 give you some introductions. This is our agenda for today. Now, if you've got a mobile phone to hand, you might want to scan these two QR codes on your screen. One is just the, I guess, a bit of frequently asked questions. Plus, it's my little blog post just to kind of sign post a summary of everything that we're talking about today. The register page is the sign up page. And I've also created a short code in the bottom left hand side of the slide. One of my team participates and we'll put that in the chat box as I go through everything. So there's our agenda up on the screen. Any questions, please send them through. But before we get started, let me just talk you through who I am with. I'm going to ask these lovely ladies, because the whole webinar would be absolutely boring with you just listening to me. So I've got Kat Roder from the DFE who's the national tuition program support officer in Karen Guthrie, the program director. So if I maybe start with Karen first. Karen, could you introduce yourself on the screen, tell everyone what you do. Hi, everybody. My name is Karen Guthrie. I'm the program director for the NTP. I'm delighted to be here today to spend a bit of time taking you guys through the program. And of course, answer any questions. Fantastic. Thank you, Karen. And to Kat. Hi, thank you, Ross. And thank you everyone for having me today. My name is Kat Roder. I'm from the national tutoring program and I support the program with the engagement. Thanks again for having me. Okay, fantastic. So thank you both. Now, before we get started, everyone, I've got four slides where I want to just survey just your general opinions. So at the top of this screen, you'll see a hyperlink. One of my team will put that in the chat box. Maybe you can just click it a bit quicker. But just give me a sense of who you are. What's your role so I can make sure that we are got the people in the right places and I can meet people's needs. There'll be lots of different people potentially attending. But just let's just see. So the web address that you need is P-O-L-L-E-V forward slash teacher toolkit. And then I shall be able to see a bit of data as you enter that on your device. Great. It's working. So we have, let's just check. We've got 33 people watching live. This will be broadcast live on YouTube and on my channel. So there might be a larger number of people attending outside of the Zoom session, but that's going to be a bit too technical. But let's just see. So I'll give you 30 seconds or so just to input your response. I hope everyone is safe and well. I'm absolutely confident you're feeling pretty exhausted and tired at this time of year. So do hope that you're looking after yourself, as well as those people around you. As the saying goes, you need to look after your own oxygen mask before you can help others. So I hope you're doing well. Okay. Right. I'm going to just, we've got three or four of these. So let's just have a quick look on the screen. So vast majority school leaders, a couple of early careers teachers watching to some teachers and the governor, welcome everybody. Okay. Next slide up on the screen. I would like to just tell me where you're watching from, what part of the world. So if you're outside of England, then that's that top link there. But otherwise regions across England, obviously the tuition programs were particularly focused on these specific regions. But let me know where you're watching from. Okay. So a couple more seconds, everybody. Just tell me where you are. If you want to have your town a little shout out, put it in the chat box. I'll give you a town a shout out. I'm broadcasting here from West Yorkshire, where we've just had a little bit of snow. Manchester. Here we go. This is where it gets exciting. So Manchester, Gillinum. Okay. Thank you everyone for joining me. I've been in both those locations over the last couple of weeks. Okay. Next survey, South Shields. Been a long time since I was up in the Northeast, Barksha. Okay. Have you used the national two-troom program? There's my third question. You know, yes or yes, but stop, dare I say, or you want to just find out a bit more. If we just have loads of results on the right-hand side of the screen, then I shall crack on with all that information. So a couple of people are already using it, wanting to find out a bit more. Okay. Any more shout outs for towns before we crack on? Please let me know. Your last chance. Okay. Last slides. Last server, I should say. Okay. So on your device, type in one word. Tell me what you would like to see help make the NTP a success, a national two-troom program. So what kind of things are you looking for? So give us a bit of feedback before we start and we can direct the conversation. So you should be able to type a word on your device. Press submit. You want to type in another word. It'll build up a little word or let's even get up to about 50 results. Okay. We've got a few in the chat box of quality teachers, quality tutors, and some impact. Now, before we came on early today, my first question with my student school leader hat on was that was there an evaluation report and that kind of evidence type and I'm pleased to report there's not, but maybe we can just unpick some of that later and go