IHETC School
For schools and colleges
A school does not buy tutoring: it seeks to narrow the gap between its most fragile pupils and the rest, without adding hours to its teachers.
What the school gets
- Support available outside class hours, without mobilising a teacher
- A class-level view of fragile topics, useful for adjusting a scheme of work
- Early identification of disengaging pupils, before the class council
- Access for families, with no individual steps on their part
What the teacher sees, and does not
The teacher sees fragile topics at class level and the identification of struggling pupils. They do not see individual exchanges between a pupil and the tutor, any more than parents do. The rule is the same for everyone: what enables action is shared, what would only enable surveillance is not.
How a rollout works
- 01
Scoping
Year groups involved, priority subjects, the real school calendar. One hour is enough.
- 02
Opening access
Class by class, with families informed by the school. No individual steps required from parents.
- 03
First review at six weeks
Actual usage, fragile topics observed, pupils identified. This is the moment to stop if it is not serving.