Page 34 - Independent Schools Magazine
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 Tutoring ‘complementary to classroom education’
BTEC courses
Ampleforth College, Yorkshire,
has announced the introduction of BTECs in Countryside Management, Enterprise and Entrepreneurship and Hospitality, supporting its ambition to provide a holistic education for its pupils.
Countryside Management will explore the legal and practical side of managing an estate and builds on Ampleforth’s already thriving gamekeeping activities, while Enterprise and Entrepreneurship will give students the skills they need to feel con dent in running their own business. Hospitality
will focus on event management as well as the importance of
the hospitality industry for the economy.
Students can choose to study only BTECs, or to follow a mixed pathway of one or two BTECs alongside one or two A Levels. The courses will be led by Harriet Thompson, Assistant Head Academic Development, who joined Ampleforth late last year and reports into Director of Studies Hannah Pomroy.
New girls’ house
Milton Abbey School, Dorset, will open its second girls’ day and boarding House in September 2018 in response to the high demand for girls’ places at the school.
Mrs Emma Williams (pictured below) has been announced as
the Housemistress for the new
girls’ House, Damer House. Emma currently teaches French and Spanish at Milton Abbey, helps with the School’s Duke of Edinburgh Award Scheme and is an Assistant Housemistress. She has a First Class Honours degree from Newcastle University in French Studies and a PGCE in Modern Foreign Languages at the University of Buckingham.
John Hutchison looks at how the activities and in uence of The Tutors’ Association seek to maintain the highest levels of standards in an unregulated yet ever-growing sector.
 The Tutors’ Association (TTA) was set up,  rst and foremost, to create a community for members of the tutoring profession. TTA exists to provide them with support in six areas:
1. Recognition – of a commitment to behaving ethically and professionally
2. Development – opportunities to learn and acquire new skills (or hone existing ones)
3. Collaboration – opportunities to exchange knowledge and experience
4. Resources – access to information and resources that assist with all aspects of tutoring
5. Engagement – helping
to shape the future of the profession
6. Reputation – creating a voice for the profession and building bridges
The sixth of these is particularly important in relation to
schools. TTA sees tutoring as complementary to classroom education and not as some
kind of superior alternative.
There are things that classroom
teaching can achieve in terms
of teamwork and social learning
skills that tutoring cannot
provide, and equally there
are things that one-to-one
tuition can provide that cannot
be replicated in classroom
teaching – no matter how
small the class or how excellent
the teaching. Tutors share a passion for helping children
to learn – the core skill that is needed long after school years are left behind. They actively seek to engage with schools and teachers and to work with them to help children achieve their full potential.
TTA held its second Annual Conference recently at which some 200 tutors and agencies, including Gabbitas Education, gathered to listen to an array of speakers on a range of topics that re ected the diversity of
the tutoring and supplementary education sector. Speakers ranged from Mary Curnock Cook, who talked of the role that she believes tutoring has to play in the wider educational landscape, to Mursal Hedayat who shared the story of her journey from refugee to founder of an organisation that employs fellow- refugees as tutors to address language gaps. Delegates also had the chance to break up into groups and attend their choice of nine seminar topics on a range of subjects from understanding SEND and Generation Z, to the role of neuroscience in learning and practical advice on making lessons more interesting.
The conference represents a microcosm of the activities TTA undertakes in support of its other objectives of providing development, engagement, collaboration and reputational advancements for the profession.
Tutoring is a profession that employs hundreds of thousands of people as tutors and one that, consequently, touches
and potentially transforms the lives of millions of children
and adults as students. As
one of the oldest tutoring agencies in the world and
a founding member of the Association, we believe that with this level of in uence comes responsibility. Membership of TTA is a signi cant reassurance to parents that a tutor or an agency takes that responsibility seriously, and we require all
our tutors to have successfully passed a DBS check and to sign up to a code of ethical conduct.
When asked about the
ambitions of the Association,
its President Adam Muckle stated, “It is our aim to be
a standard-bearer for good practice, and to demonstrate
the highest standards of self- regulation. As part of this, we have also developed a tutoring quali cation in collaboration with the University of Worcester that is starting to attract signi cant numbers of would-be tutors. In addition to developing varied tutoring skills, the diploma pays special attention to understanding appropriate safeguarding practices and
how safeguarding, tutoring
and learning relate to effective tutoring relationships.”
 John Hutchison is Chief Of cer and Director of Tutoring at Gabbitas Education www,
 34 Independent Schools Magazine
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