About our School Tuition Schemes
Delivered on school premises, Toranj Tuition’s tuition schemes have proven popular with schools, pupils and parents alike. We aim for our tutoring sessions to inspire, tutor and guide pupils to achieve their full potential.
The sessions are delivered on school premises on a flexible basis – we have selected these locations as our main venues because of cost, safety and logistics. This arrangement gives tutors the ability to work with school staff, creating efficient lines of communication. Sessions often take place outside of schools’ formal hours of teaching. The primary goal of the project is to inspire, build confidence and enhance study skills through tutoring sessions; improvement of educational attainment is an added value to our project outcomes. Toranj Tuition tries to provide children with the skills that will enable them to study effectively and become active independent learners.
In this scheme, each learner will enjoy a minimum of six one-hour sessions which offers a supplementation, not a substitute, to the formal national school curriculum. Tutors will develop their own lesson plans under guidance from the schools and will provide regular feedback to teachers. The format and resources used during sessions can vary substantially according to the school’s requirements. This begins with an induction before sessions start and the tutor-teacher dialogue continues throughout the duration of the tuition assignments. During the induction, teachers will inform tutors of specific pupils’ needs which tutors take into consideration when planning future sessions.
We categorise our children schemes for the following age ranges/learning abilities:
Toranj Tuition’s Early Birds package offers tutoring sessions for children during their reception year, designed to improve children’s communication and language skills. Research shows that by the time students receive their GCSE results, they can predict around 32% of the variation in performance based at or before the age of five. We support schools in deprived areas to better meet the needs of young pupils.
Delivered during pupils’ transition from primary to secondary school, Toranj Tuition supports children who have not met age-related expectations at primary school to make better academic progress during their first few years at secondary school. Pupils’ experience a significant dip in their learning and general wellbeing as they transfer to secondary school, especially pupils from disadvantaged backgrounds.
This programme ensures that young people who are feeling disengaged from education or are under-performing at school receive the individualised support they need so they can progress into Higher Education or sustained employment. We focus on GCSEs as they are gateway qualifications for further study and entering the workforce.
We support students from low-income backgrounds who show the potential to reach a top ranking university. We help them achieve top grades during KS3 and prepare them for studying at GCSE level and beyond. Evidence shows that these children can struggle to attain the top grades at GCSE, despite having the academic potential to do so.
Good English and maths GCSEs are gateway qualifications for most jobs and Further Education courses. This programme helps young people who did not get good grades at 16 and need a second chance to gain these essential qualifications.
This scheme offers a multi-stranded tutoring programme which addresses the barriers preventing young people from deprived and BAME (Black, Asian and Ethnic Minority) backgrounds advancing into Higher Education. It provides support to raise their attainment and aspiration and gives the information, advice and guidance they need to get into university.
We run our Homework Club for refugees and asylum seekers aged between 5 and 16 years old who require additional support with their school studies. Delivered in Hull community centres, the club aims to improve the quality and completion of attendees’ homework and make their transition into the UK educational system as smooth as possible. Tutors will be on hand to improve the proficiency of the attendees’ English and will facilitate them during their cultural and social integration into British schools and the wider community. They will encourage attendees and provide information, advice, practical help, and companionship.
Tutors provide individualised tuition in the form of one-on-one or small group sessions. Our approach is a combination of peer-mentoring and befriending approaches. It is a well-tested method which helps facilitate the smooth integration of refugee children, promotes their educational needs and brings refugees and asylum seekers together with other people in the local community. We offer intensive English language development courses to newcomers. Our tutors use English as the language of instruction but they are trained to be sensitive to the linguistic, academic, and social needs of the children. They use special techniques to make lessons understandable to the children whose proficiency in the English language is limited. An assistant familiar with their home language, hired from among parents or other members of the community, will be on hand to assist. Together, schoolchildren and tutors will read books, work on homework, review class work, study for tests and do other related activities.
Informal Science Clubs
Unlike our Homework Club, which takes place in community centres located around Hull, we deliver our Informal Science Clubs as an after-school activity on school property. The clubs offer informal science training for pupils who are refugees, asylum seekers or from low-income families and aims to:
- Make science engaging and enjoyable.
- Inspire children to take an interest in science.
- Make children aware of the possible opportunities in science and consider further study or a career in science.
Toranj Tuition has started developing our own science kits which will be used in the Informal Science Clubs, for which we have received funding from several prestigious organisations including the Institute of Physics, the Royal Society of Chemistry and the Biochemical Society. The details of the projects are as follows:
In this Informal Science Club project, our lead scientist has devised a 3D lighthouse model which demonstrates the principles of optical physics. First, a brief background will explain the underlying scientific concepts of the experiment. Participants will be given tools and materials to build their own lighthouses and explore the concepts of light and reflection. They will get to take their completed model home, repeat the experiment and explain it to family and friends. The project combines engaging learning with field trips and the provision of healthy food. ‘Delight of Light’ will also include a trip to a local lighthouse for children to learn further about optical physics, and also learn about their local area and its history.
The objective of this Informal Science Club project is to explain the difference between physical and chemical change, the chemical properties of vitamin C and to determine the existence and level of vitamin C in a substance by using an indicator that we will make out of cornstarch and iodine. It is a family-fun activity in which children and parents engage in the chemistry experiment and cooking. Behind the fun, there is a clear focus on teaching the underlying concept of chemical reactions by providing a real-life experience for participants.
The scientific objectives of this Club is to teach the bases of DNA by making a model of DNA with chopped fruits, celery stalks and cocktail sticks: the strawberry represents adenine; banana represents thymine; kiwi represents guanine, and; orange represents cytosine. The experiment uses the celery stalk as a phosphate backbone and the cocktail sticks to connect the ingredients together. The community scientist first provides a brief background on the biochemical science and DNA molecule which is relevant to the life experiences. The children and their families will then be given the tools and materials to make models/productions and start the investigation. During the experiment, the community scientist makes several references to the underlying molecular bioscience aspects of the experiment.