A tutor should know how much help the child needed to produce the correct answer. “Correct after a full explanation” and “correct independently” are not the same learning state.
This legacy Edgefield Primary tutor page now owns one job: marked work → prompt ladder → independent retest. It is not affiliated with Edgefield Primary School and does not imply a physical branch beside the school.
The Prompt Ladder
| Level | Example | What it shows |
|---|---|---|
| Full model | Tutor demonstrates the whole process | Skill is still being taught |
| Specific cue | “Look at the subject before the verb.” | Knowledge exists but selection is weak |
| General reminder | “Check the sentence relationship.” | More independent retrieval |
| Silent wait | No cue | Student owns the process |
Marked Work Gives the Starting Point
- Which English error repeats?
- Can the child explain it after the paper?
- What cue is needed for correction?
- Does the same error return in a fresh question?
- Does it return in writing or another English mode?
The Tutor Should Move Down the Ladder
A useful intervention makes the required prompt smaller over time. If the tutor is still giving the same specific cue months later, the programme should ask why the process has not become internal.
Three Students Makes Prompt Dependence Visible
In a three-student group, one child may answer independently, one after a general cue and one only after a specific cue. The shared task stays the same while the tutor records different prompt states.
What Parents Can Ask
- How much prompting does my child need?
- Is the prompt becoming smaller?
- Does the skill survive a fresh passage or writing task?
- Can school work show the same independence?
Families searching near Edgefield Primary should confirm current eduKate teaching location, timing and availability directly. The useful measure is not proximity alone; it is whether the tutor is transferring the process into the learner.
