How a former pupil and teacher reunited through volunteer tutoring

An unexpected reunion between a former pupil and a revered teacher made possible by a shared passion for education.

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In the vibrant city of Bristol, Gemma Ray, a finance compliance officer and volunteer with Action Tutoring, arrived at the bar to join other volunteers for a socials quiz. After a busy academic term of supporting young people in local schools to improve their knowledge and confidence, our volunteers converged at the riverside hangout, in high spirits to connect, share experiences, and face off in teams for the games.

Just before the line-up of activities began, Gemma was greeted by a familiar yet unexpected face, jogging her memory from about 12 years ago. It was Andrew Fagan, her further mathematics teacher from North Bristol Post 16 centre, Cotham and Redland.

“I didn’t recognise him at first when he said hello, as it had been a very long time, but he still looked just as he did back then. I was surprised he recognised me after all this time and with so many students.”

Crossing paths with Andrew at the socials stirred sentiments of nostalgia and appreciation. Gemma recalled a crucial algorithmic error in grading that was rectified through Andrew’s guidance, which ensured her rightful admission to Bristol University.

“It was actually between Mr. Fagan and another teacher, Mr Williams, that I learned about the algorithm which calculated the A level grades for maths and further maths when you did both of these together at the time. It is only because of this knowledge that I was able to set the record straight and secure my place at the university in 2011.”

A deep love for maths

For Gemma, mathematics has always been more than calculations; it has been a lifelong passion – one she pursued ardently despite societal perceptions.

“I always loved maths from a young age, choosing to do it in my free time at home and in my ‘golden time’ at primary school. This was not seen as ‘cool’ so I have some experience of bullying and can relate to that. I did my maths GCSE one year early as recommended by my secondary school and I always wanted to do maths at university as there was no other logical option for me at the time. I graduated with first-class honours in 2014.”

However, Gemma admitted some level of struggle in maths during her sixth-form year, empathising with how underperforming pupils feel about mathematical concepts they find difficult to grasp.

“In my second year of 6th form, there were only two of us left doing further maths with the others having dropped out after or during the first year. The other student who carried on did not always attend the lessons so it was a bit like having a personal tutor for further maths, which was very beneficial as it was quite a bit more difficult than the ordinary maths A level, and I admit that I found it quite hard at times.”

Like many of the pupils that Action Tutoring supports who are identified by their schools as being at risk of not meeting expected standards in their finals, Gemma had a fleeting experience of that moment in maths.

“One time, I had 2 mock exams on the same day so I chose to revise for one and not the other. If it had been the real test, I would have failed the further maths that day. I remember Andrew being shocked and maybe a little bit worried for me, but all was well in the real exam at the end.”

The journey of volunteering

As the world grappled with pandemic lockdowns, Gemma’s employer, DAC Beachcroft, embraced flexibility and encouraged staff to engage in community projects including volunteering as tutors with Action Tutoring. Fuelled by her passion for mathematics and a desire to support young people struggling with the subject, Gemma signed up to volunteer with Action Tutoring in November 2022 to support young people struggling with maths in Bristol schools.

“I have enjoyed the programme so far. It is nice to know that you are making a difference to individuals who may need extra support. They are so engaged and ready to learn. You find that your mindset changes, you become more patient and you start to see the problems from their point of view.”

Conquering fears

Gemma said one of her fears before starting tutoring was the phobia of making mistakes in a session with pupils. However, tutoring has since helped her to confront that anxiety and not worry about making mistakes and correcting them.

“You also learn not to worry about making any mistakes because if you do make any silly mistakes, it will only cement in their minds that mistakes are okay and that they are only a normal part of life – and that adults make mistakes too.”

The power of volunteer tutoring

Through this volunteer initiative, Gemma discovered the transformative power of tutoring and mentoring young people and the need for additional education support, especially for disadvantaged students.

“Many disadvantaged students would benefit from more one-on-one tutoring, and as we all know this is not always possible with the teacher in the classroom themselves, because they are only one person and the workforce is stretched thin with very large class sizes in some schools now.”

Gemma also emphasised the accessibility of tutoring, urging others to contribute, and highlighting the impact even minimal commitments can have on a child’s educational journey. Inspiring others to embrace tutoring, Gemma reflected on the gratification derived from witnessing pupils eagerly engaging with content in the session templates and interactive learning methods.

