Commenting as the National Foundation for Educational Research (NFER) publish their National Tutoring Programme 2020/21 evaluation findings, Nick Brook, Deputy General Secretary of school leaders' union NAHT, said:

"As these reports note, there is a large body of evidence that shows 1:1 tutoring and small-group tuition are effective, particularly for disadvantaged pupils.

"Given that the National Tutoring Programme was specifically designed to support the education recovery of pupils from disadvantaged communities, it is both a surprise and a concern to note that less than half of pupils that accessed programmes were in receipt of pupil premium. The achievement gap between poorer pupils and their more affluent peers is at a ten-year high. If the National Tutoring Programme is to help narrow the gap going forward, it is essential that it is precisely targeted at those that need it most.

"The National Tutoring Programme has gone through multiple changes since the start of the pandemic. Understanding what worked in 2020/21 is different to understanding what works now. And right now, very little is known about how well school-led tutoring is bedding-in, what is proving effective, and in what contexts. Without this insight, the 'tutoring revolution' risks grinding to a shuddering halt the moment financial incentives are removed."