through some of the requirements for the program. So clarity and impact. So a couple more results. Come on. There's 36 of you. Let's get one or two responses each. We've had 15 results. I'm just going to delay it a little bit longer. Let's just get this bit of feedback before we start. Okay. I'm going with impact and clarity be clear and precise. My favorite saying. Okay. And I'll stick with those. I'll pop back this one later. Okay. My, I think that's it. Okay. Great. So let's just pop to the agenda. I'm going to ask Karen to just pop back in here and we're going to have a little bit of a discussion. I'm going to pose some questions as I see them emerge. If you've got questions, please pose them in the chat box and I will pose them to Karen and Kat as we go through the session. So Karen, over to you. Yeah. Hello, everybody. I suppose, first of all, just to echo some of Ross's comments. I appreciate it. It's tough going at the moment in some schools. So I appreciate you guys joining today. And it's also very cold where I am, which I'm sure it's very cold where you are too. And I am just, we've prepared some content just to run through today. So I'm going to take you through a wee bit of that in a sec. I have a little gremlin at the moment, Ross. So I'm going to ask you just to hit next slide, please, because my screen is acting up a wee bit. So perfect. Okay. Okay. So I suppose if we want to maybe kick off talking about what's different this year. So I suppose an expanded offering is to be delivered as one program. And what that actually means is that the NTP is managed under a single model. And that's really to improve things like clarity and understanding around provision and the benefits of each model. There's school-led tutoring. And that's the new route this year. And that really was in direct response to feedback from schools. And this is where schools get a ring fence grant directly from the DFB to fund self-sourced tuition. I'll come on to that in a wee sec, actually, as I move through the rest of the slides. Next is provision of a dedicated tech platform. This is called a tuition hub. And this is really to underpin the entire end-to-end service and giving schools visibility and control about which tuition route they want to access. There's the NTP open access scheme. And what that is, is that is a real flexible approach to allow us to recruit tuition partners. And it really allows us to really meet the needs of the program as we go through the next year. Again, improved engagement of tuition partners. And that's the open access process allows us to do that. Allows us to have better control and engagement of the actual tuition partners, which is great. And then really enhanced capacity and scale, which allows us to really ramp up to make sure that we're meeting the needs of schools. So I don't know if you want to go to the next wee slide there for me. Okay. So this year, the NTP has extended its offer, as I said. And there's three routes available. So we've got tuition partners, which was available last year as well. Academic mentors, again, available last year. And the new kid on the block school-led tutoring. And really the three routes together have really been designed to make sure that we meet the diverse needs of schools and academy trusts by offering them a real range of tutoring approaches. So I'm going to spend just the next couple of minutes just taking you guys through the three routes that are available to schools. And do you want to go to the next wee slide? There should be your wee QR code cone up there that you guys can click on if you want to get more information as well. I'll just leave that there for a wee sec just before you go into the next slide. Okay. I'm going to click into the next wee slide there. So what is the tuition partners all about? So tuition partners are a panel of 41 organisations. We've lost Karen there. I might have to ask Cat to just jump in here until we get Cat back. Cat, we've lost your sound. That's all right. I'm happy to jump in. I'm sorry, Karen. So as Karen was saying, the NTP was set up back in the summer of 2020 as a result of the pandemic. I'm going to see if I can do some admin on my side. Can you carry on until we get Karen back on? Yeah, no worries. So NTP provides cost effective and easy to access tutoring to schools. The bit jumpy, Karen. I'll just get Cat to just go ahead while you just get some reconnected. Sorry, I'll try and jump back in. So yeah, and we're back again for a second year when we're really pleased to be able to reach more children this year. So the ambition of the programme is three fold. Firstly, we're looking to address the impact of COVID-19 on educational outcomes for disadvantaged pupils. However, we also want to improve the quality of tutoring within the sector, as well as looking ahead and embedding a culture of tutoring within schools as long as a part of a longer term and embedding into reaching the attainment gap. On the second year of the programme, we will continue to provide subsidised high quality tuition to pupils across the country. Next slide please. And here you can see we've got a list of tuition partners that are across England. We have 41 in total. I'll leave that there so you guys can get a good look at who can