Student C

A Teaching Personnel tutor first started to provide tuition for Student C in October 2020. As C demonstrated some social, emotional and behavioural issues, it was agreed with the Alternative Provision that C’s initial sessions would be online. There were some concerns about this. C was already disengaged and found it difficult to separate ‘home’ and ‘education’ as he lived and received education in a care home. He also had problems with concentration, so the tutor planned regular short breaks within the educational tasks, supporting his mental health and well-being to avoid triggering stress or anxiety.  

However, C enjoyed working on the computer, and the tutor was able to form a positive working relationship with him quickly online. There were advantages to online teaching for C. For example, C had completely disengaged from using  English skills. He refused to read and did very little writing. His attainment in Literacy was well below his ARE, made worse by his low confidence level. The tutor tried to provide as much exposure to the written word as possible. For example, he would use the chatbox when he was tired (he would turn off his video and microphone and write to the tutor instead) and listen to his favourite songs with the lyrics on screen. The tutor also started reading one of his favourite books to C to enjoy literature and help him see the pleasure in reading.   

C was stronger at Maths. The tutor used a Maths program that he had used previously, and C enjoyed it. The programme also included maths word problems, which helped improve C’s engagement with Literacy.  

After a few weeks of working with the tutor, C was told that he was moving to a different care home. This was an emotionally challenging time for C as he was settled at the home and had good relationships with the staff members. During this period of change and instability, the tutor was able to continue his education, so the sessions became a stabilizing routine for him. The tutor worked closely with the staff members at both homes to support C with this transition. They also helped facilitate some aspects of his education that the tutor couldn’t physically do, for example, helping to encourage and supervise him with food technology and science experiments.  

In terms of behaviour management, there were times when C couldn’t control his emotions and would swear and disengage entirely with the lesson by ending the call or turning off the laptop. This frequently happened at the beginning but less and less as he began to feel  

more settled and secure at the new home. Even when it happened frequently, C would always log back on, and we would end tuition sessions on a positive note. The tutor aided him in successfully learning to control his language when he spoke to the tutor, encouraging more positive social and communication skills. As the tutor spent more time teaching C, they built mutual respect.  

C’s attitude towards learning changed, and he became more confident. He would attempt problems and try to work through them instead of becoming angry or upset.  

In February 2021, it was decided that he would go to school. Again, this was a time of change for C. However, with the encouragement and reassurance of his tutor, he settled well into his new school. During this transition period, his time with the tutor decreased and his time in school education increased. However, the tutor was present to support the transition and provide stability required until C settled in. It wasn’t easy emotionally for him at times, but once he began school, he adapted well. The tutor has ceased supporting or tutoring C as he is successfully reintegrated into school and is progressing well with confidence and learning ability.