Last year’s NAPLAN results in NSW showed that 29.4% of year 7 students did not meet proficiency standards in reading, with about 10% classified as needing additional support. A NSW Auditor-General’s evaluation of small group tutoring found minimal effects, leading some teachers to question the wisdom of pulling students out of class for tutoring. However, Grattan Institute research has shown that tutoring can be a useful way to help students internationally if implemented correctly.
Darlene Guillermo, a student liaison support officer who has tutored students, plans to work at a school in NSW. Centre for Independent Studies education research fellow Trisha Jha, who has studied small group tutoring programs, believes whole-of-class interventions by teachers are a better value for the money. However, she acknowledges that NSW’s small group tutoring program could be successful if implemented correctly, especially if non-teachers are used to run it.
Chifley College Shalvey Campus has hired university students like Darlene Guillermo to provide tutoring, with Principal Jenny Linklater stating that employing university students for tutoring has helped attract staff and address teacher shortages at the school. Linklater believes that using high-quality, scripted programs can help maintain the quality of teaching in tutoring sessions while allowing teachers to remain in the classroom.
Overall, the debate around the effectiveness of small group tutoring in NSW schools continues, with some experts advocating for whole-of-class interventions by teachers as a better use of resources. Despite concerns about the impact of pulling students out of class for tutoring, research suggests that if implemented correctly with the use of non-teachers and high-quality programs, tutoring can be a valuable way to support struggling students. As schools explore different strategies to improve student outcomes, the debate over the most effective approach to addressing student needs is likely to continue.