deliver in your region. Cat, could you just maybe just allude to how these tutors have been processed and allocated, you know, the kind of verification process perhaps? Yeah, yeah, of course. So basically, the tuition partners have had to adhere to a robust quality and assurance standard. So in order for any of the tuition partners to be accredited, they must evidence that they can meet each of these standards. And if you are interested in finding out what these standards are, you can find them on our website. So in order for a school to apply for a tuition partner, or you can engage up to three of them, this can all be done through our technology platform that Karen mentioned previously, and this can also be found on our website. Schools can also access subject specific support. So this can include a range of subjects across primary and secondary, including maths and English. And similar to last year, schools will be able to access face to face or online tutoring, so whatever suits best to your school setting. And although we don't mind this, although we don't limit the scheme to pupil premium, we do have a high expectation that the pupils that will be accessing this will be pupil premium. There's a slight variety of, I recognise lots of names there. So hopefully everyone watching in your particular region will recognise a few providers there. So a really key slide. Next slide has some tuition partner offers. So Kat, tell us about this. Karen, I don't know if you're back and your microphones with us, but otherwise, Kat, if you just go through these, this would be very helpful. Yeah, no worries. So as you can see, schools can access 15 hour blocks of tuition on a subject of their choice, either online or face to face. We know that in order to get the most out of tutoring, it needs to be aligned to what's happening in the classroom. So these tutors will work closely with what's happening in the classroom. We do expect that most of these sessions will be in a small group format, generally one to three. We know this because of research completed by the Education Endowment Foundation that one to three still has a high impact on learners while also being cost effective to schools. However, we also know that this will not work for every pupil. So there is some flexibility to offer either one to two or one to one sessions for those that have additional needs. We're really pleased to say that a lot of our providers can deliver in special schools and alternative provision settings. And as I mentioned, the focus of NTP is to support disadvantaged pupils and we know that schools are best placed to decide which of their pupils will most benefit from the additional support. This academic year, the tuition partner pillar is subsidized by 70% with schools paying the remaining 30% to tuition partners. Thank you, Kat. I've got to try and bring Karen back in, but we're going to talk about academic mentors in a moment. But just before we do, opportunity just to pause, ask any questions on the topic of tuition partners first of all. So I've got a first question, Kat, for you. I don't know if you can answer this or Karen, if you can get back on the line. Is there a cap on the number of students that can be enlisted to these sessions? Sorry, would you mind repeating the question? You broke up a little bit there. Is there a cap on the number of students you can have on the sessions? We do encourage to have no more than three pupils per session, but it's up to schools to decide whether one-to-one, one-to-two, or one-to-three would suit better. We don't encourage any more purely because if there's any more, then students aren't getting the most out of their tutoring sessions. I don't think we've got Karen back as well. Hi, Karen. Can we give you another question? Fantastic. So we've covered tuition. Okay. I'm just going to read that comment in the chat box again. Kat and Karen for clarity. Connor asked if there was a cap on the number of students that can be enlisted. He asked on the cap of a total number of students. So is there a threshold on the total number exclusively? Is this for tuition partners or us? Yeah, tuition partners, yeah. Yeah. So it's a really good question actually. I would say no, there's not. However, what I would say is that schools need to consider the logistics of it. So for example, if you're a small primary school or a big massive secondary school, there's no cap on the number of pupils that you can put through the program. It's more about the logistics. It's working really closely with your tuition partner and the school to make sure that you can manage the logistics of it. That's the thing that you need to consider. Not necessarily the number of pupils cap because there isn't one. We want to encourage the schools to have as many pupils as they see fit to put on program. Cool. Karen, I'm going to ask for a technical request. If you can turn your video off, we might get a better connection from you and we'll just see how that goes if that's okay. Right, so we're going to talk about academic mentors next. So this slide here, summary. So for Karen, if you're still with us, if you can give us a little summary on the option. Yes, so academic mentors is back this year. It was part of phase one as well. So