Attainment Raising Projects: Academic tutoring 2023/24 | Page 2

Maths Intensives The maths intensives also showed variable impact, with clear differences between groups. Grade 3 / 4 borderline girls benefited most:
• 56 % improved their grades and none declined.
• Attendance had a statistically significant positive impact, with a strong correlation between attendance and final grades.
Underachieving boys showed moderate success:
• 38 % improved, 56 % maintained, and only 6 % declined.
• However, there was no statistically significant link between attendance and improved outcomes.
Underachieving SHINE students experienced the weakest results:
• Only 8 % improved, while 46 % saw declines.
• As all students in this group attended, no comparator group was available, but there was no clear evidence that intensives improved outcomes.
Overall, maths intensives supported improvement for some groups— particularly borderline girls— but did not consistently raise attainment across all cohorts.
Tutoring Programme The tutoring programme showed comparatively stronger outcomes than the intensives:
• 45 % of students improved their final GCSE grades.
• However, 55 % saw no improvement or a decline.
Statistical analysis found no significant relationship between the number of tutoring sessions attended and final grades. Interestingly, students attending a moderate number of sessions( 4 – 6) achieved the best outcomes, while higher attendance did not lead to additional improvements. Students with lower initial predicted grades tended to benefit most.
These findings suggest that targeted, time limited tutoring may be more effective than high intensity provision.
Confidence, Motivation, and Engagement
Student confidence and motivation were measured using pre and post programme surveys. Although changes were generally modest, findings showed small but positive improvements, particularly in areas related to study skills and self-management:
• Confidence in achieving target grades increased from 46 % to 59 %.
• Confidence in preparing for exams rose from 29 % to 45 %.
• Ability to self-motivate increased from 35 % to 45 %.