Private tutoring at transition points in the English education system: its nature, extent and purpose

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Private tutoring at transition points in the English education system:
its nature, extent and purpose

Judith Ireson and Katie Rushforth

School of Psychology and Human Development
Institute of Education, University of London

Abstract

International surveys indicate that the prevalence of private tutoring in England is relatively
low but as few national surveys have been undertaken, there is little detailed evidence
available. The aim of this research is to provide a systematic description of the nature and
extent of private tutoring at three points of transition in the English education system and to
explore students’ views of the reasons for its use. Over 3000 students completed a
questionnaire survey providing information on the extent of private tutoring in school
curriculum subjects,reasons for the employment of tutors and demographic information. Over
1100 parents supplied information on their motivation for employing tutors. At the time of the
survey, 7.6% of year 6 pupils were in receipt of tutoring in mathematics, 8.1% English and
3.2% science. Comparable figures for year 11 pupils were 7.9% mathematics, 2.6% English
and 2.8% science. Overall, 27% of students reported that they had received tutoring at some
stage during their school career and there were clear associations with family socio-economic
status and cultural background. Parents employed tutors to increase their child’s confidence,
improve their understanding of the subject and to help them do well in tests and

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