Education News

Wellbeing at Action Tutoring: Mental Health Focus

25 September 2020

Action Tutoring mental health first-aider Mollie Vessey explains the ways in which the organisation strives to support staff wellbeing, with great emphasis placed on mental health assistance, and how this philosophy extends to the work we do with our pupils.

One of the first things that stood out to me when joining Action Tutoring as part of the marketing team was the focus around staff mental health and wellbeing. Joining the team, we had two members of staff who were trained as Mental Health First Aiders, however recently, three more members of staff, including myself, have also been trained.

According to the World Health Organisation, one in four people will be affected by mental or neurological disorders at some point in their life.

With this in mind, I think that a focus on positive health and wellbeing should be at the forefront of any organisation. There are many benefits of having a proactive approach to wellbeing in the workplace, such as increased productivity, less sick days and building better staff relationships.

One of the ways that we try to implement positive wellbeing at our organisation is a ‘buddy system’. The idea is that members of the team are paired with each other and are encouraged to meet as frequently as they want, to unload, unwind and support each other through the working day.

When it comes to tutoring, there are many ways that tutors can help pupils that goes beyond just the academic support. Though our mission is to help pupils achieve a meaningful level of academic attainment by supporting them with either their maths or English studies, tutoring can provide so much more.

Something that stands out for me when speaking to volunteers about their Action Tutoring experience is the relationship that they build with their pupils. Watching a pupil become more confident in themselves and becoming better communicators, while developing other skills that will benefit them outside of the classroom, is a big part of what makes being a tutor such a rewarding experience.

If a pupil has come away with increased levels of self-esteem, confidence and positive feelings, that to me is a successful tutoring experience. Developing as people, as well as pupils, to become well-rounded young individuals who are prepared for life outside of the classroom.

If you would like to become a volunteer tutor and support one of our pupils, please fill out our tutor application form here.

Open up the doors

20 August 2020

This GCSE results day, CEO Susannah Hardyman explores how Ofqual’s exam grading system reproduced the long-standing disadvantage that Action Tutoring exists to tackle, and looks at the consequences of the government’s grading U-turn for this and next year’s school leavers. 

Unlike the A Level ‘fiasco’, as it is being widely termed in the media, this GCSE results day we know what’s coming – the government’s U-turn on Monday awarded centre assessment grades (CAGs) to pupils for both A Levels and GCSEs following outcries of injustice at the A Level grading system used.

Initially, instead of using CAGs, the government planned to use an algorithm developed by Ofqual for this year’s results. While overall this produced A Level results that looked broadly in line with last year’s, it didn’t take long to reveal that some big injustices lay under the surface. 40% of grades had been downgraded from the original CAGs submitted by schools and colleges, infuriating pupils and teachers, and when studied more closely it emerged that:

 

Why did this happen? The algorithm favoured smaller class sizes, where there were fewer pupils for teachers to rank, and also subjects with fewer entries like Classics. Both factors favoured the private school set-up and disadvantaged significantly larger colleges.

 

Further outcry ensued when it transpired there was no clear plan for an appeals process, with a lack of clarity on A Level results day on whether appeals would have to be paid for by schools and pupils (which would put those who are better-off financially at an advantage). Ofqual initially published appeals guidance on its website on Saturday, only to rapidly take it down again a few hours later.

 

This blog from our friends at the The Access Project – a charity that works to support young people from disadvantaged backgrounds to get into top universities – described the challenges faced by pupils that had not been given the grades they’d hoped for as they battled through the clearing process. These students suddenly found themselves in the midst of disappointment, having to advocate for themselves and argue their case to admissions tutors, a skill that many would not be equipped with if they didn’t have strong support from teachers and families.

 

The U-turn on Monday to award CAGs at GCSE and A Level has resolved some problems. I believe that given the circumstances and concerns that had emerged, it was the right thing to do. However, there is no doubt that other issues have been created, as highlighted brilliantly in this piece by Maria Neophytou, Interim CEO at Impetus, one of Action Tutoring’s largest funders. Evidence shows that disadvantaged pupils are more likely to have grades under-predicted by their teachers, so CAGs still can’t guarantee a fair result – a concern flagged very early in this process and a key one for Action Tutoring. Universities now face a huge challenge as more pupils than ever receive the grades they need to secure places, creating a huge pressure on admissions. Deferring may be the answer for some, but it will not be straightforward filling their year out in the middle of a recession. This also creates more pressure on places next year.

 

Inequality in education in the UK is not a new problem. That is exactly why Action Tutoring has existed since 2012, to tackle the attainment gap, with successful results. Lockdown has exacerbated these inequalities whilst also bringing them to the public’s attention. But, as Chair of the House of Commons Education Committee, Rob Halfon MP, said this week: This is a long-term problem which was hiding in plain sight in GCSE results before this year’s extraordinary events. It requires a long-term, targeted solution to tackle the persistent disadvantage.” 

