Black History Month: Breaking barriers in education for better outcomes

October is Black History Month in the UK – a time to celebrate the historic achievements and contributions of the Black community. For us, it’s also a prime opportunity to take a closer look at the state of education for young Black people and explore ways to make it more fair and inclusive for the future.

Before the pandemic’s disruption to learning, pupils from Black ethnic backgrounds, on average, scored the lowest GCSE pass rates among all major ethnic groups. However, the most recent GCSE results show remarkable progress, as Black students achieved English and math pass rates similar to their peers from other ethnic backgrounds.

As part of our Black History Month activities at Action Tutoring, our PR, Media and Policy manager, Henry Derben had a thought-provoking chat with Hannah Wilson, co-founder of Diverse Educators, development consultant, coach, and trainer of Diversity, Equity, and Inclusion practice. With Hannah’s extensive background in education, including roles such as head of secondary teacher training, executive headteacher, and vice-chair of a trust board, the conversation delved into the critical issue of enhancing educational outcomes for young Black students.

Here are highlights of the dialogue:

Do you think the UK curriculum adequately covers and teaches Black History extensively today?

Many schools are trying to improve, but they are also longstanding gaps. The issue of focusing too much on celebrating Black Americanness during Black History Month often comes up. We tend to emphasize the American civil rights movement and well-known Black figures. But many schools miss the mark by neglecting the rich history of UK Black identities. While it’s encouraging that schools are making more efforts, we should aim for a future where Black culture and identity are integrated throughout the curriculum.

We need to focus on the complexity and intersectionality of Black identities, including Black women, Black queer individuals, and Black disabled people. Our celebration of Black History should be more specific and inclusive.

Referencing a 2020 House of Commons briefing paper, which stated that Black ethnic students had the lowest rate of attaining standard passes in English and math GCSEs among major ethnic groups. What contributed to this performance trajectory?

When we look at the data, it’s clear that there is a performance gap, and it’s not just about grades. It’s also about the career satisfaction and the salary gap that many Black individuals experience. The challenge lies in the lack of representation, diversity, and inclusivity in various sectors, including education and employment. Schools need to be more intentional about who they present as role models to show what is possible. If we want to change these patterns, we need to disrupt the status quo and create a conscious investment in mentoring, coaching, and advocating for individuals to access opportunities that might not have been available to them otherwise.

Representation within the workforce is another key aspect. We need to address the lack of Black representation in leadership positions, not only in schools but also in higher education.

Research has shown that disadvantage starts very early in a child’s life. Children from low-income backgrounds often begin school four and a half months behind their more affluent peers. What can be done in the early years to help break this cycle of disadvantage and ensure that young Black people make progress and catch up?

It’s important to start with the curriculum. The curriculum in the early years should be diverse and inclusive. We need to focus on representation and ensure that Black children see themselves reflected in the materials, stories, and experiences they encounter. However, we need to move beyond simply adding diversity as a “bolt-on.” The representation should be integral to the curriculum, not an afterthought. We also need to consider the intersectionality of identities and recognize the unique experiences of Black children. Ultimately, we must work to dismantle systemic and structural barriers by creating intentional strategies that promote inclusivity.

Moving to the primary and secondary levels, are there specific policies that can help address performance inequalities at these stages, beyond tutoring?

It has to start with the curriculum, surely tutoring and mentoring all of those interventions like mediation support mechanisms are so powerful, we know that make up the difference. But what are we actually doing to challenge the root causes? We have to stop softball. We’re often throwing money at the problem, but not actually fixing the problems or doing things differently. We need to revisit and rethink how we structure the school day, who is doing the teaching, what is being taught, and how it’s being taught.

There’s a need for a fundamental disruption in the way we approach education. Schools should think about the intersectionality of identities and be intentional about representation and cultural relevance in their pedagogy. It’s not enough to provide pockets of representation; we must ensure that representation is consistent across the curriculum. We need to address the concrete ceiling that often prevents Black individuals from accessing leadership opportunities. Career guidance, sponsorship, and mentoring should be part of the solution to break these patterns. Collective action is essential to create lasting change.

Shifting our focus to parents and guardians, they play a crucial role in a child’s early years and education. What can parents and guardians do to contribute to positive change within the education system?

