The Question of Tutor Time
Should We Scrap It?
Since the launch of my second book, Transforming Your Tutor Time Curriculum: 100+ Activities to Support Wellbeing, Strengthen Culture and Supercharge Success, an unexpected number of educators have asked me whether we should do away with Tutor/Form/Clan/Registration Time altogether. Having spent the last year dedicated to making tutor time more impactful, I completely understand why this question is being raised—and I’m keen to dive into it!
Time is precious in education. Providing our young people with excellent experiences requires us to think carefully and purposefully about how we spend our weeks, days and periods. As my research in the book suggests, tutor time can represent one of the biggest wasted opportunities in schools.
Done poorly: Without structure, strategy, or significance, it becomes a substantial strain for busy teachers who, as we know, often feel undervalued and overworked.
Done badly: Lacking leadership, intention, or focus, tutor time can feel to pupils like sitting in a waiting room—without purpose, without engagement, and simply as something to endure rather than something to engage and benefit from.
The Mona Lisa
But here’s the thing: we often don’t recognise the value of something until it’s gone. Take the Mona Lisa, for example. Before it was stolen in 1911, it was admired mostly by art critics but wasn’t the global icon it is today. Yet when the painting disappeared, crowds gathered not just to see the artwork but to witness its absence. And over the next two years, until she was returned, more people visited this empty spot where she had hung than had come to see her in the preceding months. The mystery, the media frenzy, and the realisation of what had been lost turned it into one of the most famous paintings in history. It seems that we are often better placed to appreciate something once we experience its loss; we take for granted what has always been and can fail to recognise the significance of something until it is gone.
This same principle applies to tutor time. If we scrap it entirely, we may only realise what it offered—connection, guidance, a sense of stability—once we miss it.
Hand Bannisters and Handrails
Tutor time, done well, is like a hand bannister or handrail. It is not dramatic or the focal point of a building, and if it is poorly designed, people barely notice it or, worse, find it an inconvenience. But when it is thoughtfully built, well-fitted, and placed exactly where it is needed, it provides support, steadies the journey, and ensures people can move forward safely and with confidence. Tutor time is not the experience itself, but it can make the journey smoother, more secure, and more purposeful. It has the potential to strengthen school culture, enhance pupil wellbeing, and support academic success, not through grand gestures but through small, daily moments of guidance, connection and activity that add up over time.
When used effectively, tutor time establishes routines, supports wellbeing, and strengthens relationships between pupils, teachers and peers. It enables early intervention, reinforces expectations, and provides space for meaningful discussions that shape school culture.
I wrote Transforming Your Tutor Time Curriculum because I believe that if we are asking teachers to do something, it must be valuable, intentional, and purposeful. My book provides the rationale and resources to ensure that tutor time can be impactful without adding to the teacher’s workload.
Structured into four parts, the book first explores how to design an effective tutor time curriculum that contributes to whole-school improvement. The remaining three sections contain over 100 ready-to-go activities, requiring little to no teacher preparation, divided into key themes: School Culture and Community, Health and Wellbeing, and Academic Improvement. Each activity includes background context, clear instructions, and discussion prompts to help teachers maximise their time without additional stress.
Upcoming Webinars
I will be delivering two different webinars on tutor time, one for the Head Masters Conference (HMC) and the other for the Scottish Council for Independent Schools (SCIS).
If you’re interested in learning more about how you can transform your tutor time curriculum, I encourage you to join one of these webinars. They will be excellent opportunities to explore practical strategies and engage in discussions with fellow educators.
The book is now available for pre-order on Amazon, and I would love to hear your thoughts. Should we be doing away with tutor time, or should we be transforming it?
