At Get Further, our vision is for every young person and adult to achieve the gateway qualifications they need to progress and thrive in education, work, and life. To make this vision a reality, the design of our programmes draws upon a robust and up-to-date evidence-base.
Why tutoring?
There is a wealth of research demonstrating tutoring to be one of the most impactful and cost-effective interventions for improving education outcomes. The Education Endowment Foundation (EEF) has found that students make an average of three months’ additional progress after just 12 sessions.
The tutoring market reflects this effectiveness. Both the demand and the cost of private tuition have grown significantly over the past two decades, resulting in wide inequalities in access. Many students cannot afford additional support from a tutor should they fall behind, perpetuating inequality across the education system.
We are proactive in staying up to date with best practice in tuition delivery, making high-quality, tailored support available to all, regardless of background.
EEF, Teaching and Learning Toolkit: Small Group Tuition
Sutton Trust (2023), Tutoring: The New Landscape
DfE (2023), Evaluation of the National Tutoring Programme Year 3 Study Plan
The Science of Learning
Our programmes are designed with cognitive science in mind, ensuring students can retain and apply their knowledge effectively. We structure learning to optimise cognitive load, using spaced and interleaved practice to strengthen retention and deepen understanding. Live modelling and scaffolding provide students with clear, structured support, while targeted feedback helps them refine their skills and build confidence.
Within our tutor training and our CPD for teachers, we teach our tutors and FE teachers to apply these evidence-based principles in practice, equipping them with the knowledge and techniques to help students learn more effectively. We recognise that, just like their students, teachers and tutors need to be supported to understand and remember what they have learned, so our training draws on the same principles.
Within our tutor training and CPD for teachers, we ensure tutors and FE teachers can apply these evidence-based principles effectively. Just like their students, educators need support to retain and apply new knowledge, so our training models the very techniques we advocate – using retrieval practice, scaffolding, and spaced learning to reinforce understanding and strengthen long-term impact.
EEF, Cognitive Science Approaches in the Classroom
Bjork Learning and Forgetting Lab: Retrieval as a Memory Modifier and Desirable Difficulties
Mark McCourt (2019), Teaching for Mastery