“You can simply tutor online from the comfort of your own home with no travel time. You spend as little as 70 minutes out of your working day. You do not need to commit very long term. Know that every session you do will count and will make a small difference in a child’s educational journey. You do not need a lot of experience to be a tutor.”

Gemma’s story is a testament to the enduring bond between teachers and students, the transformative power of education, and the rewarding spirit of giving back. As she continues her tutoring journey, she stands as a beacon, inspiring others to bridge the academic attainment gap and shape brighter futures for disadvantaged young people, one session at a time.

Young impact makers attend Platinum Jubilee Award reception

Newcastle volunteer tutor, Eliza Blowes, and Action Tutoring’s fundraising coordinator, Molly Cottrill were part of a special group of volunteers and charity representatives who attended the prestigious reception for Queen Elizabeth II’s Platinum Jubilee Award recipients. Her Royal Highness Princess Anne was the special guest of honour.

Eliza and Molly were chosen to represent the education charity at the reception last week Tuesday, which offered places for two change agents under age 25 and two staff from the organisation to attend. Founder and CEO, Susannah Hardyman and deputy CEO, Jen Fox, also attended the event at the Fishmongers’ Hall in London.

Action Tutoring received The Queen Elizabeth II Platinum Jubilee Volunteering Award, in recognition of the significant impact of its volunteer tutors on disadvantaged young pupils across England. This esteemed award, equivalent to an MBE, now known as the King’s Award for Voluntary Service, represents the highest acknowledgment bestowed on local voluntary groups in the UK. The aim is to celebrate fantastic work by national charities and their volunteers to empower young people and provide them with skills and opportunities.

Positive transformation

Eliza, a master’s student at Northumbria University, Newcastle, was chosen for being actively involved in providing additional academic support to disadvantaged young individuals within her local Newcastle communities. Since August 2022, Eliza has tutored primary and Secondary English, in-person and online, in 51 sessions across eight different programmes in local schools.

Expressing her passion for language and its transformative potential in diverse and disadvantaged communities, Eliza, who is studying for a postgraduate in Applied Linguistics for TESOL (Teaching English to Speakers of Other Languages), emphasised her interest in contributing to better outcomes for pupils in schools.

“Having personally witnessed the positive transformation we have brought about in pupils within my community, I am elated to see the organisation receiving this well-deserved recognition.”

Eliza

Relatively young charity

HRH Princess Anne spent time handing certificates and speaking to representatives of each awarded charity. HRH Princess Anne was particularly interested in the history and impact of Action Tutoring, as a relatively young charity, being awarded alongside established and centuries-old charities, including the British Red Cross and Scouts. With only 12 years since its founding, Action Tutoring said it was delighted to be among the recipients of the award which included renowned and household-name charities for this award.

Parliamentary Under Secretary of State for the Department for Culture, Media and Sport and also the Department for Business and Trade plus Minister for Equalities, Stuart Andrew, gave a speech and met with charities to appreciate their work.

Increasing life chances

Susannah Hardyman expressed pride in the volunteers’ selfless commitment to supporting disadvantaged young people, highlighting their positive impact on academic progress and the wellbeing of pupils.

“The recognition serves as a reminder of the invaluable contributions made by our volunteers within their local communities across the country. Like Eliza, they are not only helping disadvantaged pupils in academic progress but also fostering their sense of confidence and increasing their life’s chances.”

Susannah

Action Tutoring is proud of its diverse pool of volunteers from different backgrounds and between the ages of 18 to 82,  including university students, full-time or part-time workers from different sectors of business, and retired professionals. Not only do volunteers help pupils achieve better grades, but they also serve as positive role models by creating a supportive environment for learning and mentoring pupils to thrive in school and later in life.

In the 2022-23 academic year alone, 1,744 volunteers supported 5,743 primary and secondary pupils in 25,600 sessions in 140 schools across the country. Volunteers are at the core of Action Tutoring’s work and remain an invaluable resource in driving our purpose and impact.

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Become a volunteer tutor with Action Tutoring and help disadvantaged children improve their academic strength and build a better future. With just one hour a week, you can volunteer to tutor pupils in English or maths at primary or secondary level, online or in-person. No previous teaching experience is required and we will provide you with all the resources you need.

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.