Schools need to work more closely with parents and create a partnership based on equity and democracy. Often, schools tell parents what they need to do, and there’s an imbalance in the power dynamic. We need to involve parents in the decision-making process and truly listen to their voices and perspectives. Thinking about how we work with parents and create a true partnership and collaboration. That to me, is what some schools perhaps need to revisit – their kind of plans, commitment, or the ways they work with different stakeholders. Engaging parents more closely is definitely a way of helping them get involved in schools so they’re part of that change cycle.

Finally, in the context of Black History Month and improving outcomes for young Black people, what is your call to action for everyone?

My call to action is for more individuals, particularly those in White-majority spaces, to become allies. Reflect on your own experiences with schooling, curriculum, and identity affirmation. Recognize that representation and diversity matter. Challenge the gaps and biases in the system, and work intentionally to create change. Be aware of the positive impact that representation can have on young people. It’s essential to disrupt stereotypes and ensure representation is consistent across all subjects. We need to take collective action to create a more inclusive and equitable education system.

Targeted support for young Black people

Hannah’s insights underscore the urgency of addressing the disparities in our education system. By offering targeted support, improving the curriculum, breaking systematic barriers and taking collective action, we not only acknowledge the unique challenges young Black people might encounter but also send a powerful message that their experiences, voices, and perspectives matter. Ultimately, nurturing Black pupils’ growth and well-being not only enriches their educational journey but also contributes to a more diverse, empathetic, and socially conscious society as a whole.

As Black History Month is being marked across the UK, let’s heed the call to action and take collective steps toward a more and empowering education system that taps and nurtures the potential of all young Black students.

Student Volunteering Week 2024 – what to expect

Student Volunteering Week 2024 is approaching and you might be thinking – what is it? What’s the point? And, most importantly; how can I get involved?

What is Student Volunteering Week?

Student Volunteering Week is an annual event that celebrates and promotes student volunteering across the UK. It encourages students to:

• Engage in volunteer activities
• Develop valuable skills for their future
• Make a positive impact on the communities in which they live.

When will Student Volunteering Week 2024 take place?

Student Volunteering Week 2024 is happening from Monday 12th to Sunday 18th February 2024.

What to expect from Student Volunteering Week 2024 

If you’re a student, it’s likely that your university will be hosting one or more events during the week. These might include:

• Sessions on getting into volunteering
• Charity spotlights, or volunteer days with specific charities
• Volunteering fairs
• Taster workshops

You can check your university volunteering service, careers or student union page for information on what activities they’re hosting throughout the week.

What types of volunteering opportunities are available to me as a student?

The world is your oyster! There are a huge range of opportunities to get involved in, depending on your interests and skills. Here are some common categories of volunteering you can get involved in:

• Conservation: opportunities include tree planting, cleanups and habitat restoration.
• Education: tutor or mentor younger pupils who would benefit from your help. 
• Community: students can volunteer at local community centres, food banks, or shelters.
• Elderly: provide companionship or assistants to seniors at home or in nursing homes.
• International volunteering: some students choose to volunteer abroad, contributing to projects related to education, healthcare or construction.

Why do students volunteer?

Most of the reasons students volunteer are shared by all volunteers – to give back, explore interests and build a sense of purpose.

Another key motivation is that volunteering provides an opportunity to gain practical experience in a specific field. Volunteering can help students build their CVs and enhance their skills in preparation for future careers. 

Some students get involved in volunteering as part of their university course. This can be in the form of a placement, volunteering module or a work-based learning module.

It’s also a great opportunity to network. At Action Tutoring, many of our staff members volunteered with us before taking the opportunity to join our staff team!

“During my university placement, I tutored both online and face-to-face and really enjoyed seeing the impact of the work I was doing with the pupils in real-time. I enjoyed tutoring more and more with every session.

My interest in the charity sector and my passion for reducing educational inequality spurred me on to apply for the role of North West Programme Coordinator! This role has enabled me to deepen my understanding of the education charity sector and develop within myself as a young professional.”

– Laura, North West Programme Coordinator

How can I find out more about volunteering with Action Tutoring?

To find out more about volunteering with Action Tutoring this Student Volunteering Week 2024, just head to our volunteer page, or check out our role description.

Already an Action Tutoring volunteer, and want to get involved in Student Volunteering Week 2024?

There are a number of ways in which you can get involved and help us to grow our volunteer community.

• Post on social media about your experiences volunteering with us. This could be your “why”, sharing our impact data, your top tutoring tip or a volunteering highlight. Don’t forget to tag us! 
• Get creative on TikTok. It goes without saying that you can’t film your pupils, but we’d love to see your journey to/from your programme, session highlights or any advice you have for new volunteers who are thinking about getting involved.
• Write a blog on your experiences volunteering. Most university volunteering or careers services have a blog to share volunteer experiences and shine a light on different charities.

