- Tutorials were first established at Peterhouse in 2011. During this time, they have been refined and developed in line with current and developing autism research. In 2017, the school worked collaboratively with Dr Kate Silver (Deputy CEO, Autism Initiatives) in her research study ‘How can autistic people be enabled to contribute their own thoughts and knowledge to significant conversations’. This further informed work in personal tutorials and subsequent staff training opportunities.
- Tutorials create a unique opportunity for personalised learning. They encourage students to develop a one to one rapport with a key member of staff who will offer the support necessary to enable each individual to achieve well.
- Tutorials offer quality conversations between tutor and student, allowing education staff to address specific areas while giving the student a voice. This enables students to work towards their own self-development in order to achieve skills for life. Evidence shows that tutorials impact fundamental areas of the student’s life and this, in turn, impacts engagement and learning which support better long-term outcomes.
- Throughout the tutorial process, tutors work with individuals, initially developing key relationships so that the student trusts the tutor. The key aim is a power balance of communication where the tutor recognises areas of difficulty and enables the student to develop the confidence necessary to share thoughts and ideas in a way that is personalised to their own ability. Topics can vary throughout and ‘getting to know you’ activities or work on general topics might be necessary before the student is ready for directed learning or a specific topic. Student-led areas are where the agenda is shared by both adult and student as they develop key strategies and skills to enable the student to navigate the wider world.
- Time-limited, specific tutorials enhance the quality of personalised education for the individual student. Further, staff professional development ensures that autism practice continues to evolve and develop in line with current research. Introducing concepts of metacognition and redefining staff understanding of autism (at all levels) help to ensure an effective curriculum offer.
- It is important that the adult understands the student’s specific communication tools, subsequently empowering the student to progress with greater independence. Specifically, current research suggests that learning about conversation types and exploring metacognition are particularly relevant. Tutorials at Peterhouse enable students to develop ownership of their own progress, which supports them in progressing successfully into adulthood.
“I can say what I want to say without worrying”
“I feel you listen to what I’m saying”
“Helps me to realise I am not alone and I am not isolated”
“There’s no stigma”