How can we ensure this positive trajectory continues to enable even better outcomes for young Black people in education and as they progress into employment or training?

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.

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.

Teaching Assistants Day: Recognising the vital role TAs play

Teaching assistants, often referred to as TAs in the education system, support teachers with their work and help pupils with reading, writing, and learning activities in schools. TAs make up over a quarter of the workforce in schools, with a population of 281,100 full-time teaching assistants across the UK, as at last academic year.

From preschools to universities, TAs contribute significantly to the outcomes of young people and the overall quality of education. Their duties vary according to the education level they work in but generally include helping pupils with topics they’re struggling with, assisting SEND pupils who need extra support to complete tasks, helping teachers to plan learning activities, conducting assessments as well as supporting teachers in managing class behaviour.

National TA Day

Teacher recruitment agency, Teaching Personnel, introduced National Teaching Assistants’ Day in 2012 to celebrate and highlight the vital work teaching assistants do in our classrooms daily. Since then, the UK has marked National Teaching Assistants’ Day on 29 September with schools across the country celebrating their own TAs and nominating their favourites for the Teaching Assistant of the Year award.

The TA Experience

Action Tutoring’s marketing manager, Kellie Coyle recounts her experience as a TA in a primary school in Luton, north of London after completing university in Birmingham.

“I became a TA to help me decide whether or not I wanted to go into the teaching profession and commit to teacher training. I decided I didn’t, but loved the experience nonetheless.”

Kellie’s best part about being a TA was working in small intervention groups outside of the classroom.

“It was great to observe my groups enjoying the subject a bit more as a result of being able to go at their own pace and to see their confidence increase.”

However, the support needed in the primary school was more than Kellie had imagined.

“My least favourite part was seeing that many pupils in the classroom needed this kind of support, and not being able to give them all that extra attention.”

The Challenges

Despite their impact, teaching assistants in the UK face a unique set of challenges. There is a crisis for teaching assistant recruitment and retention as a survey found that three-quarters had thought about leaving in the past year.

With the cost of living crisis, many TAs are struggling financially and being compelled to change jobs or take second jobs to supplement their income. This finding is captured in a new report by National Foundation for Educational Research. Teachers and school leaders in the report highlighted how the crisis is leading TAs to quit in favour of better-paid jobs in other sectors such as hospitality and retail as they offer either increased pay or more working hours. Since the pandemic, while most roles offer hybrid, remote, and other flexible working conditions, TAs don’t have the option of working from home.

Additionally, limited opportunities for professional development often leave them feeling undervalued and overlooked. Furthermore, the emotional toll of working with young people facing a myriad of challenges, from poverty to mental health issues, can be overwhelming. Many teaching assistants form deep bonds with their students and carry the weight of their struggles long after the school day ends.

Effective deployment of TAs

An Education Endowment Foundation (EEF) guidance report released in 2021, Making Best Use of Teaching Assistants, found that the typical methods of deploying TA did not yield positive results in terms of pupil attainment.

The report recommended more investment in the professional development of TAs to deliver more structured interventions to complement high-quality teaching and tutoring support in schools.

While it’s abundantly clear that TAs make meaningful contributions to their schools, it’s imperative to recognise that the key to enhancing pupil outcomes hinges on how they are deployed and upskilled to deliver interventions.

A nation’s gratitude

TA Day is a chance to shine a well-deserved spotlight on them and for schools, parents, and pupils to show their gratitude for the dedication and hard work of TAs.

As you reflect on the education journey of your own child or your own learning experience, remember the teaching assistants who played pivotal roles in shaping your path. Take a moment to appreciate their support, guidance, and the positive impact they’ve made on countless lives.

“My message to TAs as we celebrate this day is thank you for being that positive, friendly, crucial pillar of support for so many pupils – they will always remember you.”

Kellie

In Support of the Liberal Democrats’ Plan for Extensive and Targeted Tutoring

Over the weekend, the Liberal Democrats unveiled a plan to provide free small-group tutoring for 1.75 million pupils struggling with their studies. The initiative, they believe, will help address a concerning statistic: more than one in seven teenagers in the UK falls behind in English or Maths during their secondary school years. 

The party’s education spokesperson, Munira Wilson MP, revealed that at the heart of this plan is a commitment to fill the void left by the National Tutoring Programme, which is set to end next year. 

