time, money, area and perimeter), Statistics
(data formats, mean average), Algebra.

14. From the baseline, we produce a ‘Roadmap’ of tutorials directing each student to topic
bundles through the ‘levels’ to fill in the gaps in their skills and understanding.
Two types of provision:
Specialist - Student significantly behind age expectations. Replace all maths lessons,
Targeted - Student has significant gaps in certain areas. Supplement maths lessons.
Students are ready to start the programme.
Plan

15. Example of Roadmap
We provide each student with a ‘Roadmap’ path through our bundle programmes to recap on, and close, their learning gaps.
Students can be grouped to support staffing.

16. We can provide students with their own labelled pack of familiar primary resources and posters (tailored to their
needs) which we know support their learning and develop their understanding. This has proved particularly helpful for
‘specialist’ students.
Supporting resources

17. • We offer training packages for school staff using the programme.
• Students may be grouped to help with staffing, supported by teaching assistants.
• Staff should watch videos prior to the lesson, or during the lesson the student may
watch all or certain parts and demonstrations.
• Staff to print off and use different level of challenge work (to 2-star recommended).
• Students take an assessment at end of a topic bundle to check they are now
secure in this area of maths and at this level.
Students pick up learning at their current understanding and move forward at
their pace and understanding, checking they are secure before moving on.
Do

18. A ‘User Experience’ example
We would like to show you an example of a ‘user experience’:
• Logging onto the Portal
• Accessing the appropriate ‘Level’ and ‘Bundle’
• Watching a lesson and downloading the PDF worksheets
• Downloading the assessment
• Sending feedback
• Lesson Percentages Level 5 Lesson 2 (to 6m31s) Bundle L5 Percentages T2

19. • Staff feedback on student progress * .
• We monitor student progress, update the tracking and support staff as needed.
• We meet with staff at least once a term to discuss progress* .
• We formally update the tracking twice a year.
• We produce bar chart progress reports annually (at the end of school year).
• We can write individual student reports for EHCP applications and annual reviews,
or a summary of students’ outcome statements from the programme.
All reviews are used to continually plan the student is on track and make
adjustments to ‘Roadmap’ as appropriate
Review
(* depending on specialist or targeted provision and as
agreed with each school)

20. Regular feedback
Alternatively, this form on the roadmap can be completed after each lesson so the school have their own record, and online
feedback submitted once a week using the tutorial forms and copying this across.
Using the online forms (lesson feedback or assessment)

21. Example of tracking updated after one term
Maths area & topic Term L1 L2 L3 L4 L5 L6
We use the feedback form, and discussion with the tutoring staff, to update the tracking formally twice each academic year which
gives us, the school and the student a visual picture of progress within the different maths areas.

22. Example of Progress for Student B (Specialist Provision)
0
1
2
3
4
5
Overall Place Value Rounding Negative Nos Add & Sub Mult & Div
Student B - Progress results at end of two terms across six areas
of maths
Autumn 2 Spring 2 Summer 2

23. Summary of Responsibilities:
Our Responsibilities
Assessment and produce baseline
tracking
Produce Roadmap to target gaps in learning
learning
Training
Monitor feedback, update tracking and offer
and offer advice as needed
Produce formal updates to tracking twice
twice
per year
Your Responsibilities
Create timetable for intervention for small groups
for small groups or 1:1 as appropriate for the
appropriate for the need/school restrictions.
restrictions.
Allocate staff to run the intervention programme.
intervention programme.
Staff to deliver the Roadmap lessons in
in accordance with training given.
Record/send feedback when due.

24. Security of data:
We take the security of student data extremely seriously
• We ask for schools to anonymise the student data, and we then use this ‘code’ in all communications.
‘code’ in all communications.
• We only hold data which is necessary for the purpose of our role and for the time needed.
time needed.
• We hold SSL certificates for website, portal and bespoke software and subscribe to keep this security
subscribe to keep this security updated.
• Data is password protected and stored and hosted on Microsoft onedrive and UK hosting sites.
UK hosting sites.
• Our ‘outlook’ email accounts have an additional level of encryption.
• Tracking and sensitive data is forwarded using additional password protection.
protection.