essentially, from school perspective, under this pillar, schools can employ either a trained graduate or a qualified teacher to provide intensive support through the academic mentors. It's really up to schools, but schools can prefer to use a mentor as in-class resource and this is to work alongside the teacher and this can be to address a whole range of interventions. Mentoring can be focused on one-to-one and small group sessions of pupils and typically in 15-hour blocks. From an academic mentor perspective, they can be engaged to provide really tailored support to schools and that includes things like subject specific work, revision lessons and some support available outside the school setting. Now, the funding part, that's the really interesting part I know for schools, we get lots of questions about this. So from a funding perspective, all mentors receive a base salary of 19k and this is prorated by the DFE up to 95% and then schools pick up to 5%. And the DFE funded element of this is actually paid to schools on a monthly basis. And of course, schools can set their additional benefits on top of that. So we get loads of questions about that and I know it's really important for schools to understand that bit. Ross, do you want to move into the next wee slide there for me? I'll make a note, Karen, if we can just cover the funding part at the end in a kind of summary. One of our team can put the kind of headlines in the chat box for everyone. No one can export the chat and send that to everyone once we finish. So here's the kind of support outlined here, Karen. Perfect. Okay. So before an academic mentor actually starts in the school, they complete a program of online live training during paid time with our educational partners, Liberal, Hope University. So if you have an academic mentor who is a qualified teacher, they complete one week's training. If you have an academic mentor and they don't have QTS, they have two weeks long training program. Now, the academic mentor training program was really specifically designed to support academic mentors, develop skills, specialist knowledge, and a real, I suppose, practical understanding of academic mentoring. And this really is enabled them to really support disadvantaged pupils whose education has been impacted by, you know, the absences because of COVID-19. Now, training focuses on engaging children and young people in about one-to-one and small groups. And this really is to support pupils in overcome barriers to learn. And this is a real key focus of the academic mentor role. Mentors throughout either one week or their two-week training, they are continuously assessed, and actually they complete an end of training final assessment. And that has a minimum pass rate of 85%. So essentially, if you're a school leader and you're interested in having an academic mentor, you can act that the practical route of getting one isn't two ways, right? You can either speak to the NTP team and we will find you an academic mentor, or if you have a candidate in mind who would be suitable, you can nominate them for the role. And so there's two routes to actually getting an academic mentor into your school. I've got a couple of questions for you from people watching. Your first question, can an academic mentor be a supply teacher or do they have to be an independent candidate that the school recruits? Well, the technical answer to that is yes, they could be a supply teacher. However, they're somebody that will be on the permanent payroll of the school. So if they are a supply teacher who the school has used before and they go, actually, they're a really good teacher, they can do a head teacher nomination, but that candidate becomes an employee of the school. And the second question, thank you, Karen. Himala, who's joined us a little late, is this applicable for teachers in Wales? She apologises, she missed the beginning. England only, Ross. Okay. So we've got the QTS pathways and non-QTS on this slide here, Karen. Could you tell us a little bit more about how the qualifications required for people? No, that's fine. So we just wanted to, I suppose, give some clarity about what the entry requirements are. So if there's a candidate that's going to be an academic mentor and they have, we wanted to really spell out what the entry requirements are. So if they're QTS, they have to have a qualified teacher status, level C or level four, grade C or above, and obviously have the right to work in the UK. If there are non-QTS and they're coming onto the academic mentor program, they need to have a 2-2 or above. And then you can see then the other qualification criteria that's listed on the right-hand side of the screen underneath that. So we get a couple of questions about all the time on that. We just thought we would share that with you guys. We've got one more just here on the schooling. There we go. Okay, perfect. So from school ed perspective, this is the new route that is available for schools this year. Oh, sorry, just before I go into that, just before I end up into school ed, what I did want to say about the school eligibility for academic mentor is it actually has been expanded and it was expanded quite recently. So what that means is a school is eligible for an academic mentor if