Tutoring as a permanent fixture

As an education charity that has provided tutoring support to pupils facing disadvantage over the last twelve years, we are delighted that the Liberal Democrats have announced plans to make school-based tutoring a permanent fixture in England, especially targeting those that need it the most.

Their announcement draws heavily on the recommendations laid out in the Future of Tutoring report published this summer, led by Public First and sponsored by Action Tutoring, Get Further, and The Tutor Trust. In particular, it focuses on:

• Removing the need for schools to match fund (a barrier to current take-up)
• Long-term funding to enable schools and providers to plan
• Allowing for a mixture of school-led tutoring and external partner provision
• Supporting all pupil premium pupils who are behind academically

Levelling the playing field

Responding to the announcement, Susannah Hardyman, founder and CEO of Action Tutoring,  said:

 “Tutoring is one of the best-evidenced ways of supporting disadvantaged young people to achieve academically, levelling the playing field between those that can afford private tutoring and those that can’t. The benefits of tutoring extend beyond just academic attainment, with evidence highlighting that it also increases wider confidence, motivation, and engagement in education.”

The Liberal Democrat’s proposal includes making tutoring a permanent fixture in England’s schools, sixth forms, and further education colleges. These institutions would receive a substantial annual budget of £390 million, earmarked for intensive small-group tutoring sessions designed to assist struggling pupils from disadvantaged backgrounds. The subjects covered include English, Maths, Science, and other academic areas.

Targeted approach

One of the applaudable principles of this initiative is its targeted approach. Pupils who would benefit from tutoring will be selected with a focus on children from low-income backgrounds, those with low prior attainment, and those with additional educational needs. Wilson explained that flexibility will be paramount, allowing schools and colleges to choose between using their own teaching staff, recruiting tutors independently, or selecting from quality-assured external providers.

Wilson criticised the government’s investment in education, particularly during the pandemic, stating that only a fraction of the announced £15 billion investment in education to bridge the learning gap caused by the pandemic was allocated. She passionately emphasised the need for this initiative, stating:

“Tutoring will no longer be something that only an elite few can afford.”

Unlocking potential

In a world where education holds the key to a brighter future, the Liberal Democrats’ commitment to accessible and effective tutoring represents a pivotal step towards realising the full potential of the country’s young minds. With inclusivity, collaboration, and evidence-based strategies at its core, this initiative has the potential to reshape the educational landscape for the better, providing every child with the opportunity to thrive.

“Tutoring unlocks the potential of children and young people, which ultimately benefits not only their future but wider society too,”

International Week of Happiness at Work: Embracing the Joy of Work

Happiness and work may seem like an unlikely pair, but our work lives occupy a substantial portion of our daily hours. How we feel during those hours at work has a profound impact on our overall well-being.

The International Week of Happiness at Work, which is celebrated annually in late September, serves as a timely reminder of the significance of happiness in the workplace and the role of supportive policies in shaping a positive workplace culture.

Why happiness at work matters

Research has shown that happy employees are more productive, innovative, and loyal. Crucially, they’re also healthier, both mentally and physically, and less likely to experience burnout. Organisations that prioritise employee happiness tend to attract and retain top talent.

How we build a happy workplace

We create a happy and healthy workplace when we meet the expectations and real needs of our workforce. We regularly check in to find out what employees think of Action Tutoring’s work culture and what we can improve. We’re pleased with their feedback:

100% of our team reported feeling proud to work with us in our latest staff survey.

During our most recent team retreat at the end of August, we asked a few of our employees why they love working at Action Tutoring. Here are some of their responses:

I love working for Action Tutoring because it’s not a place where you are afraid of challenging the status quo. We are there to make a difference. We are brave in tackling different things and trying new things out. I think it’s an even greater team to make all those things happen. I love that in my role I get to see everyone make this happen and just being a great team.

Jasmin Bemmelen, Head of People and Culture

It’s just so powerful to work with a group of people who care so much about the same cause. I feel really proud to be representing that cause and helping to make a difference each day.

Beth Carlow, Curriculum and Quality Manager

Every day I wake up and I feel like I’m making a difference. With school closures and the aftermath of the pandemic, it’s more important now than ever to support the pupils we work with. It’s great to be doing that in a collaborative environment, where we’re working together as part of the bigger picture. 

