The COVID-19 pandemic has had an unprecedented impact on education systems worldwide, leading to significant learning loss, exacerbating existing educational inequalities and disproportionately affecting disadvantaged students. Governments around the world have begun to invest in large-scale tutoring initiatives as a key component of their pandemic recovery efforts. It is essential to summarise the existing evidence on the effectiveness of different tutoring approaches and identify the factors that contribute to successful implementation. This working paper aims to provide a comprehensive synthesis of meta-analyses on the effectiveness of tutoring programmes involving one-to-one and small-group tuition. By examining the existing literature and identifying key findings, this paper will offer valuable insights for policymakers, educators, and researchers seeking to design and implement effective tutoring programmes.