they had an academic mentor last year, if the school sits within the 118 lad opportunity areas, or if the school has a pupil premium percentage over 30%. And that's quite important because that is a change and an expansion to the criteria. And which was announced a bit a week or so ago, Ross. Thank you, Karen. I'm going to bring Kat in because she's lurking behind the scenes and I've got a couple of probing questions for you, Kat. I wonder if you could tell us this particular theme that academic mentors have been going so far, you know, some success stories, or are they putting you on the spot? Do you want to go to the next one? Yeah, I will do, yeah. I'd like fair on school ed, and I can share some information on that for you. Okay, sure. So let's let's pop over to school ed the third theme. There we go. So, Karen, tell us a little bit more about this school ed children. I don't know if I've lost you again there possibly. So, Kat, can I get you to come in here? Sure. Sorry, you need two seconds. So, sorry. So, any questions in the chat box, everybody? While we're just talking about some technical things, I can see one of the books and there's a sound quality issue. If you might want, you might want to try and log out of the Zoom and watch it on a live broadcast on my YouTube channel. That might be better. Oh, thank you, Ross. So, yes, school ed tutoring. So, we, this school ed tutoring was bought in based on feedback from yourselves and schools across England. And it, and the DFE provides a ring, ring fence grant fund grant funding paid directly to the school. The amount of schools that will receive will be proportionate to the number of pupil premium pupils on role. So, a funding subsidy of 75% is allocated to subsidize a 15 hour package of tuition for 60% of pupils eligible for pupil premium. Schools will have the freedom to determine who is best placed to deliver tutoring through their, to meet their particular pupil needs. This could also include existing staff, such as teachers and teaching assistants, external teaching resources, or anyone already known to the school, such as private tutors, or, as mentioned before, some bank staff as well. So, to support school ed tuition, the educational development trust has been engaged to deliver online training to all school staff who are nominated as participants of their schools. And comprehensive guidance on this is available on the website as well. Hi, Karen. Are you back with us? Lothar. So, I've got a couple of questions in the chat box. I'm going to come back. Can you hear me? Okay. I can take you through. Yeah, we're going to get you intermittently, Karen, if you're there. We're losing you again. Kat, can I just start? This third branch emerged last year. Can you hear me? Okay. Yes, Karen, you're coming in and out, I'm afraid. Kat, can I ask you to answer this question? I'll try and sort out some technical Karen. Can I get you, Kat, to just tell us how this third strand emerged if you've got that information? Yeah. So, it emerged just based on feedback from year one. So, year one, we originally had the tuition partner and academic mentors. And obviously, the program was brought in as a reaction to the pandemic. And we know that school is the best place to know what's best for their pupils. So, we took on this feedback and developed school ed tutoring, which is why we give the freedom to schools to best place the tutoring that is suitable for their pupils. And we know that tutoring is probably the best route to choose because of the research undertaken by the EEF. So, where tutoring is best placed on a one to three, one to two, one to one basis. Now, I've got another technical slide here and I've got a few questions and I want to try and bring Karen back in again. I've got one question from Ant. Can Kat repeat what she said about training for potential SLT tutors? Yeah. So, the training for SLT tutors will be undertaken by the Education Foundation. So, you can find this information on the website. Once you've selected your school, who you want to undertake school ed tutoring, they will go under a depending on their QTS status will undergo some training. If you have any further follow-up questions, just let me know and I'll try my best to answer. Okay, lovely. Karen, let's try again. Let's see how we're getting on. So, opportunity for some questions, folks. I've got a couple of questions in here. I've got quite a lot of a few questions emerging. So, I'll try and pose as many as I can throughout the session, but we'll definitely go through them all towards the end. Karen's not connected yet. So, let's just get this kind of overview here. So, these are the three pathways that we have discussed in this short session. We're going to put some links in the chat box. So, for now, just my team behind the scenes, just to put in my little summary of the kind of pathways, the actual link to the registration plate for people that are new to the tuition program. I don't know if you can answer these until we get Karen back on, but we've got a couple of questions here, one from Mike. If you don't meet the criteria and you're not eligible for academic mentoring route, is that how the process works? Yes. So, your school needs to have at least 30% pupil premium. And if you