Large classes and your child's progress: what the UK evidence says (and where tutoring fits)

3 days ago

4 min read

Updated: 3 hours ago

Picture an S2 maths lesson in a busy Scottish secondary. Thirty pupils. One teacher. Fifty minutes. Some pupils finished the worksheet ten minutes ago; others are stuck on question two and haven't put their hand up. The teacher is excellent, but there is only one of them.

That is the reality of large classes, and it raises a fair question for parents: how can any teacher get to every pupil in a meaningful way? We looked at what the UK evidence says.

How big are classes in the UK?

Scotland, primary: the average class had 23.1 pupils in 2025, rising to 25.7 in P4–P7 (Scottish Government, 2025).
Scotland, secondary: national averages aren't published, but under teachers' national conditions classes can have up to 33 pupils in S1–S2 and 30 in S3–S6 (20 in practical subjects).
England: the average primary class has 26.1 pupils and the average secondary class 22.6. Almost one in five Key Stage 2 pupils (413,900) is in a large class (Department for Education, 2025/26).

Averages hide a lot. A core maths or English class in a popular secondary can easily sit close to the maximum.

The arithmetic of a single lesson

Take a 50-minute lesson. Allow ten minutes for settling in, the starter and explaining the new topic. That leaves about 40 minutes. Shared between 30 pupils, that's 80 seconds each – and only if the teacher spends every remaining minute going desk to desk, which never happens. Behaviour, whole-class questions, handing out materials and checking homework all take time too.

This isn't a criticism of teachers. It's simply the maths. In a class of 30, the pupils who get the most attention tend to be the ones who ask, or the ones who are struggling most visibly. Quiet pupils, and those who are just about coping, can go a long time without anyone checking that they really understand.

What the research says about large classes

UK researchers have studied this for more than twenty years.

More individual attention in smaller classes. A large UCL Institute of Education study of 5 to 7-year-olds found that in smaller classes teachers had more individual contact with pupils, while larger classes had more inattentive and off-task behaviour. Children who started school as the lowest attainers benefited most from smaller classes in literacy (Blatchford and colleagues, 2003).
The same pattern in later years. Professor Peter Blatchford's later work linked smaller classes with more individual attention, more individualised support for pupils with additional needs, and greater engagement from lower-attaining pupils in secondary school (UCL IOE, 2017).
Size alone isn't the answer. The Education Endowment Foundation (EEF) finds that cutting class sizes adds about two months' progress on average, but real effects only appear when classes fall below 20, or even 15. Going from 30 to 25 makes little difference. The gains come from "the quality and quantity of feedback the pupils receive" (EEF).

That last point matters. The benefit of a smaller class isn't the smaller number itself. It's what a smaller number allows: more feedback, more questions answered, and more chances for a teacher to spot exactly where a pupil has gone wrong.

Where tutoring fits in

If individual attention and feedback are what make the difference, the most direct way to get more of them is small-group or one-to-one teaching. The EEF's Teaching and Learning Toolkit, which summarises the evidence for UK schools, shows:

One-to-one tuition: about five months' additional progress over a year, on average, based on 123 studies (EEF).
Small-group tuition: about four months' additional progress. "The smaller the group the better", and effectiveness drops noticeably once groups grow beyond six or seven (EEF).
Who teaches matters: tuition from experienced, trained teachers tends to be more effective than from volunteers or untrained staff.
Link it to school: tuition is more likely to make an impact when it is "additional to and explicitly linked with normal lessons".
Little and often: short, regular sessions over a set period tend to work best.

These are averages, and results vary by age, subject and, above all, the quality of the teaching. A tutor is not a magic fix. But the evidence is clear that the right kind of extra support, in a small enough group, can make a real difference.

How we put this into practice at TEAM TUTORS

We built TEAM TUTORS around what the evidence says works:

Experienced teachers and staff. Every session is led by experienced teachers and staff, all PVG checked.
Small groups and one-to-one. Our in-person groups in Inverness, from P5 to Higher, usually have no more than four pupils – well within the six or seven the evidence recommends. We also offer one-to-one sessions in person, and one-to-one online across Scotland, the UK and beyond.
Feedback in every session. Every session includes personalised materials, feedback and mentoring, so your child knows exactly what to work on next.
Linked to school. We follow Curriculum for Excellence and the National 5 and Higher courses (Qualifications Scotland, formerly SQA), so tutoring builds on what's happening in class.
Relationships first. Genuine connections. Genuine progress. Pupils who feel known and encouraged ask more questions, and make more progress.

In a group of four or fewer, or one-to-one, there's no back row to hide in. Your child's tutor knows where they are, what they find hard and what they need next.

Four questions to ask any tutor

Are they an experienced teacher?
How big are the groups?
How will sessions link to what my child is doing in school?
How will my child, and I, hear about progress?

A good tutor, whoever you choose, should have clear answers to all four.

Find out more

If your child is in a large class and you feel they're not getting the attention they need, we'd love to help. See our prices or get in touch to book a free taster session. You might also find our guide to the 2027 National 5 and Higher exam dates useful.

TOP ENGLISH & MATHS TUTORS

Why not try a FREE taster session?