Research into Vertical Tutoring

Early references to Vertical Tutoring and prosocial benefits

Mixed age classrooms of one sort or another have been around from the beginning of mass education, especially when communities were served by lone teachers in one room schools and sometimes when schools (mainly primary) have done so out of pedagogical choice (Little, 2006). The earliest references I have found to Vertical Tutoring (VT) and Vertical Tutor Groups (VTGs) are from 1975. (Continue reading…)

Barnard and the philosophy of Vertical Tutoring
Peter Barnard, a former headteacher and champion of Vertical Tutoring, claims that VT ‘stabilises’ schools as places where pupils can learn (Barnard, 2010, p. 22). He believes that the key to this is learning relationships and that 'Reciprocity and attachment underpin and drive many of the pre-conditions of western learning relationships' (Barnard, 2010, p. 21).
Rose and Pelleschi and the impact of VT on a school in special measures
In 1997 Derek Rose and Alun Pelleschi, the headteacher and section manager at a Sheffield school which was in special measures (largely because of serious behaviour problems and the failure of the pastoral system to effectively protect the welfare of the pupils (Rose and Pelleschi, 1998)) introduced vertical tutoring to help address the school's problems. (Continue reading…)

Kent and Kay’s experience of establishing VT in a school

Kent and Kay, the headteacher and deputy of a school that introduced VT in 2006 wrote an online article about their experience of introducing VT (Kent and Kay, 2007). (Continue reading…)
Tattersfield researched vertical tutoring at a comprehensive school in south west England which used VT at their split site, with Years 7-9 in mixed tutor groups at site 1 and Years 10-13 mixed at site 2, until 1983 when they changed to a horizontal system (Tattersfield, 1987). (Continue reading…)
Ewan-Corrigan and Gummerum
One very recent study which was specifically focused on the impact of VT on pupils’ prosocial behaviour was by Ewan-Corrigan and Gummerum, who gave a standard pyschological personality test questionnaire to 87 pupils (32 x Y7 and 58 x Y9/10s) two months before and then four months after their mixed comprehensive school's transition from a horizontal to a vertical structure (Ewan-Corrigan and Gummerum, 2011). (Continue reading…)