don't meet the criteria, unfortunately, you won't be eligible for an academic mentor, but there are other routes you can take. And we have dedicated engagement managers that can work with you directly to help you find the best route, whether that be through tuition partners or school-led tutoring. Okay. And another question, Karen, if you can answer this one. What is an LAD? It is a local authority district. So, it's 118, I'd say, opportunity areas where you generally have hard to reach schools. So, if we pop back to the map, that's where that particular question. Yeah. There's a list on gov.uk as well, but you should be able to find it on our website, whether your school is in one of those areas. Okay. You're doing very well so far. I've got another question from Anna. Does each child have to receive the full 15 hours? Or can we spread the total number of hours over more children? I think I know the answer to that, but I'll leave that one for you. So, it's per pupil. So, 15 per pupil per subject. Okay. So, I hope that helped, Anna. Another question, what length of training for the SLT tutor? So, how long is the kind of training for the school leaders that might lead the process? So, it depends on the QTS status of the teacher. So, I would have to pass to Karen on this one, but I believe if you are, I don't want to say anything that's wrong, so I'll have to come back to you on that. Okay. No worries. Well, we'll hang on the line so you can get Karen back. Yeah, that's a good point. We can definitely take some questions from Karen in the chat box if we can't get her connected, but let's just see how we go on. I'll try one more question before we kind of offer a little summary slide. I've got another survey for you, and then we'll try and go through some of the things that you've said. Is there a specific group size that people are allowed, Karen, in terms of, you know, if we look at each of these pathways, is the specific group size is allocated? Do you mean in terms of how many pupils? Yes. So, as I mentioned before, we recommend that you keep it to the maximum three pupils per tutor, just because it's proven that smaller group sizes have more impact on catch-up learning. I know you answered that question before. I'm just responding to some questions in the chat box. So, I'm going to ask one more question, Kat, and then I'll go through some summary slides. Do all school-led tutors have to do the training, even if they're qualified or currently serving teachers, I suppose you can have qualified and unqualified teachers? I'll have to pass to Karen on that one, sorry. We'll answer these questions. If I can't get Karen connected, everybody, I will definitely put these through on the the links that you've signed up. So, you've got all these questions answered. So, please pose questions in the chat box, and I'll make sure I respond. I'll export the chat and I'll send them all your way in an email, first thing tomorrow with all these questions answered. Here's a little summary. So, that's what you want little pathways on the screen here. I guess a little summary in terms of how the National Tutoring Program will support schools. So, when we started, we had a kind of mixed bag of people that were new and a bit curious as to how the tutoring program worked. One or two people already using the process. Anything here, Kat, that's worth highlighting? I guess it pretty much says all on the slide, but we do have dedicated engagement managers to support you throughout the whole program. We have our fortnightly how-to webinars to support schools through the tutoring selection process. We also have a dedicated aftercare program for academic mentors, and schools will have access to well-being and NTP will also conduct focus groups. And are those specifically for the staff participating or for the students directly, just for clarity? The staff participating, the staff in the schools, yeah. Okay, lovely. Now, I'm going to put this slide back up here, a little server everybody. So, let's just tell me where you are. So, you've got the hyperlink at the top of the screen, pollev.com forward slash teacher toolkit. Knowing what you now know, how likely are you to sign up? I'm going to go through some of your questions in the chat box, and I'll just go through some of the kind of key slides. We'll have one last try with Karen online. Otherwise, I'll respond to some of your questions in the chat box, and we'll hang on the line and definitely in the follow-up email with this recording. So, you get all the slides and this video, and any questions that have not been answered, we will address. But I'll give you a second on the screen, everybody. A couple more questions, and we might have had one or two repeats, but let's see. Do the tuition partner programs or SLT have to be delivered during the school day? It's a question from Mike Kepp. So, I'm assuming schools can decide when the tutoring happens. Is that true? Yeah. So, they don't have to be during the school day. So, schools are obviously best place to decide where the tutoring will fit into, whether that be alongside classroom time before or after school or during lunch. But schools are best place to decide that. Another question. Thank you, Kat. I'm a qualified teacher of tutoring