So, we hope you’ve come away with at least one idea of how to get involved in Student Volunteering Week! A huge thank you to all students who are already volunteering alongside their studies and making a difference in their communities.

Party conferences 2023: Key takeaways on tutoring and education

Over the past two weeks, the country has witnessed a flurry of political activity as the Liberal Democrats, Conservative and Labour parties held their annual party conferences in Bournemouth, Manchester and Liverpool respectively.

Party conferences are platforms for parties to unveil their policy proposals, debate critical issues, and set the tone for their future agenda. Party members, think tanks, trade unions, charities, and businesses converge to take part in debates and panel discussions.

Our CEO, Susannah Hardyman, joined education panels organised by the Education Policy Institute (EPI) and Centre for Social Justice (CSJ) at both party conferences, alongside our charity friends, Get Further and the Tutor Trust. The panel discussions revolved around building entrenched support for tutoring, keeping the National Tutoring Programme (NTP) focused on disadvantaged pupils and making it a permanent fixture in our education system.

As a charity that fights for better outcomes for disadvantaged children, attending party conferences helps us to advocate for broad systemic changes and drum home the long-term benefits of tutoring. With the future of the NTP and extra funding for schools hanging in the balance, party conferences are critical opportunities to engage all parties on these issues, especially ahead of the autumn statement in November.

Long-term tutoring

The Liberal Democrats have pledged to provide free, targeted, small-group tutoring for 1.75 million pupils struggling with their studies. The party’s education spokesperson, Munira Wilson MP, said the commitment is aimed at filling the void left by the National Tutoring Programme, which is set to end next year. Read more in our blog.

Joining our CEO for the panel discussion on fixing educational disparities across the UK at the Labour Party conference were Children’s Commissioner Dame Rachel DeSouza, Tutor Trust CEO Edward Marsh, Get Further CEO Sarah Waite and Deputy Mayor of Greater Manchester, Kate Green.

The panel’s general consensus was that tutoring should be targeted at more disadvantaged young people who need it. Agreeing with Susannah that the NTP needs to be “unashamedly focused on disadvantaged children,” Dame Rachel charged the Labour Party to support tutoring but focus it on those kids who most need it in the most disadvantaged areas.

“We need to intensively support kids in schools. Tutoring is a key part of that support but needs to be targeted and delivered through high-quality tutors to support disadvantaged children across the country.”

Dame Rachel

Referencing some key findings from the Future of Tutoring report by Public First, Susannah said “Tutoring doesn’t just tackle academic disparities but also has wider, spill over benefits. Teachers reported an increase in pupil confidence, attendance, and relationships with others.”

Review the NTP

In a Q&A session, shadow education secretary, Bridget Phillipson voiced Labour’s intention to review and rectify the challenges of the National Tutoring Programme, introduced by the current government, as part of a broader effort to address the enduring impact of Covid-19 on education. She expressed eagerness to explore how to provide more tailored support for children to help them recover lost learning, both in the short term and long term.

“We know that the pandemic has had an impact and will cast a long shadow over the next decade and more because the government failed to deliver a proper plan”

Phillipson said, expressing interest in looking at effective interventions

Recommendations for the NTP

On the panel discussing tutoring for the future at the Conservative Party conference, Susannah called for the reinstatement of the pupil premium targets, small group tutoring and extra funding for schools to achieve the goal of the NTP of education recovery and closing the attainment gap.

“NTP hasn’t stayed true to its vision of being focused on the disadvantaged with the removal of pupil premium targets and change of group sizes. The recommendations for the NTP to succeed are: focus resources on the most disadvantaged children, stay true to the evidence base, retain the 1 to 3 group size and increase funding for take up.”

Susannah

Susannah reiterated these NTP recommendations in a recent op-ed in TES to increase uptake and impact of the initiative and narrow the attainment gap.

As the NTP approaches its final year in 2024, there is a legitimate concern that the progress made in integrating tutoring into schools, particularly its role in supporting post-COVID recovery, may be lost if the plugs are pulled. With the attainment gaps at primary and secondary levels widening, it is important, now more than ever, to make high-quality tutoring widely accessible, especially for pupils from low-income families and disadvantaged communities.

“This is not the time to withdraw this critical support. To enable schools to effectively plan for the long-term integration of tutoring, they require early clarity on the continuation of funding. Government should be fully committed to making tutoring a mainstay in our education system.”