 

Ultimately all of this matters because pupils’ lives and futures are at stake. Grades make a difference to where you can study, the course you can take, the jobs you might be considered for. It was a favourite mantra of my headteacher at secondary school, emphasised at the start of every September while informing the whole school assembly on that summer’s performance, “Grades open doors,” – they may not be the only thing that gets you through the door, but they give you a fighting chance of getting it open. When I was dropped off at university by my parents, feeling totally overwhelmed and unbelievably lucky to have been offered a place at Cambridge, the college had this beautiful huge door that opened up to the grounds. My mum looked at it and said, “See – Mrs Freeman was right. Grades opened doors.”  Yet, last Thursday, it must have felt to many pupils that Gavin Williamson was slamming the door firmly shut.

 

It’s precisely because grades open doors that GCSE results day matters so much. For pupils to progress into further education, employment or training, they need at least to meet national standards in English and maths. Action Tutoring focuses relentlessly on those at risk of just missing out on these pass grades, because without them, prising those doors to opportunity open becomes much harder. It would have been a travesty if GCSE pupils had faced the same results day as those picking up their A Levels last week, with all manner of longer term consequences for disadvantaged pupils who were more likely to be downgraded by the algorithm.

 

With the government having made the decision to trust teacher judgment (and now looking set to rely on school based assessment for BTECs too, albeit with a very last minute change affecting half a million pupils), given the incredible circumstances we find ourselves in this year I would much rather risk grades being over-inflated than underestimated, with everything pupils have already been through. For anyone moving from Year 11 to the next stage in their life, getting back into learning again since school closures in March will be an enormous challenge and the job market will not be favourable for young people for a long while to come. Giving them the benefit of the doubt with their grades would seem to be the least we can do to help them with their next step, rather than risking giving them grades that under score them.

 

Whilst at Action Tutoring we had to say an abrupt goodbye to our Year 11 cohort, we are looking forward to getting back to what we love doing in September: running tutoring programmes, building pupils’ confidence and seeing their satisfaction as they finally grasp concepts they’d struggled with. With the National Tutoring Programme (NTP) on the horizon, the unprecedented need for catch-up support and now the option to run our programmes online, we know it’s going to be busier than ever. We are calling for the National Tutoring Programme to be extended beyond one year. Pupils need and deserve sustained support and the NTP could have the real potential in the long run not just to help pupils catch up from lost learning from covid-19, but to work to close the attainment gap in the UK further. However, we can’t deliver on our mission without the hundreds of volunteers that sign up to tutor with us every year. Would you or someone you know consider being one of them, or spreading the word to others? You really can help to open those doors for pupils, at a time when it’s never been more needed. 

 

Susannah Hardyman, CEO.

Sharing our 2018-19 Impact Report – why we’re determined to weather this storm

1 May 2020

We are thrilled to now be able to share our 2018-19 Impact Report. The situation is not what we were anticipating it would be for this release, but we still hope you enjoy reading through the publication and reflecting on our work.  

A big thank you to all of our wonderful volunteers, funders, partners and supporters for the part you have played in contributing to this success.  

We are humbled to share some positivity at this time. Reflecting on the report has made us even more determined to weather the crisis and ensure we are able to continue delivering impactful academic support to the pupils who will so desperately need it.  With your help we can. 

This pandemic will hit disadvantaged young people incredibly hard. This report shows how relevant and necessary Action Tutoring is in helping them get back to where they should be.

We are particularly proud of our outcomes last year when:

  • Of the primary school pupils we supported, 74% met the expected standard in reading and 81% in maths (12% and 14% higher respectively than the national average for disadvantaged pupils).  

  • Of the secondary school pupils who attended ten or more of our sessions, 61% achieved a grade 4 or above in GCSE English and 58% reached this level in GCSE maths, both exceeding the national average for disadvantaged pupils

 

All pupils supported by Action Tutoring were at risk of not achieving these standards when they began the tutoring programme. 

In 2018-19, 1,150 of our inspiring volunteers supported over 2,500 disadvantaged pupils in 84 schools across seven UK cities.

We have also recently completed a wonderful new short film, hearing from a few of our amazing tutors at a session last autumn, which we wanted to share here.  We hope you enjoy it!

We know the impact the school closures will have on our pupils is significant. These are pupils who are already struggling academically and the absence of education, and any other means of support, will simply leave them further behind. It is highly likely the attainment gap will widen further as a result of school closures.  

For these reasons it’s imperative that we, as a charity, can survive and continue supporting disadvantaged young people.

We are working hard to develop our online delivery and aim to have a small-scale pilot in place in the summer term. That way, we can be ready to roll out more widely in September. 

How you can help

Spread the word – we’re always looking for more volunteers to support our work and new schools to partner with. Please share our film and our social media posts, to encourage anyone you know who’s interested to apply to join us as a volunteer or email us to discuss partnering as a school.  

Fundraise or donate, either individually or as a team, to help us raise vital funds which will support our delivery and help us recover from the financial loss resulting from the crisis. Thank you for making a difference.