in a school. How do I get the training? So, once your school has nominated you, you will be contacted by the appropriate program, and then they will walk you through the steps and then advise you how long the training is. Okay. Lovely. So, I'm going to leave the chat box open for a few more questions. Let me just come out the slides for a moment. So, it's nice to see that the majority of people are interested. If I just pop back to this very, I'm a big fan of maps. So, let's just get this one back up here. So, we can all see our regions, the providers. I think this is probably the most useful slide that we can look at in terms of what to do, who to go to, recommended providers. As ever, your local networks within your own regions, contact other schools that are using that. A question for me. Would you have, I guess you have people that have signed up. So, schools can contact through yourselves and kind of be signposted to, you know, I know there's lots of different tutors people can choose, but I guess some things will be regional because they'll probably want tutors coming physically, etc. Yeah, of course. So, when you go on the website and you input your school's details, it will show you a list of available tuition partners in your area and you can select whether that you want online or face-to-face and then you kind of take it from there and someone will be in contact with you to set that up. Right, and a few more questions, Kat, and then I'll leave you alone because I've definitely put you on the spot with lots of things. Karen, sadly. Is there a minimum length of time for each session? So, I'm assuming 15 hours is the maximum. So, is there a minimum? I don't, not that I'm aware of. I believe, again, the school's the best place to decide this, whether it be 15 minutes in the morning, 15 minutes in the afternoon or an hour. I guess according to student needs, school needs, I suppose. And then one more question for you, Kat, if I want to use my SenCo, so special needs coordinator, my deputy head of tutors, do I have to officially nominate them? Yes, you do. Okay, right, and I've got a few more questions coming through. So, what I'll do is last chance for some questions, everybody, and then I will definitely export them in the chat and we'll answer them all in a nice email. Karen, still getting you through here, I'm afraid. So, let me just pop back out, just to summarize things up. You've got here all the links. I'm just going to copy that quickly in the chat box. We've all got it to hand. So, that is the registration page there. I've got my summary all written there for you. And if I just pop back to this, you know, kind of the benefits and things that you're going to get, there it is, folks. So, we've gone through some of the technicalities. I guess there's also that funding question that Karen mentioned. I'm going to try her one last time to get back into the live session. So, you can just talk about funding specifically. So, I'll just give her 10, 20 seconds just to get connected again. Otherwise, you're free to go. And if you've got any questions, ask down the line for five minutes, answer those, export them, stick them in the email. I hope you're safe. Hope you're well. Thank you for signing up. I hope to see you again in the future. Best wishes for the festive season. So, that's things formally finished, everybody. I'll go through some questions in a moment. In fact, I'll turn off the slides so we can all see each other. Karen, are you there? Yeah, I think we've got rid of the gremlins and I think I might be able to be here on my phone if you can hear me, okay? All right, okay. So, we've kind of covered as much. I don't know how much you saw or missed, but I can go through some of the questions in the chat box, I suppose, that we are going to address. There was one question I posed to Kat that she wasn't able to clarify. So, I'll go through, in terms of a minimum session, minimum timeframe, is that for schools to decide? Can you say minimum timeframe? Is that for a session or how many sessions should be in a block of tuition? So, for each session, is there a minimum time? Okay. Yeah, so I suppose each session is an hour, okay? But what I'm really mindful of is, I'm thinking about primary and secondary. So, a program is 15 blocks of one hour, but if you're in a primary school and you've got quite young learners in your school, you might want to break that up into two half an hour blocks. And the thing is, you know, as school leaders, you will know what pupils can do an hour and what pupils are better suited to do in two half hours. And what we have seen is in primary school, a lot of primary school leaders have said, you know what, we've got really young learners here. It's best to split the hour up and do half an hour in the morning, half an hour in the afternoon. I've got a couple of kids myself. I've got an eight-year-old and I know myself, when he comes home sometimes, trying to get him to sit through an hour is tough. So, we have to think about how we can break that up appropriately. Another question for you. Can the same students be assigned to tuition partners and the school led tuition blocks? Can they have support through both? Yes. Yeah, so the answer is yes. So again, it's up to schools to