Susannah

Tutor Trust CEO, Edward Marsh, in his reflections on party conference season published on LinkedIn said “While it’s reassuring that all three parties have recognised that tutoring is a vital tool in providing greater equity and a fairer education system for all, there’s still a lot of work to be done.”

Key education-related announcements at the party conferences

The Conservative Party led by Prime Minister Rishi Sunak said in his speech that bolstering education was “the closest thing we have to a silver bullet” describing it as “the best economic policy, the best social policy, the best moral policy“. Although this is an encouraging rhetoric, more is needed in terms of actions and policy to demonstrate this commitment practically.

Combining post-16 qualifications

One striking announcement was the merging of A-levels and T-levels into a novel qualification known as the Advanced British Standard. The change would see all 16-to 19-year-olds in England typically study five subjects, including some English and maths till age 18.

Sunak said this merger would establish parity between technical and academic education, guaranteeing that all young individuals graduate with a strong foundation in mathematics and English. This policy pivot marked a departure from the implementation of T-level qualification, which was introduced by the government previously.

Tax breaks for teachers

Sunak also announced a commitment to provide up to £30,000 financial incentive for key subject teachers as a reward for doing one of the most valuable jobs in our society. “In order to attract and retain more teachers, those who teach key subjects in schools – and, for the first time, in our further-education colleges too – will receive special bonuses of up to £30,000, tax-free, over the first five years of their career,” Sunak said.

Funding for maths education

In a follow-up to his earlier announcement for maths to be made compulsory for some pupils till 18 to tackle the ‘anti-maths mindset,’ the prime mister pledged an additional £600 million, to be disbursed over a span of two years, aimed at bolstering the training of mathematics teachers and supporting students in their compulsory GCSE resits for mathematics and English in colleges. These proposed plans are all slated for consultation, with potential implementation from the 2033-34 academic year in England only.

Real-world maths

The shadow education secretary, Bridget Phillipson, said a Labour government will address the persistent chronic cultural problem with mathematics through early intervention and the teaching of “real-world” mathematics in primary schools. This will include integrating practical numeracy skills such as budgeting and savings, which are crucial for professional and everyday life right from the start. “It’s why I’m proud to tell you today, that we’ll tackle our chronic cultural problem with maths, by making sure it’s better taught at six, never mind sixteen.”

Ofsted reforms

Children’s commissioner, Dame Rachel de Souza, shared her perspective on the role of Ofsted during the Labour party conference, suggesting that the inspectorate should undertake broader national work on youth policy and involve more students in discussions about the curriculum. She also supported the idea of Ofsted conducting a thematic review on school attendance and conveyed concerns that the current direction of Ofsted’s approach might be constraining rather than liberating.

Early years provision

Labour said it would spearhead efforts to review and craft an early years provision that “the next generation deserves.” This will include universal breakfast clubs to encourage attendance and engagement. Philipson said the initiatives form part of the party’s goal to “deliver on our ambition of a modernised childcare system supporting families from the end of parental leave to the end of primary school.”

Mental health support

The Labour Party reiterated their commitment to integrating mental health support in every school and hub. “Labour will put specialist mental health professionals in schools, so every young person has access to early support, resolving problems before they escalate.”

Keep fighting beyond party conferences

The challenges confronting children and young people, along with the ongoing struggles with school funding and staffing, are huge. It’s clear we’re a long way from Covid recovery – rather, the post effects from the pandemic disruption will linger on in the education system for years to come. 

As an education charity, we remain committed to advocating for better outcomes for disadvantaged children and young people by working across party lines, prioritising solutions to their needs and influencing policies in their best interest.

Could you make your gift go further? #TickTheBox

Could you help us make £1.25 out of £1 by ticking the box for Gift Aid?

Gift Aid is one of the simplest and most effective ways of giving to charity. When a UK taxpayer makes a donation to a charity, that charity is eligible to receive an additional 25% of the donated amount. 

The arrangement serves as a tax relief mechanism benefiting charities in the UK, ultimately boosting contributions without any additional cost to the donor.

What is Gift Aid awareness day?

5th of October each year is Gift Aid Awareness Day. This is an initiative run by the Charity Finance Group to raise awareness of the importance of Gift Aid.

Why you should #TickTheBox

Action Tutoring is registered for Gift Aid, allowing us to claim an extra 25% on every donation from His Majesty’s Revenue & Customs (HMRC). But this is only possible when donors tick the Gift Aid box. 

