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The article offers information on the independent evaluation of the National Tutoring Programme Year 2 in England, United Kingdom. Topics discussed include aiming to mitigate the impact of the COVID-19 pandemic on disadvantaged pupils' education; the effectiveness of three tutoring routes: Tuition Partners, Academic Mentors and School-Led Tutoring (SLT); and SLT impact on English and maths outcomes at both school and pupil levels.

The article offers evaluation of Tuition Partners and Tuition Partners programme aimed to support teachers and schools in providing a sustained response to the COVID-19 pandemic and to provide a longer term contribution to closing the attainment gap between disadvantaged pupils and their peers. It mentions the programme was designed to provide additional support to schools and teachers to supplement classroom teaching through subsidised high-quality tutoring.

The article offers evaluation of Tuition Partners and Tuition Partners programme aimed to support teachers and schools in providing a sustained response to the COVID-19 pandemic and to provide a longer term contribution to closing the attainment gap between disadvantaged pupils and their peers. It mentions the programme was designed to provide additional support to schools and teachers to supplement classroom teaching through subsidised high-quality tutoring.

The article offers insight to debate that took place in Great Britain House of Lords. Topics include the comments of Baroness Berridge on steps taken to ensure that the Lifetime Skills Guarantee is accessible to all low-paid workers; the views of Baroness Rebuck on whether literacy is intended to be a part of the tutoring programme; and the views of Lord Taylor of Warwick on the Legal Practice Course or the Bar Professional Training Course as admissible courses to attain a visa.

The article offers insight to a question and answer session is presented at Great Britain House of Lords. Topics include the comments of Baroness Berridge on National Tutoring Programme; the views of Lord Taylor of Warwick on free school meals; and the comments of Lord Lexden reciprocal benefits that independent schools and schools maintained by their local authority in COVID-19 pandemic.

The article focuses on tensions between the United Kingdom (UK) Department for Education (DfE) and the Treasury, signaling a decline in education's political priority, with emphasis on the Treasury's resistance to funding measures like the National Tutoring Programme. It also highlights the financial challenges faced by schools amid rising cost pressures and increased responsibilities beyond traditional educational roles, calling for urgent financial support.

The article discusses the evaluation of the National Tutoring Programme (NTP) in its second year. It highlighting the positive impact of school-led tutoring on English and math pupil outcomes; emphasizing the need for further research to optimize tutoring delivery and maintain funding levels as primary school pupil numbers are expected to decrease by 400,000 by 2028; and concerns for school budgets and the need for smaller class sizes and targeted support.

The article informs that according to an evaluation of the Tuition Partners programme published by NFER, higher amounts of tutoring were related to better scores in English in primary schools, and with better grades for Year 11s in maths and English. It mentions that evaluation of the Academic Mentoring s took place under extreme and unprecedented circumstances due to the disruption caused by the COVID-19 pandemic.

The article highlights comments of Secretary of State for Education, Gavin Williamson on children would receive tutoring for schoolchildren under Government's education recovery programme and also they would be able to attend summer schools. It mentions providing teacher training opportunities across the Great Britain, and professional development for early years staff.

The article presents the answers to the written question presented in Parliament. The questions are related to topics including steps to ensure that the National Tutoring Programme targets financially disadvantaged pupils. Funds assigned for programme to tackle inequalities in youth unemployment and the percentage of schools that will benefit from the accelerated roll-out of Mental Health Support Teams and training for senior mental health..

The article refers to statement of Nadhim Zahawi, the Secretary of State for Education confirming continuation of National Tutoring Programme (NTP) in 2022 through the school-led route. It further notes joint efforts of government with Randstad and feedbacks from schools, tutors and other stakeholders. It reports argument from school leaders regarding difficulty in accessing tuition partners through NTP hence steps would be taken to simplify process and improve quality.

The article discusses response to the Education Select Committee's report into education recovery to establish the full impacts of the Covid 19 pandemic, giving particular consideration to children from disadvantaged backgrounds, so that recovery efforts could be effectively targeted. It notes need of more one-on-one time for students which require qualified teachers, more curriculum flexibility, and allocation of funding under National Tutoring Programme directly to schools and colleges.

The article reflects on the response of Great Britain Parliamentary Under-Secretary of State, Department for Education, Baroness Berridge, to Lord Carrington's question on assessment made by government of the impact of the COVID-19 catch-up premium on disadvantaged pupils. It mentions that national funding formula recognised low prior attainment, and it had been spread across all five years at secondary level, along with launch of national tutoring programme.

The article informs that British Prime Minister, Boris Johnson, acknowledged that Great Britain had some "chronic underlying problems" such as a long-term failure to tackle the deficit in skills. Topics discussed include funding for post-18 education, which would guarantee a lifetime skills; evidence of high quality tutoring as a cost-effective way to support pupils; and need to address the stubborn gap in outcomes between poorer pupils and their peers.

The article discusses call for Ofsted to carry out an independent review of two catch-up reforms: tutoring and teachers' professional development in Great Britain. Topics discussed include review of selection criteria schools/16 to 19 providers were using when recruiting tutors; focus on quality of training and development received by all teachers; and focus on effective teacher development in schools.

The article discusses about the Government's education recovery plan. Topics of discussion includes national tutoring plans from early years learning to profession education. The spending on additional trainings of the teachers for better education experience. And the government to continue to ensure that support reaches disadvantaged pupils.

The article discusses about the Government's catch-up plan for children. Topics of discussion includes the plan covers the additional of hours of schooling, breakfast clubs, mental health support, small group tutoring. It also includes teacher trainings, an education recovery programme and an extension of free school meals.

The article reports on Labour party of Great Britain has argued that the National Tutoring Programme is failing as figures revealed that just 1 percent of children are being supported by the scheme.

The article reports on the plans of Great Britain in offering extra educational support to children and young people from Gypsy, Roma and Traveller communities under proposals outlined by the Communities Minister, Lord Greenhalgh. It mentions that communities will receive extra tutoring, one-to-one support and expert guidance to help them progress in education or find employment.

The article offers information on the National Tutoring Programme (NTP), designed by a group of five independent charities to deliver tutoring to disadvantaged pupils in the ongoing crisis of COVID-19 pandemic. It mentions that mentors will support teachers by providing academic support to pupils most in need. It also mentions that Mentors will support teachers by providing academic support to pupils most in need.

The article reports on The National tutoring programme (NTP), a new scheme that gives schools access to subsidised, high-quality tutoring for disadvantaged pupils, which is being established by the Education Endowment Foundation and Teach First, will launch in November 2020.

The article reports that the Education Endowment Foundation has collaborated with the Sutton Trust, Impetus and Nesta to launch an online tuition pilot to support disadvantaged pupils. Topics include the initiative's aim to bring high-quality tutoring to disadvantaged communities and to support schools.