Sign up to our termly newsletter, if you haven’t already subscribed, to receive all the latest news from our charity. 

We’re looking forward to working with you all as soon as it is safe for us to do so. 

 

COVID-19 set to further widen attainment gap between the UK’s 28% of disadvantaged children and their more affluent counterparts in state education warns charity CEO

2 April 2020

Susannah Hardyman, CEO of education charity Action Tutoring discusses COVID-19 and the impact of school closures on children from less well-off backgrounds. 

March 2020 marked a seismic shift in education, with schools nationwide closing their doors to all but the children of key workers and the most vulnerable, whilst grappling to implement online solutions in a bid to provide effective teaching and learning to pupils. The shift also prompted unprecedented demand from affluent parents for private tutoring – an industry with an annual income of over £2bn – keen to shield with online support their children from spring/summer learning loss.

But what about the 28% of pupils in state education deemed as disadvantaged – pupils who may not have access to high bandwidth broadband to facilitate remote learning and likely won’t have space to work in which to work easily in cramped accommodation.  Currently every year 75,000 disadvantaged children leave school without basic qualifications in English and maths. Pupils from disadvantaged backgrounds are not less academically able, but lack of access to tools and resources means currently only 41% of this group pass English and maths GCSEs, compared to 69% of all other pupils.

Motivation is also set to prove a challenge. We all know that it is far easier to engage with a pupil in person than it is to motivate them to work online, especially if their parents are not available to support and encourage them or that child is struggling academically. Forcing attendance of online sessions will, I believe, be highly difficult to enforce or even encourage. 

Sadly, it seems inevitable that the current national crisis will further widen the attainment gap. While many schools are doing all they can now to mitigate this, and are proving themselves in so many ways as the fourth emergency service, disadvantaged children are going to need more support than ever before to catch up in the months to come. That support will no doubt need to take many forms, but tutoring is a well known, effective intervention that can play a big role in raising attainment.  

As a key provider of school-based intervention programmes incorporating tutoring solutions provided free to disadvantaged pupils, Action Tutoring is calling on the government to provide catch up funding for disadvantaged pupils once schools are back to normal business in addition to the Pupil Premium funding. This could enable schools to provide extra support such as additional tuition for disadvantaged pupils – who are already 18 months behind their more affluent counterparts by the end of secondary schools – to help prevent them from falling even further behind. In the short term, Action Tutoring, along with other organisations, are lobbying the Department for Education to provide laptops and broadband access to those that need it to facilitate home learning more easily.

Whilst exams may have been scrapped for this year, learning is for life and not just for exams. Good standards in English and maths in particular are crucial to progressing well in further education, employment or training. Schools will be and are doing all they can safely to alleviate the immediate impact of the current crisis on their pupils. This crisis has seen an incredible outpouring of community spirit, whether through food banks or local groups setting up to look out for their neighbours. But COVID-19 is going to have a long lasting impact on society. 

Volunteers and charities will be needed more than ever before, backed by the government, to help schools pick up the pieces and enable their pupils, whatever their background, to flourish in every way. The immediate volunteer and charity efforts are hugely encouraging but as many are saying, this is going to be a marathon not a sprint. Those efforts are surely going to be needed for a long time to come.

Over the last few years Action Tutoring has built up healthy reserves, which we are very thankful for at the moment. We are also grateful to our many funders who are standing with us through this period. However, we are facing a loss of income due to not being able to deliver in schools. Therefore, any donation would be very gratefully received to help us compensate for this and ensure we can be in a strong place to be ready to support our pupils as soon as we can safely do so. 

We also hope to engage many more volunteers to ensure we can help these pupils get back to where they should be.  

Apply here to volunteer or visit our fundraising page to donate – thank you for making a difference in a very challenging time.

We are also working hard to prepare an online offering of our tutoring model.  It’s still early days, but please do register your interest here if you would like to hear more about these developments.

How party manifestos can deliver fairer education this December

15 November 2019

As the election fast approaches, it’s unlikely education is going to be at the top of the list on manifestos or necessarily a priority in voting decisions. Yet, as Nelson Mandela so famously said, “Education is the most powerful weapon you can use to change the world.” So many other issues dominate the debate in this election. But failing to invest in and prioritise education not only damages the potential of individuals, but damages wider society too. We all stand to benefit from a strong, holistic education system, which in turn fuels employment, a strong workforce and a strong economy.

I’ve been chatting to the Action Tutoring team about what they think the next government should prioritise for education. Our staff spend a huge amount of time in schools up and down the country, they hear first hand from teachers and pupils on a regular basis and see all too often the challenges that both face. Here are a few highlights of what we, at Action Tutoring, would love to see in the parties’ manifestos and from the next government:

Increase funding for all schools and protect the Pupil Premium

No doubt this is the most obvious place to start! We see daily how hard teachers are working with stretched resources, but there’s no doubt that money helps and schools have been ever squeezed over the last few years. Schools should have the budget to ensure there is a safe, warm, comfortable place for excellent teaching and learning to happen. We’d love to see not only an increase in funding for schools, but in particular protection for Pupil Premium funding, with schools sufficiently well resourced so that the Pupil Premium really can be used to support those it’s intended for and not just to plug other gaps in the system.

Early intervention to close the attainment gap

Although Action Tutoring works with children in Year 5 and above, we’d advocate to see early intervention made more of a priority by the next government. We know that the disadvantage gap has already opened up before children even start school and that high-quality early intervention can make a big difference to a child’s learning and attainment down the line. Yet the full allowance of 30 free hours of childcare is only available if parents work at least 16 hours per week and is not yet universal. Surely an easy way to make a difference here would be to open up the 30 hours of nursery provision, regardless of whether parents are working or not, to make sure children facing disadvantage are not left behind.

Further commitment to reducing teacher workload

Here at Action Tutoring we hugely admire the teachers in our partner schools. They work so hard to make a difference for their pupils. Yet, we see how stretched they are in so many directions and the toll that their workload takes. There has been much said recently about reducing teacher workload and it’s something the current Education Secretary has expressed a commitment to continuing to work on. We want to see this priority reinforced, so that teachers can focus on the real reason that most come into the profession: to make a difference to children and young people. We think a reduction in workload would make a big difference to teacher recruitment and retention too, another pressing issue in education.

I want the government to commit to increasing budgets to allow for additional funding for CPD for teachers. So many training opportunities don’t exist anymore and CPD for teachers is at the worst I’ve ever seen it in my career. Quality-first teaching makes the biggest difference to all learners – that’s what the government commitment should be.”

– Assistant Headteacher at an Action Tutoring partner school, Brighton

Invest in pupils’ wider wellbeing

Since Action Tutoring started in 2012, we’ve seen a significant increase in concerns raised by both teachers and volunteers about pupils’ mental health and wider wellbeing, with teachers now warning that pupils’ mental health is at a crisis point. We think this is an issue the next government cannot afford to ignore, with greater investment needed in CAMHS to ensure shorter waiting times for referrals, plus better support for teachers to deal with these issues. Teachers can’t do everything and we would advocate for more services, such as each school having an in-house counsellor to support pupils’ wellbeing.

The next government must recognise the importance of investing in our youngest citizens. This will only be achieved through investment in the provision of outstanding outcomes for pupils that include their mental health and wellbeing alongside their academic standards. Schools need to be fully inclusive, including with the expectation of zero exclusions, funded adequately to be able to educate all mainstream pupils with sufficient additional SEN [Special Educational Needs] provision across the country. Education ministers need to value more the excellent work of Ofsted and all the staff who work across the teaching profession.”

– Headteacher at Action Tutoring partner school, South London

Post-16 opportunities

Post-16 education isn’t Action Tutoring’s main focus, but we certainly hear a lot about it from teachers and charity friends working in the post-16 space. Further Education has been poorly funded in recent years, with many considering it at crisis point. The current government pledged an additional £400m but reports say this still leaves colleges 7% down on their 2010 figures: clearly more is needed if this is an area the UK wants to take seriously. And we absolutely think it should: young people leaving secondary school are at a critical point in their lives and the right qualifications and support can set them up to flourish personally and contribute to society.

It’s not all about what happens post 16 though; careers support varies hugely from school to school and is often not introduced until late into the pupil’s school journey. We would love to see a commitment to a qualified, well-trained careers advisor in each school working with pupils right from Year 7.

Support evidence-based practice

There is now some fantastic evidence available about which practices and interventions are most effective in schools and how disadvantaged pupils can best be supported. But this evidence-based approach needs to be more widely adopted and shared. The EEF have made great strides in that, but we want to see a commitment from the government to facilitate schools to form networks, share the most effective evidence-based approaches and learn from those schools experiencing success in tackling disadvantage.

Keep pupils at the heart of decision making
Our final message would be this: keep pupils at the heart of decision making, not results. Too often, Ofsted and league tables can incentivise schools to make decisions based on results rather than the experience and development of the individual pupil. Recent stories of schools excluding those pupils predicted to get poor results is an example of this, although thankfully it has already been cracked down on. Each pupil is an individual with huge worth and value, and we want to see that cherished and the best decisions made for them, whatever that might be and without fear of the system.

“Protection of the Pupil Premium funding should ensure that disadvantaged pupils have access to wider opportunities within school and are able to receive the academic care and attention they need to help them become the happiest and healthiest versions of themselves. There’s too many disadvantaged young people who are missing out right now because of school funding cuts. Change is possible, and it needs to happen soon.

– Hannah, Action Tutoring Programme Coordinator in Liverpool

In the UK we are lucky to have a brilliant, free education system that many around the world can only dream of. But it is not yet serving disadvantaged pupils as it could be and there is plenty of room for improvement. The Action Tutoring team’s theme for the year is ‘Doing Good Better’ and we would love to see the next government adopt this in its education policies: commitment to making our education system even better and ensuring that it really does benefit every pupil, from pre-school right through to life-long learning.

500 years to close the gap – we need a new approach to make education fair: reflections from the Labour Party Conference

26 September 2019

September is always a flurry of political activity and news, as party conference season gets underway. This year, I had the privilege of sharing about Action Tutoring at a fringe event at the Labour Party Conference, hosted by the Fair Education Alliance (of which Action Tutoring is a member) and the Education Policy Institute.  A recent EPI report has highlighted the worrying trend that the rate at which the attainment gap is closing has stalled, especially at secondary level, predicting that at the current rate of progress, it could take 500 years to close the gap[1]. In response, the FEA is calling for a new, collective approach to tackling the attainment issue, the crux of our debate and discussion. Fellow panelists included MPs David Lammy, Tracy Brabin (shadow minister for early years) and Emma Hardy, plus Emma Knights, CEO of the National Governance Association. Excitingly, it was standing room only, with so many people wanting to engage with the topic.

Susannah Hardyman speaking at the Labour Party Conference

 

Each panelist had five minutes to make an opening statement on the topic. Tracy Brabin kicked off by highlighting the importance of the early years in laying foundations for children, drawing attention to the loss of Sure Start and the lack of a universal offer for nursery hours.[2] She called for 30 free hours of nursery education for every child, re-investment in Sure Start and upskilling of the nursery workforce.

David Lammy shared openly his own experience of beating the odds to become the first black student at Harvard, but expressed huge concern that so many of his peers were left behind, citing entrenched, systemic issues as a key reason for this. He made a strong plea to stop tinkering at the edges on the issues of social mobility and for more radical change, breaking entrenched privilege.

Emma Hardy, an ex teacher, drew attention to the causes and roots of inequality and poverty stating that we can’t just fight fires in education without tackling these. She also highlighted issues in the system of teacher retention and off rolling by schools, as key issues that need urgently addressing. Emma Knights cited evidence from a recent NGA survey about the importance of Pupil Premium funding and that it’s played a key role in focusing governors’ minds on the attainment gap. She expressed concern at crumbling public sector services, when they are so important for schools to be able to work with.

The Action Tutoring story I shared I hope served as one concrete example of a programme that can work to tackle the attainment gap. There was clear surprise in the audience when I highlighted just how many pupils now receive private tutoring,[3] something I believe only exacerbates the attainment gap. I drew attention to other examples of good practice that do seem to be working, including the story of the London Challenge, which saw London’s schools go from some of the worst in the country, to the best. However, my concern is that what’s working is patchy, best practice isn’t being widely shared and the right funding often doesn’t exist to replicate what’s working. However, I’m an optimist, and I do believe that if some of these issues could be overcome, then the attainment gap could be drastically reduced: it doesn’t have to take 500 years to close.

It’s long struck me that for the Action Tutoring programme to work, so many wider factors are in play to ensure success – the support of good link teachers in our partner schools to help with pupil engagement and programme delivery, support from parents to ensure pupils attend sessions and pupils also need to be in a good place to learn when they arrive at sessions. That means having foundations of good nutrition, stable housing, parental support and so on. Sadly, far too often these basic factors are not in place for the pupils we work with. We can’t address all of these complicated issues as one organisation, but we can be a piece of the puzzle that works towards better outcomes. That’s one of the reasons I support the FEA’s call for a collective approach to tackling the attainment gap. I concluded by highlighting the need for that collective approach to include:

  • A holistic approach to the whole child – schools need basic foundations of good nutrition, stable housing and family support for teachers to build on and to give pupils the right footing to engage and learn.
  • High quality, well trained teachers for all pupils, which isn’t happening consistently at the moment but is surely foundational for any child’s education.
  • Specific, targeted, evidence-based intervention for those who need it, put in place early enough to realistically make a difference and ideally to catch issues early.
  • And finally, funding, to enable the above to happen.

At the end of the presentations, there was time to take a few questions from the audience, which included how parents could be better supported, support for SEN children, the importance of raising self-belief and aspirations and school accountability structures. The discussion also considered whether the language of social mobility is helpful, with many preferring to talk about social justice instead. Funding was inevitably touched on, with little doubt that this of course makes a big difference to what can be achieved.

There seemed to be concluding consensus from the panel that complex needs have to be addressed by a range of services and schools can’t do this on their own. Given the complexity of these needs, we have to think more holistically about both children and families, which is where a joined-up, multi-stranded, collective approach can have potential. I certainly hope Action Tutoring can continue to be a key piece in this complicated jigsaw and approach, helping to unlock potential for young people up and down the country, while working closely with others to achieve that goal.

Overall, it was a huge privilege to be part of such a prestigious panel, to engage with such a thought provoking discussion. Thank you to the FEA and EPI for hosting it and for putting such an important topic on the agenda.

[1] At present, disadvantaged pupils finish year 11 (GCSEs) over 18 months behind their wealthier peers.

[2] At present, children aged 3 are entitled to 30 free hours of childcare but only if parents are earning a certain amount, so it is of greater benefit to parents in work.

[3] The latest Sutton Trust research reports 40% of 11-16 year olds in London as having private tutoring and 25% nationally.

GCSE Results Day – celebrating our pupils’ successes

30 August 2019

It has been a week since GCSE Results Day and we would like to reflect on the successes of our brilliant pupils and volunteers.

GCSE Results Day is an incredibly important date in Action Tutoring’s calendar and we were out and about in our partner schools to celebrate in the successes of our 2019 Year 11 pupils.

There were some really fantastic achievements we heard about on the day and wanted to share them here.  As a charity we focus on supporting pupils who, at the start of the year, are at risk of not achieving a grade 4 in these crucial exams…

Nilam, a pupil who attended one of our maths programmes in London, got a 5 in maths and said, “Action Tutoring really helped me. Now I can go to sixth form and do the A Levels I want”. Maya, who participated in one of our English programmes got a 6 and commented, “Thank you for teaching us everything and helping us to get our results. I would definitely recommend you to the girls in Year 10”.

We shared numerous posts on our social media throughout the day of the happy faces of our pupils after receiving their results. Our Programme Coordinator for Liverpool, Hannah, got some lovely photos of pupils in Liverpool who were incredibly happy with their grades.

 

 

We received some really positive feedback on how our fantastic volunteer tutors have supported them: “Both my tutors helped me a lot. In September I’m going to college to do Health and Social Care and I want to be a midwife.” Another pupil said, “I would like to thank you so much for helping me in maths. I’ve never felt more understood and listened to. Your methods really helped.”

We are thrilled with our pupils’ results this year and would like to thank all of our volunteer tutors for all their hard work in supporting our charity. The autumn term is fast approaching and we are looking forward to working with more pupils and volunteers in the coming months. We still have lots of spaces left to help out, so do get in touch if you’re interested.  We are also very excited to be launching in Nottingham this term and expanding our reach further.

 

If you would like to get involved, simply complete our short online application form to become a volunteer tutor with us today. Help young people achieve and reach their potential in English and maths.

 

 

 

Ensuring GCSE Results Day is a celebration for all

23 August 2019

GCSE Results Day marks the culmination of a year’s worth of hard work and effort by both pupils and teachers. In recent times, schools have faced the added struggle keeping on top of curriculum changes and improving pupil grades against a tough funding climate, something we’ve heard about repeatedly from our partner schools across the country. Yet, this is a time when we really should not be compromising our support for these young people, particularly those who are facing socio-economic disadvantage.  

The recent Education Policy Institute (EPI) Education in England report showed that at secondary level, disadvantaged pupils are 18.1 months behind their peers by the time they finish in formal education.  In fact, the EPI report suggests if this pace continues, it will take 560 years before disadvantaged pupils and their peers are reaching similar outcomes – a staggering and deeply troubling figure. 

Sadly, today’s national GCSE results will no doubt be an illustration of what these statistics look like in reality, demonstrating the impact socio-economic disadvantage is having on the lives of thousands of young people across the country.  By missing out on the grade 4s, 5s and above, their futures will be a much tougher climb than their peers to access further education, employment or training. Yet, the results they receive today are not a reflection on their ability; they instead reflect the challenging circumstances these pupils are living with – without access to the same levels of support and opportunities as their peers.     

One example of these opportunities is private tutoring.  The Sutton Trust’s annual poll confirmed that 41% of pupils in London have had a tutor, and that nationally the figure remains high at 27%.  As a mother myself, I understand why so many parents will pay for tutoring: parents really do want the best for their children. If that means paying for a tutor to support them in their learning, that’s something that they will do if they have the means. But for the majority of disadvantaged young people that is simply not an option their parents can afford. 

At Action Tutoring we know how impactful tutoring can be, with strong evidence backing this up.  We are working now to provide tutoring support to disadvantaged pupils to ensure they are not being sent down the path that the research so sadly predicts.  Our aim is that they can leave school with the qualifications that will enable them to progress to further education, employment or training and avoid the cycle of becoming NEET.  The way we deliver our support is, in many ways, quite different to private tutoring: we work in partnership with schools and our tutors are all high quality volunteers – generously giving their time to make a difference to the lives of these young people. 

In 2017-18 our impact analysis showed the disadvantaged pupils we supported were able to match the national pass rate, after the equivalent of two terms of weekly tutoring, at GCSE level despite the extra hurdles they faced.  This is despite the pass-rate for disadvantaged pupils tending to fall 15-20% behind the overall national figures, in English Language and maths GCSEs respectively. We are eagerly waiting to hear how our pupils from this year have got on – we hope it’s a day of celebration for them all, and that we’ve have helped to place them on a firm footing alongside their peers. 

This year we’ve supported over 2,400 pupils through a network of over 1,100 volunteer tutors across seven cities in England, at both primary and secondary level. Our impact and evidence base is ever growing: tutoring works and we’re proving that our model works too. 

