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Provision Mapping

In order for one to one tuition to have maximum impact on pupil progress, it is vital that tuition is not seen in isolation but forms part of the whole school provision.  This information is often recorded and reviewed as part of the on-going provision mapping process. As with all provision it is important that schools have transparent  procedures and criteria for one to one tuition so that the most appropriate pupils are identified.  This information should be shared with families in an appropriate format. The cycle will require constant re-adjustment to ensure well-matched provision with high expectations for all pupils.

Below are some considerations for schools at each stage of the Hertfordshire Making Good Progress: high quality inclusive learning and teaching cycle. 

Identifying Existing Provision
  • Consider the whole range of provision available to support pupil learning.  One to one tuition offers the opportunity to add to the range of existing provision.
Auditing Pupil Progress
  • Use whole school data and tracking, blended with teacher knowledge to identify pupils who are not making the expected rates of progress.  Consider who would benefit from this form of intensive support. 
Every Child Matters diagram
Matching provision
  • Agree robust selection criteria for one to one tuition which clearly indicates when this provision is most appropriate.
  • Match quantitative information to teacher knowledge of the pupils and their ability to undertake tuition
  • Decide which intervention from those available is most appropriate to meet the needs of each individual pupil.
  • Consider the whole child, their wellbeing and interests, ensuring they maintain a balanced curriculum and access to good quality first teaching. 
Planning and implementing provision
  • Consider the allocation of places available to the school and the type of allocation, e.g. core, FSM, CLA,
  • Agree the most appropriate time and location for tuition to take place.
  • Ensure the qualified tutor is fully briefed on the needs of each individual pupil.
Evaluating pupil progress and the impact of provision
  • The impact of one to one tuition should be monitored and evaluated in line with school self evaluation procedures.
  • Many pilot schools have found it useful to have a mid-tuition progress check.
  • Qualitative information should be gathered to evaluate the development of pupils’ confidence and independent learning skills
  • The ‘viewpoint’ questionnaires would allow qualitative information to be gained from a range of stakeholders.

Further Information

Further information and guidance on  provision mapping can be found at: