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

the family as better able to support children’s learning in primary school and that additional
classes can reduce the perceived need for private tutoring in secondary school.

Parents’ Reasons For Not Having Extra Tuition	Year 6		Year 11		Year 13		Total
	Year 6		Year 11		N	%	Total
	N	%	N	%	N	%	N	%
My child is doing well enough without a tutor	285	72	225	71	236	78	746	73
Private tuition is too expensive*	237	60	213	67	158	52	608	60
There is no need as members of the family provide
	256	64	162	51	159	53	577	57
enough help**
My child does not want to have extra tuition*	181	46	159	50	182	60	522	51
Private tuition puts too much pressure on children	170	43	132	42	121	40	423	42
There is no need as the school provides extra
	97	24	136	43	118	39	351	35
classes**
It is something I have never thought of doing*	148	37	100	32	74	24	322	32
It is too difficult to find a good tutor or class	98	25	98	31	73	24	269	26
It is unfair for some children to have tutors	76	19	73	23	68	22	217	21
There is no point as people can only achieve
	57	14	55	17	43	14	155	15
according to their ability
It is too difficult to arrange transport*	61	15	38	12	20	7	119	12
My child is a carer and has no time for extra tuition*	22	6	7	2	4	1	33	3

*p<0.01 **p<0.001

Table 10. Parents’ reasons for not having extra tuition for their children, by year group.

Evidence from parents and their children indicates that support from family, friends and
teachers may reduce the demand for tutoring in England. When parents and children feel there
is sufficient support at home and at school, they are less likely to perceive a need to seek

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

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