Molly Cottrill, Fundraising Coordinator for events, campaigns, and individual giving

There are a billion reasons why I love working at Action Tutoring. My colleagues are amazing and everyone is super welcoming but one of the biggest reasons is that we are a charity that really cares about impact and measuring the change we can make to close the attainment gap between the disadvantaged and the advantaged young people in English and maths.

Nich Bull, Director of Finance and Operations

A quick guide to our supportive policies

Here are some of our supportive workplace policies that we believe help to create a positive and healthy work environment:

• Flexible work arrangement: We support employees to work on a flexible basis and tailor their work arrangements to their individual needs to reduce stress and increase job satisfaction. Flexible work arrangements include compressed hours (four working days), part-time compressed hours, access to co-working spaces in our hubs across the country, and remote or hybrid working.

• Mental health support: We understand the importance of self-care, counselling, mindfulness, and meditation therefore we offer free Headspace app memberships for staff to access these services and share it with friends and family. Our Mental Health and Wellbeing working group also promotes mental health awareness through learning sessions and regular check-ins to create a more supportive work environment.

• Recognition and appreciation: We encourage open appreciation and gratitude among staff to pat the back of any employee who has supported them or collaborated to achieve any goal, no matter the scope or value. Our Hero of the Month award is given to an employee(s) nominated by staff members for exceptional performance and recognition. The Hero of the Month is announced to all staff and receives a gift voucher as a reward of appreciation.

• Work-life balance: We encourage employees to disconnect from work during non-working hours is essential for maintaining a healthy work-life balance and happiness.

• Inclusive and diverse culture: Fostering a workplace culture that celebrates diversity and inclusion also contributes to a happier workforce. We ensure all employees feel a sense of belonging and valued for their unique perspectives. The diversity, equity, and inclusion working group leads termly sessions to grow our consciousness of inclusivity and awareness of best practices.

Finding joy in work

We believe happiness in the workplace is achievable and worth pursuing. By creating an environment where employees can thrive and find joy in their roles and organisations can reap the benefits of increased productivity, talent retention, and overall success. 

So, let’s celebrate happiness at work not just for a week but as an ongoing commitment to the well-being and success of everyone.

‘Thank You’ notes that melted our hearts last term

One of the reasons why working with children is fulfilling is that you get to see them grow, learn and develop every single time. The endless energy, creativity and playfulness they exude always brings joy and excitement.

However, working with children isn’t all rosy. Sometimes we have to manage their energy, brutal honesty, and humour. But these challenges are outweighed by the rewards of watching pupils grow in subject knowledge and confidence.

At the end of each term or school programme, a heart-warming moment for many of our volunteers and staff is when pupils share inspiring and engaging thank-you notes of appreciation.

Here are ten of the remarkable notes of gratitude from pupils who were supported by our volunteers and programme team last term:

1. What a blast!

2. Experience the magic 24/7

3. Who wouldn’t like a PS5 as a reward?

4. Missing Kitty

A tell-all with express permission

6. Cheers to behavioural change!

7. They who laughs last, laughs best?

8. Choosing to learn over biscuits

9. The heart emoji keeps filling up

10. Football rivalry knows no boundaries!

Another amazing year together ahead

These words of appreciation and witnessing a pupil progress from strength to strength are why we do what we do. To all of our volunteer tutors, we want to say thank you for your selflessness and dedication. You make a real difference in the lives of children, and we are so grateful for your service.

With the 2023-24 new academic year starting in earnest, we look forward to another great year of supporting pupils together and some fun thank you notes.

If you are interested in becoming a volunteer tutor, find out more in the link below.

International Literacy Day: Q&A with our Curriculum, Training & Quality Manager

8th September is International Literacy Day – an annual celebration of the transformative power of literacy and to raise awareness of the need to increase literacy levels across the world.

Literacy, as defined by the National Literacy Trust, is the ability to read, write, speak, and listen in a way that enables us to communicate effectively and make sense of the world around us. 

Being literate is crucial for everyone, both young and old, as it’s a gateway to a world of knowledge and empowers individuals across their lifetimes to make informed decisions. For children, it’s the foundation for all learning, fueling their dreams and aspirations. For adults, it’s a lifeline to personal development, better opportunities, and financial stability.