At our Impact Report event earlier this year Rt Hon Nick Gibb MP, shared his support, “[Action Tutoring’s 2017-18 Impact Report] shows that it is possible to close the attainment gap and Action Tutoring has had huge success raising attainment. The pupils are proof that regardless of your circumstances, it is possible to get crucial English and maths qualifications. Action Tutoring offers a practical, structured solution. Action Tutoring’s vision is one that I fully endorse.” 

The attainment gap predictions do not have to be the reality.  We are changing the outcomes for these young people today and want to ensure that results day becomes a day of celebration for everyone. If you’re interested in supporting us on our mission, by volunteering with us as a tutor or in other ways do take a look at our website: www.actiontutoring.org.uk.  

About the author:

Susannah is the founder and CEO of Action Tutoring. Susannah was inspired to start the organisation following experiences working in the charity sector and as a private tutor, recognising the potential to make the benefits of tutoring available to those that might not otherwise afford it.

Susannah has worked in the charity sector since 2007 in roles including research and project management. She has a particular interest in using the potential of volunteers for social change.

Susannah graduated from the University of Cambridge, where she studied Theology at St John’s College. She holds a Masters from King’s College London in Politics, Theology and NGOs, where she wrote her dissertation on the interplay between state and third sector welfare provision. 

For more information about Action Tutoring or enquiries about further interviews please contact:

Fleur Nicholson

Marketing and Communications Manager

E: fleur@actiontutoring.org.uk

T: 0203 872 5894

 

Notes to editors 

Since 2012, the charity has continued to grow and now operates in eight cities and areas across England: Birmingham, Bristol, Liverpool, London, Newcastle, Nottingham, Sheffield and Sussex.

In 2017-18 nearly 2,500 pupils were supported by over 1,100 volunteer tutors in 80 schools across the country. These pupils were able to match the national pass rate, after the equivalent of two terms of weekly tutoring, at GCSE level despite the extra hurdles they faced. Nationally only 44% of disadvantaged pupils are able to meet this benchmark.

In the same year 72% of primary pupils supported by Action Tutoring achieved national standards in their SATs.

Research carried out by the Education Endowment Foundation showed that pupils make up to five months additional progress, during an intensive tutoring programme.

The average cost of a private tutor in the UK is £30 per hour. Action Tutoring is able to deliver this to a disadvantaged pupil completely free of charge through the use of volunteer tutors. Donations, grants and school partnership contributions fund the cost of delivery and the Action Tutoring staff team.

There are almost 800,000 young people leaving school each year without the qualifications to go on to education, employment or training.  Individuals not in education, employment or training cost an average £56,000 to the UK economy each year.

You can read Action Tutoring’s latest Impact Report here: https://actiontutoring.org.uk/wp-content/uploads/2019/03/Action-Tutoring-Impact-Report-2017-18.pdf and further information is available at: www.actiontutoring.org.uk/our-impact/

Volunteering Experiences – Primary school

3 July 2019

Stefanie Bongert is a Systems Consult at SustainIt and has tutored maths to primary school pupils with Action Tutoring. Stefanie has attended fifteen sessions and shares her volunteering experience below.

SustainIt offers each employee the chance to volunteer for a charity of their choosing for two days, every year. I decided to volunteer with Action Tutoring in Bristol, who support disadvantaged pupils in local primary and secondary schools, by offering tutoring sessions for maths and English.

Every tutor works with the same group of two or three pupils, for one hour a week over the period of one term (8-10 weeks), with the option of continuing the following term.

Why did I volunteer as a tutor in a primary school?

Having previously studied English and Maths to become a teacher, this volunteering opportunity seemed like a perfect fit. The main reason behind my interest in volunteering with Action Tutoring was that I wanted to commit to an entire term as I really think that it is important to only start something that you can dedicate enough time to.

I also particularly like the fact that you work in a room full of other volunteers, working with pupils of the same age group. We get the chance to help each other and share ideas during the sessions, or in our 10-minute catch-up after each volunteering session.

During each session, we try to concentrate on a specific topic, including time for both group and individual work. During the small breaks between longer tasks, we play mathematical games or try the brain teasers in the workbook. Figure 1 shows an example of some of the activities we ask the children to complete. Can you solve the triangle mess and count the triangles?

volunteer-as-a-tutor

It is great to see the students enjoying the sessions when we get to a topic they find engaging. Sometimes, they almost forget that they are doing maths.

It has been important to get to know my pupils a little bit during the first session and observe what they enjoy in the following session. It is a great chance to plan the lessons with a mix of tasks they need more practice on, as well as those they enjoy and leave them with a sense of achievement.

Written by: Stefanie Bongert, Systems Consultant

Originally published  https://sustainitsolutions.com/blog/volunteering-at-a-local-primary-school/

If you want to give back to your community and also volunteer like Stefanie in your area or online, get involved today and support disadvantaged pupils by providing them the academic assistance they need.

Headteacher Lynne Gavin – “Thank you to all the Action Tutoring volunteers on behalf of the children whose life chances are improving as a result of what they do.”