decide how best and how much tuition pupils need, but it's absolutely okay for people to have tuition through a tuition partner, academic mentors and school led. Okay, fantastic. I'm going to say yes to the next question, but maybe you'll put me wrong as a specific subject, you know, English math science or is it the full range? Yeah, so English math science, MFL and humanities. Okay, thank you. I've got a comment from Karen in the chat box. I used third space learning. I can't see them on the tuition partner slide, yet they told me they were official partners. Could we clarify that here or is that something we'll put in an email? That's probably something we need to put in an email, actually. I need to have that conversation with some colleagues, actually, where we are with that. Okay. Let's see. Let's see. Let's see. Any other questions? I guess a comment, really, from Marcin. I started the process of registration for academic mental position and after filling an application, I received a link to prepare for the first part of the interview. How can I relaunch my application process from scratch? Okay. So I'm going to presume this is a candidate who's looking to be an academic mentor. It reads that way in the chat box, yet. Okay. Okay. So if you're an academic mentor who originally reached out to say, you know what, I'd really love to part of the program and you've either stopped your application or you've decided, you know, you've thought something different, I want to come back in. If you follow the link on the NTP website, that will take you directly back into it or just drop us an email. You know, there's the NTP engagement into the academic mentor team as well. And if you're having problems or anything like that, just drop the team an email and they can talk you through how to do it. Okay. Lovely. Karen, because you're here and we've got good sound quality, I'm just going to put the summary slide up. Maybe if you can just put a 20 second summary of each of the provisions in conclusion and see how we get on with your sound and then we'll bring you. Yeah, of course, yeah. Let's start with tuition partners. We'd love to be with you again. Yeah, no problem. So, yeah. So, I suppose before you can get into that, what I would really recommend is that schools who are college tuition partners, and that is where schools are able to access a framework of accredited tuition partners, put tuition in place for pupils in their school. If you look at the middle column, which is academic mentors, that is where schools can have a academic mentor based on a full-time basis based in the school, every day we're working with pupils. And you can either get an academic mentor by telling us that you want one we'll find one for you, or you can do a head teacher nomination where you have a candidate who you think would be eligible for the program. And then there's the school head tutor and that's in the very right hand side of the screen. That's the newest route available. So, that's where there has been ring-sensed funding, which has been given to the SES, schools to help out. Yeah, so I'm going to see that, Karen. So, they actually want to engage. She's still going. Okay, Karen, I'm going to break things to an end. Well, a few gremlins I'm afraid, so I'm just trying to be conscious of time. We're doing well for time actually. So, I guess just everyone, last opportunities for some questions, please put them in the chat box because I will export them, I will distribute all your questions with answers in an email shop tomorrow. So, this is your final chance. I think the parts that we missed from Karen in that last little slide was that the kind of school-led version of the tutor emerged in, as a result of year one, from my understanding in participation and is a new thing for this year. And I hope that will definitely meet, well, give you your schools more flexibility and hopefully meet your needs. So, there you go. I'm going to bring things to a formal end again. Thank you, Kat, for your wisdom and expertise and thank you for responding to all my questions on the spot. And to Karen, God bless her for trying really hard with all the technical things. We know we've all suffered from this. You know, we've all done lots and lots of Zoom sessions, we've got to unmute ourselves and all those technicalities. I'm going to leave things there. You've got those links in the chat box. So, shortcode bit.ly forward slash tuition three capital T. We'll take you to the registration page. You've got my website where you can get a summary and I'll share all these with the video and the slides to you tomorrow morning. Last opportunity, everyone, for questions. Otherwise, you're free to go. Can I thank Kat? Thank you very much, Kat. Have a lovely evening. Thanks so much for having me, Ross. And thank you, everyone. See you later. Thank you, Kat. And to Karen, if you're still there, thank you very much for all your wisdom. We'll put all the information you need to know and we hope it makes a difference. I'm Ross McGill. I'm your host. Thank you for joining me. Thank you for bearing with us with all the technicalities. And yeah, not long till Christmas. So, hang on in there. Look after yourself and I hope to see you again in the future. Bye for now.