According to UNESCO, an estimated 763 million youth and adults worldwide still lack basic literacy and numeracy skills, with two-thirds being women. In England, 6.4% of adults representing 7.1 million people have ‘poor literacy skills.’

To mark International Literacy Day, we’ve asked our Curriculum, Training, and Quality Manager, Bethan Puig Nieves, a few questions on why literacy matters and what actions everyone can take to support it. Before joining Action Tutoring, Bethan previously taught secondary school English in multiple countries including Spain, Cuba, and the UK.

Why is literacy important today more than ever in education?

Being able to read confidently and communicate effectively are skills that form the foundation of success across all areas of the curriculum. Literacy is one of the vital tools to which pupils facing disadvantage might not have had as much access, which means it is all the more important that we emphasise the importance of being literate in education, and embed the development of these skills in everything we do.

Beyond education, how can literacy help people’s lives?

Being literate allows us to make sense of the world around us: it helps us to manage our finances, understand the job market, relate to a wider range of people, support the development of others, and evaluate the validity of what we see and hear in the media. All of these are essential for a happy and fulfilled life, especially in the world we live in today.

How does Action Tutoring ensure that the young people we support build on their literacy levels?

Literacy skills are embedded throughout our resources and workbooks. Examples include the discussion of ideas in texts, and working through word-based maths problems and tasks which improve the quality of writing for a range of useful purposes. Moreover, small group tutoring creates an environment where pupils who might not always get a chance for a detailed conversation with an educator will have the time to do so. This builds confidence, self-esteem, and communication skills – all vital for a successfully literate life.

As the world celebrates Literacy Day, what is your message or call to action for everyone?

Being literate is not a given, even in today’s world – those of us who have been able to learn to read, write, and communicate have huge advantages over those who haven’t. Literacy is also something that we can work on throughout our lives. Volunteering with Action tutoring is a great way to celebrate the privilege of literacy – by helping young people to build on what they can already do, equipping them with life-enhancing powers of communication and self-expression.

Building a more literate world

There have been significant strides in promoting literacy worldwide with many countries having improved its levels through enhanced access to education and innovative teaching methods. However, there’s more work to be done. 

Additionally, the digital age has ushered in a new era of the subject. Digital literacy is now as crucial as traditional reading and writing skills. It involves navigating the digital landscape and harnessing technology for personal and professional growth.

In a literate world, opportunities are more abundant, voices are heard, and barriers to economic growth are dismantled. Therefore, it’s a shared responsibility to ensure that every individual, regardless of their background or circumstances, has the chance to access the transformative power of being literate. 

Together, through concerted efforts in education and policy, we can create a brighter, more inclusive future for all.

Curiosity, Connections & Cause: Inside our three-day offsite retreat

After a year of working from far-flung locations across the UK, the staff of Action Tutoring converged in the heart of London for three days as part of our annual offsite team retreat at the end of each academic year. 

During the period, we strengthened our bonds, reflected on the outgoing year’s experiences, reaffirmed the importance of our work to give children from disadvantaged backgrounds a better future, and discussed our strategy for the incoming academic year.

One team, one dream

Day 1 of the team retreat was hosted at the Westminster Foundation’s office and the sessions were dedicated to reflecting on the data and lessons of the past year, renewing and building new connections with teammates, and shattering the digital barriers that had defined a lot of our interactions all year.

In the welcome address, the CEO and founder of Action Tutoring, Susannah Hardyman, asked us to focus on three key themes during the team days: cultivating curiosity, building connections, and understanding our cause.

Reviewing the data for the outgoing year 2022-23, Action Tutoring has supported 5,743 pupils from 140 schools across the UK. Susannah emphasised the need to keep the right balance between recruiting volunteers and the demand for tutoring from schools, in sync with the charity’s strategy of expanding reach, impact, growth, and advocacy over the next year.

“Let’s continue to work together as a collective to be that ray of light for disadvantaged pupils and the schools we work with.”

Susannah

The ‘Pitch & Present’ session sharpened the pitching skills of staff who are the best advocates for our cause. The practical session focused on improving the way we speak about our work and its impact when interacting with potential volunteers, partners, and funders, as everyone learned ‘the power pose.’

Throughout the day, there was teambuilding and camaraderie through engaging activities, hilarious icebreakers, and breakout sessions where we laughed, learned, and shared experiences. The rapport that had developed virtually over the year became all the more genuine when we could high-five each other in person.