15 March 2019

Lynne Gavin is the headteacher of Pakeman Primary School in Islington, London. Approximately 70% of its pupils are living in poverty, another 15% considered working poor, 75% of children speaking English as an additional language and many children come from a refugee background. On 4th March, Lynne shared a powerful talk at the launch of Action Tutoring’s Impact Report in the Houses of Parliament about why her school is working with Action Tutoring and the difference it makes…

When I first arrived at Pakeman, I was constantly surprised that so many of the things that I took for granted were new to our children. For example, can you imagine rarely stepping outside of your local environment? Never having been to the cinema? Or being asked to write about the seaside if you have never seen the sea, paddled in the water and felt the sand beneath your feet?

The fact is that disadvantage is still determining destiny for far too many children. Life chances are being determined by the parents they are born to and the postcode they are born in. These children are no less capable or intelligent, but there are serious obstacles that need to be overcome in order for them to have the same life chances as their more affluent peers.

Being disadvantaged can significantly impact on a child’s ability to learn. These children may not have a solid foundation of good physical, mental and emotional health; they may lack good language and literacy development; they may not have the material and physical support systems that other children have.

But disadvantage is not just a label – it’s about lives. Our children’s lives. In our school, we have pupils growing up in families affected by drug and alcohol abuse, or with a parent in prison. We have children who are new to the country as refugees. We have children who are acting as young carers for parents with mental health issues, which means they aren’t always in school, or arrive hungry having not been fed breakfast. We have pupils living in temporary accommodation because they are fleeing situations of domestic violence and have seen things they should never have witnessed. Then there are the pupils whose parents want to help support their learning, but are hindered by their own poor literacy skills. Each child has a different story, a different need and often the odds are stacked against them.

Working together

We can turn things around for these children. Schools that serve disadvantaged children have to work hard to counteract the impact of disadvantage. We know it can be done – but we need the right resources and the right support. The more resources that a child has at their disposal, the better the chances of optimising learning and enabling them to experience success. Partnership working helps us to provide these additional resources and support. Action Tutoring is one of the partners that we work with. We introduced Action Tutoring last year and we have recently been successful in gaining funding from a foundation to continue partnering with them for another three years and to extend the project into nine other schools in the local area. As a result, more children are benefiting from this excellent support.

When something is working well, you get a buzz. You can feel it, you can see it and you can hear it! I can feel it.  I was impressed with Action Tutoring from the moment they came into school to talk to me about the project.

  • They care passionately about improving outcomes.
  • They have high expectations.
  • They are aspirational.
  • They listen and want to improve what they are doing.
  • They are reflective and thoughtful.

I continue to be impressed by the way that our lovely Action Tutoring Programme Executive, Emma, manages our sessions so beautifully each week, with great care and attention.

I can see the impact sessions are having every time I drop in. Tutors have good subject knowledge, provide clear explanations, they inspire the children and are great role models.

Children enjoy the sessions – there are high levels of engagement, motivation, interaction and encouragement, children are working hard and are being challenged. The children are proud of their work and happy to talk about their learning.

Finally, I can hear the impact. Here are some teachers’ comments:

Tutors are dedicated, professional, well organised and knowledgeable.

Action Tutoring is an amazing resource and has had a clear and sustained impact. As well as moving the children on in reading and maths, we have seen a real improvement in some of the children’s focus and confidence. The children are making links between the work they do with their tutor and the work they do in class and this helps them be more independent and take ownership of their learning.”

Then here are some comments from the children themselves:

“I get help quicker in the sessions. In class there are more children, so I have to wait longer for help.”

“Because when I go home, I don’t get that much practice, so it helps me if I go to tutoring.”

“In Action Tutoring, I learn new things that I could not believe I could even do.”

“I would 100% recommend it to another pupil. If you don’t know something, your tutor will explain it to you. I want to show my tutor how much I’ve learnt.”

Champions

Our children need champions. Champions – who never give up on them, who understand the power of relationships and insist they become the best they can possibly be. That’s just what the volunteers from Action Tutoring are doing. They are making a difference by championing our children.

The volunteers are ordinary people who care enough to want to make a difference, who show the children that they believe in them. They are ordinary people who put their energies, resources and skills into helping the children meet their goals, experience success and reach their full potential.

But I’d like to finish by saying I am wrong. I am wrong about them being ordinary people. I think they are quite remarkable people. People who are prepared to give of themselves to make the lives of others better. I often think how wonderful it is to imagine our children moving on to lead happy and successful lives – all because the people around them helped to fight for them and to make a difference.

Nelson Mandela said, education is the most powerful weapon which you can use to change the world.” These remarkable people are helping us to do just that. So, I’d like to thank them for that, thank them from the bottom of my heart on behalf of Pakeman and the other schools but most of all on behalf of the children whose life chances are improving as a result of what they do.

Headteacher Lynne Gavin speaking at the Action Tutoring Impact Launch Report.

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