25. Some of the benefits of the programme
Students can work at their individual
level and pace to achieve
Students increase confidence in
themselves and their own abilities.
Support staff can deliver the
programme under the guidance of
our consultants, therefore providing
cost-efficient, effective, managed
intervention
We will support your support staff
through regular email and meeting at
least once each term (remotely or
face-to-face)

26. Some of the benefits of the programme
The ‘end-of-topic’ assessment
makes sure students are secure in
their learning, feel a sense of
achievement and are only moved
on when they are ready.
We will provide to assess progress
against targets and to support Ofsted
requirements.
The assessment data also feeds
into each student’s tracking every
term and supports school
monitoring and impact.
We can provide standard wording for
report writing, and EHCP reports for
application and review meetings.

27. Feedback and results …

28. Year 7 progression across two terms of intervention
(Specialist Provision - replacing maths lessons for 10 students.)
Green bars show the average across all year 7 students assessed. Y axis is the ‘level’ (National Curriculum year)

29. Testimonial from Senior Leadership
”So many pupils have other gaps in key primary maths skills which prevent them moving into KS3
learning…
The data speaks for itself, but the real power of the programme is hearing what pupils say and
believe. I’ve watched pupils realise that they are making progress, and they are starting to
believe that they can do maths.
It has transformed the school’s offer of support to our pupils.“
SENCO (Secondary School), London Borough of Bromley

30. “I am so grateful to the school for
putting something in place that
means my child can access
learning at the right stage for them."
"I've got my daughter back”.
“At last, my daughter is working at
the right level and much happier in
her learning. ”
They [my child] are much happier
going into school now and
sometimes they even tell me about
what they have been doing!”
Response from Parents:
“This is the first time I have
understood maths”.
“I get this maths.”
Increase in attendance: “Oh yeah, I
will come in if it’s maths”.
“Thanks Miss. I have learnt more
today than in ages before.”
Ah yeah! This makes sense now.”
Response from Students:

31. Response from Tutors:
“It is amazing! He wouldn’t do anything. Said he couldn’t
do it – now he is
never later and loves his maths!”
“The programme is so easy to follow and I really like the
structure.”
“The best part of the maths programme is the videos. They
clear my
doubts and I feel ready to deliver lessons with a clear and
positive
mindset.”
“I have learnt more about my own maths now! It all makes
sense
watching the videos!”
“

32. General feedback from schools
Students have more confidence
and motivation for maths and
are proud of themselves.
R attends very few lessons at
school but will attend maths and is
proud he can ‘do this maths’
A was shy and embarrassed about
her maths and would not try. Now
she joins in, realises she ‘can do it’
and is now helping others.
Many students have lost confidence in
their own abilities. Achieving in maths
has had a positive impact on other areas
of their learning and behaviour.
Since D has made progress on the
programme, this is having an impact more
widely on all her learning in general (Initially
D could not count to 20 unsupported)
H started with no confidence and would not
participate but after 2 weeks, when he
realised he could do the maths, he had a
totally different attitude to his learning.

33. Our Results
Specialist
results across
two terms of
intervervention
for Year 7 and 8
Targeted results across one and half terms
of intervention for Year 7,8 and 9

34. How to get the best results:
Small groupings of similar students who work well together or 1:1.
Regular timetabled lessons.
Regular support staff supporting the same students to create consistency and build their
consistency and build their own experience and knowledge.
Support staff are organised to watch videos, print worksheets and make sure students file
make sure students file work chronologically.
Feedback is sent on time so we can identify anywhere where amendments need to be
amendments need to be made to the Roadmap or approach.

35. Costs

36. Assessment and baseline tracking report
Cost per student
£100*
Access to the programme £120 (per annum)
Monitoring, updating tracking, reporting,
roadmaps
Resources pack of equipment £34 - £45
* For 'Specialist’ provision students who may need more 1:1 assessment and closer monitoring to
support a variety of approaches to their learning, these costs may be slightly higher
Training and observation packages are available for an additional charge
£120 (per annum)

37. If you would like to learn more about our programme, we would warmly welcome
an opportunity to discuss our services in more detail.
suefraser@schoolconsultancyprogramme.co.uk
maryannelloyd@schoolconsultancyprogramme.co.uk
We would love to hear from you
07854 445166
www.schoolconsultancyprogramme.co.uk

38. Strengthening the foundations for progress and
closing student gaps in maths learning