Choosing to spend a Wednesday evening revisiting GCSE trigonometry instead of relaxing is a tall order for any Sixth Form pupil, but for Ralph, Harrison and Harry, it’s all part of the job! As the exam season looms for the Fifth Form, these three Sixth Formers have started STEM tutoring sessions open to Fifth Form boarding pupils on Wednesday evenings. The trio sat down to tell us all about the initiative…

Tell us about your tutoring initiative?

Ralph: We host weekly tutoring sessions every Wednesday evening. While the programme is open to all Junior years, our primary focus is supporting Upper Fifth pupils during their GCSE exam season. Attendance typically ranges from 7 to 15 pupils per session.

Harrison: We are currently working to increase pupil turnout even further. Our sessions cover all STEM subjects that we are studying at A Level - but most pupils want to focus on Maths. We mainly focus on practice exam papers and work through them together with pupils.

What made you decide to start these sessions?

Ralph: The three of us are guests of the academic committee - a group of Upper Sixth pupils who initially envisioned these tutoring sessions. Due to their busy schedules, they are transitioning the leadership of this project to us in the Lower Sixth. Our ultimate ambition is to scale the programme so that multiple subject-specific sessions can run simultaneously across several rooms.

Harry: We coordinate with teachers to select relevant topics and past exam papers. While a staff member is always present to supervise, they allow us full control to lead the sessions. Currently, the programme is exclusive to boarders, though we are exploring the possibility of including day pupils in the future.

How have you found the role of becoming teachers? Has it changed the way you see your own teachers?

Ralph: We have a lot more sympathy for them! 

Harry: I now see that it can be a challenge to convince even the most confident pupils that they could be working on something but once everyone gets going, it’s a really nice, productive atmosphere.

What has the feedback been like for these sessions? 

Ralph: The feedback has been positive; everyone usually leaves the sessions feeling more confident and happier.

Harrison: I recently spoke to a pupil who had been along to one of our sessions. We had worked through a specific maths paper provided by his teacher, and he was thrilled to find a nearly identical question on his actual exam. Some pupils are truly benefiting from the sessions which is great to see.

Harry: I think pupils are enjoying the relaxed atmosphere of these sessions, where they can work at their own pace, which helps them to process the information effectively.

How are you managing your own workloads alongside the prep and delivery of these sessions?

Ralph: The sessions are designed to be low-prep but high-impact! We primarily ensure that a variety of past exam papers are available. The three of us study different STEM subjects at A Level but we can be pretty adaptable to support almost any GCSE pupil who needs STEM subject support. If the sessions expand, then we anticipate that there may be more organisational admin needed!

Harry: We offer a flexible approach where pupils can tackle past papers, get help with tricky homework, or address specific areas of where they would like a bit more support. An added bonus is that teaching these topics reinforces our own core knowledge, which is incredibly beneficial for our A-Level studies.

Harrison: Much of the GCSE curriculum forms the foundation for our current A-Level courses. Revisiting these fundamental concepts serves as a refresher for us while helping the younger pupils progress.

Do you feel you have developed any skills by running these after school sessions? 

Ralph: Patience! I’ve learned that maintaining a pupil’s focus requires a tailored approach, so I’ve practiced slowing down the material to match the individual learner's pace.

Harrison: Adaptability has been my biggest takeaway. I’ve learned to pivot my teaching style based on a pupil’s specific goals and knowledge. I’ve realised that pupils make the most progress when they are genuinely engaged and can feel their own improvement.

Harry: This experience has significantly sharpened my communication and empathy. By looking at a problem through a younger pupil’s eyes, I’ve actually discovered new ways to understand the material myself. Building a rapport with the pupils is key; once you have that friendship, the work becomes much more effective and enjoyable for them.

What is one piece of advice you would give to a younger pupil who is worried about their upcoming maths exams?

Harrison: Come to our tutoring sessions! If you want a different result, you have to be willing to change your approach.

Ralph: Everyone is in the same boat. There’s no reason to hold back now - you’ll feel a massive sense of relief and pride just by putting in that extra bit of effort.

Harry: Preparation is key! When you know you’ve put yourself in the best possible position, those exam nerves actually turn into excitement!