Building a safe space for all

In the warm ambiance of the Netley Primary School and Centre for Autism,  the second day of team retreat was marked by introspection and learning more about improving our diversity, equity, and inclusion strengths plus a heartfelt conversation with members of the charity’s Board of Governance.

Hannah Wilson of Diverse Educators brilliantly facilitated the Diversity, Equity, and Inclusion (DEI) workshop to grow the consciousness of our own identities, build our confidence on key issues, and develop our competence in showing up, standing up, and speaking out when it matters. The training was engaging, reflective, and resourceful in helping to understand protective identities, existing gaps, intersectionality, and simple actions anyone can take as an ally of inclusion.

Out of outer margins

The Board Member Roulette saw six members of Action Tutoring’s Board –  Mark Shadrack, Peter Baines, Anna Paige, Jo Conduit-Smith, Sara Selvajarah, and Andy Ratcliffe – answering questions from staff, sharing their life stories and digging deeper into the motivations beneath their leadership roles, in two rounds of breakout group sessions.

“Without tutors, I would not have the life I have today. It’s really important the impact you have. Taking disadvantaged young people out of outer margins and giving them the best positive outcome. You make a difference.”

Sara addressing staff in a breakout group during the board chat roulette

The team also had a taste of policymaking as the Policy working group members led the manifesto development session. Staff brainstormed concrete solutions to the challenges in the education sector and suggestions for policy proposals that can transform education. From early years through post-16 education to colleges, staff shared interesting policy proposals that will certainly get leaders in Westminster talking when published on our website and social media channels in the coming weeks.

In memory of Adan

The second day ended with a ‘very fun teambuilding activity’ – Lego brick building. The teams had one goal: reimagine and build an ideal school out of Lego, with each incorporating a part of their school life they enjoyed most. The blueprint of school structures we constructed in teams will blow your mind. 

The Lego bricks were originally purchased by one of Action Tutoring’s volunteer tutors, Adan, for his professional coaching and team-building work. Adan had offered to run a pro bono session with the Action Tutoring team, but sadly died before the activity took place. Following his death, Adan’s family got in touch to see if we could make use of the Lego or donate them to a school. We were delighted to have the chance to remember and honour Adan by using his Lego for the teambuilding activity and it will now be donated to Netley Primary School, which hosted us for the second day.

Fine-tuning the team’s rhythm

On the final day of the offsite retreat, we were back at the offices of the Westminster Foundation to understand each other’s roles better, refine sub-team strategies for the year, upgrade our safeguarding knowledge, and fortify our mental health and well-being for the year ahead.

Our ‘A Day in the Life…’ breakout sessions allowed selected staff to share insights about their roles, and daily routines and answer questions from the team. The safeguarding team followed with an engaging practical demonstration of good practice in handling related issues that crop up during tutoring sessions.

The brainstorming period that followed was for departments and subteams to finalise their objectives and strategy for the new year, enriched by the insights and lessons of the previous years. 

The final session by the mental health and well-being team underscored the relevance of talking to someone when necessary, using well-being tools to improve focus and reduce stress, cultivating the culture of daily reflection and showing gratitude. The activity framed the team’s dynamic and positive energy and brought our team days to an inspiring end.

Grown stronger

Sam Alexander is our senior data and evaluation officer based in Liverpool. He said connecting with colleagues face-to-face for the three day team retreat has been exciting and enjoyable.

“I found true value in the sessions and there was a hundred percent engagement from everyone. For me in an I.T. role, connecting to people face to face is really great and also helpful for the new starters as well.”

Sam

As we boarded trains to return to our far-off locations, we knew we were taking much more than memories with us. We carried a renewed sense of unity and purpose, a vivid reminder that personal connections and shared experiences are the lifeblood of a thriving team fighting for the worthy cause of supporting disadvantaged young people in education.

For Rachel Taylor, a Programme Coordinator in Sheffield, the team days have been helpful for her personal development and understanding of the charity’s wider goals.

“Everything has been well delivered and with targeted learning. The mental health conversations and breakout sessions showed how everyone on the team is open, kind, and honest.”

Rachel

We returned to our hubs with a newfound zeal, ready to tackle the challenges and opportunities of the year ahead, fortified by the bonds we had solidified in the vibrant heart of London.

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