Students who arrive believing they can't do it
One of our biggest hurdles in maths is student confidence; many students arrive with a belief that they “can’t do it,” which quickly turns into avoidance. While our maths outcomes have been improving over time, shifting this mindset remains a challenge.
Seven years of tutoring, and a considered move to AI
We’ve been using tutoring for nearly seven years, including during the National Tutoring Programme. Three years ago, we moved to Third Space Learning and preferred it to other options, so when Third Space introduced AI tutoring, we decided to continue with it.
I was a bit unsure at first; I didn’t quite know what to expect, but after seeing a demonstration, it was clear why the move to AI made sense. It felt like the direction education was heading, and we wanted to be involved early to see what it could offer our students.
Period 4 on Mondays, run without a maths specialist
One of the biggest advantages for us has been reliability. With online tutoring in the past, we’d had issues with engagement, connection problems, and sometimes tutors who didn’t really hold students’ attention. AI removes a lot of those variables and keeps the focus firmly on the student.
Currently, we run sessions on Mondays during our “Period 4”. This is a mandatory 45-minute additional period at the end of the school day, specifically for Year 11 students. I run these sessions myself; I’m not a maths specialist, which highlights a key benefit: Skye delivers the maths teaching while I act as a facilitator. This setup adds capacity without increasing workload and allows our maths teachers to focus on classroom teaching.
From a staff point of view, Skye has been easy to manage, with straightforward setup and very little ongoing input required.
Student engagement has been mixed, which reflects what we see with most interventions. Some students were initially reluctant; a few said they didn’t want to “talk to a robot”. Over time, though, many of those students have become more comfortable with the format and are more willing to take part.
Past the hesitation, students just get on with it
That shift has been one of the highlights for me. Once students get past that initial hesitation, they tend to just get on with the learning.
We track progress by keeping an eye on what students cover and how that aligns with their target grades and mock assessments. Participation has improved as they’ve grown used to the format.
Home sessions next, in the run-up to GCSEs
A major benefit of the unlimited package is the ability for students to log in at home, something we’ve never had before. While we are still in the early stages, we view this as a vital area for growth. We are constantly encouraging students to launch their own sessions as we move closer to GCSE exams.
AI tutoring isn’t about replacing teachers, but it is a practical, scalable way to support students, and for us, it’s been a positive step forward.
I’d recommend Skye to any school considering tutoring. It is more flexible and less stressful to set up than traditional tutoring because you aren’t restricted by a tutor’s availability or rigid time slots. What have you got to lose by trying it?
Watch a session in action
See how Skye guides pupils through a full one-to-one session.
