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

^a includes reading and writing

^b tests of general ability used in secondary school selection (11+, verbal and non-verbal reasoning)
Table 2. Percentage of students with tutors by year group

Proportion of students with tutors: ‘tutoring now’

Students in receipt of tutoring were asked to indicate the school terms in which they had
tutoring for each subject. The questionnaire items were phrased slightly differently for the
each of the year groups so as to be appropriate for them. Year 6 students were asked when
they had tutoring in reading and writing, maths and science and any other subject; Year 11
pupils were asked when they had tutoring in English, mathematics, science, French, history,
geography and any other subject; and Year 13 students were asked to list the subjects for
which they had received tutoring. Responses to these questions were analysed to provide an
estimate of the proportion of students who had tutors during the term in which the
questionnaire was completed. Initial exploration of the data found no significant differences
in the subjects tutored or the duration of tutoring for males and females. Similarly, there were
no significant differences between the white and non-white groups in the subjects tutored or

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