If you are eligible for Gift Aid and can tick the box, your donation could go even further. Gift Aid can add up to substantial amounts and really makes a difference at Action Tutoring and to the lives of the young people we support.

“When you #TickTheBox, we get an extra 25% donation at absolutely no cost to the donor. If you do pay tax, it’s such an easy way to support your charity of choice without any extra effort. It helps us to do more of the great things we already do! I always #TickTheBox when I donate to any cause I care about. As a fundraiser, I know what a difference it makes to charities,”

Hannah O’Neill, Head of Philanthropy at Action Tutoring

Donating to Action Tutoring with JustGiving

You can donate to Action Tutoring through JustGiving. After you have entered your donation amount and confirmed that the donation is your own money, you will be asked to add Gift Aid and tick the box.

Donating to Action Tutoring by bank transfer

If you are donating via bank transfer, or have a direct debit with us and would like to add Gift Aid, it’s really simple.

Just reach out to our Fundraising Coordinator, Molly, on molly.cottrill@actiontutoring.org.uk, to ask for a Gift Aid Declaration form, which only takes a couple of minutes to fill out.

Thank you for your donations and support

Your support for Action Tutoring is invaluable and we couldn’t provide our vital tutoring service without you. Gift Aid can make your support go further, allowing us to help more disadvantaged young people to reach their academic potential.

“We use the extra donations to support our pupils even further. Donations and Gift Aid help us provide more pupils with workbooks, headphones and access to our online classroom, with every high-quality tutoring session moving them closer to success in key exams,”

Hannah O’Neill, Head of Philanthropy at Action Tutoring

If you cannot add Gift Aid, your donation still creates a lasting impact, and we value every contribution you can make.

Please refer to this link for more government guidance on Gift Aid eligibility and conditions.

Tutor spotlight: Eleanor Grandchamp – future children’s speech & language therapist

Today we are shining a spotlight on an Action Tutoring volunteeer, Eleanor Grandchamp. Tutoring has been an instrumental part of Eleanor’s journey to becoming a children’s speech and language therapist. It inspired her choice of career, as well as being valuable experience that helped her land a job in a school and a spot on a competitive language therapy master’s course.

Please tell us a little bit about yourself

I’m Eleanor and I have been a tutor and advocate for Action Tutoring since 2020. I currently work in a primary school delivering speech and language therapy and behavioural support to a named child. I am due to start my master’s in Speech and Language Therapy at Reading University in September. I hope to be qualified as a paediatric SLT (speech and language therapist) with my own clinic one day, delivering free sessions in schools in economically deprived areas of the UK.

I learnt about Action Tutoring at my fresher’s fair at the University of West England, where I joined a local tutoring programme in Bristol in my first year (2019). I chose to help different year groups every time: Year 5, Year 6, Year 7, and Year 11.

Because of this, when I graduated, I found a job in a primary school rather than secondary school as I had already found that my teaching style resonated more with primary school children and I wanted to develop that further. Without Action Tutoring, I would not have been sure what year group I enjoyed teaching the most.

How do you feel your tutoring experience has helped you in your current role and how has it helped you secure a place on a speech and language therapy course?

My current job as a SEN LSA (special educational needs learning support assistant) in a primary school is very similar to tutoring but on a one-to-one basis instead. Action Tutoring taught me how to follow a programme and personalise it for each child. My employer was impressed with how prepared I was to teach and this was due to my time tutoring every week with Action Tutoring. Having tutored on and off for 3 years both in person and online, I had a large amount of contact hours with schools and teaching, which is what I needed to qualify for my job role. 

Through working with Action Tutoring, I developed a passion for speech and language therapy. I saw how it impacted a child’s educational and personal development and researched ways to overcome this, such as becoming a paediatric speech and language therapist. 

When applying for my master’s course, the university was impressed with my dedication to tutoring during my own studies. It showed my dedication to improving the education sector in my local Bristol area.

What are your goals for the future?

My goals for the future have been inspired by Action Tutoring. Once I am a fully qualified paediatric speech and language therapist, I would like to offer free speech and language therapy training for the staff working in schools with children affected by these disabilities, or free speech and language therapy sessions for the children and their families. 

Similarly to tutoring, there is a long wait until resources can be accessed by the children and by then it may be too late or not fully provide what is needed to help them. I would like to be part of the movement Action Tutoring has started to create equal opportunities for all children regardless of economic background. to give them a fighting chance to achieve their goals.