Events

Donate to our Big Give Christmas Challenge this Giving Tuesday

In 2012, in the heart of New York City, the seeds of Giving Tuesday were sown with a vision to inspire a wave of radical generosity and celebrate the act of giving. Since then, it has grown into a global movement, motivating millions to contribute their time and resources to charities and communities in need.

Each year, on November 28th, following the Thanksgiving festivities and the shopping frenzy of Black Friday and Cyber Monday, Giving Tuesday is commemorated with the hope that the spirit of giving will capture the attention of people who’ve just enjoyed a shopping spree, encouraging them to donate and volunteer.

Giving Tuesday marks the start of The Big Give Christmas Challenge 2023, which will run for one week until the 5th of December. Action Tutoring is taking part in the challenge for the fourth time, with our biggest target yet!

Our Big Give Christmas Challenge 2023

The Big Give Christmas Challenge is the UK’s largest match-funding campaign. A match-funded campaign consists of a “match-fund” pot that is used to double online donations made during campaign week. This means that one donation has twice the impact! 

Our target this year is bigger than ever – £6,000. From 28th November – 5th December, any amount we raise will be doubled from our pledge fund, generously added to by our pledgers and champion funders, the Scouloudi Foundation.

The raised amount will go towards vital programme delivery, providing pupils with high-quality workbooks and noise-cancelling headphones, and tutors with enhanced DBS checks.

#YouInspiredMe: The power of educators

Our 2023 Big Give Christmas Challenge is on the theme #YouInspiredMe, spotlighting the remarkable influence of teachers and tutors on the lives of young individuals and the enduring impact of their efforts well into adulthood. We want to thank these exceptional educators whilst recognising the importance of education during this festive time of giving.

We firmly believe that everyone possesses something unique to give, whether it’s their skills, knowledge, money, time, or simply their voice to champion a cause close to their heart.

The recent challenges with giving against the growing need

We all recognise that the past year has brought its own set of challenges. A global pandemic, rising inflation, and the ongoing conflicts in Ukraine and Gaza have all put a strain on people’s capacity to give. According to the CAF’s 2023 UK Giving Report, giving has still not recovered to pre-pandemic levels and the cost-of-living crisis has led a quarter of people to alter their charitable behaviours or are planning on doing so. 

Volunteering levels have also declined, with 1.6 million fewer volunteers than five years ago.

Despite these challenges, our pupils need support more than ever. The academic attainment gap is at its widest in a decade and the demand for tutoring in schools continues to rise. We cannot stand idly by as disadvantaged children struggle to meet expected performance standards and face limited opportunities for future careers.

Your contribution, no matter how big or small, can make a lasting impact. This Giving Tuesday and for the Big Give Christmas Challenge, support us to ensure more children receive necessary academic support.

How to give and support our work

Donate to our Big Give Christmas Challenge on our campaign page from November 28th to December 5th. Don’t forget that your donation will be doubled! One donation equals twice the impact.

Volunteer as a tutor – You can tutor students in English or maths at primary or secondary levels, either online or in-person, dedicating just one hour per week.

If you’re unable to give your time or make a donation, you can still support our cause by spreading the word. Share this blog with friends, family, and on your social media platforms, using our hashtag #YouInspiredMe

As we celebrate Giving Tuesday, let’s continue to support the causes close to our hearts. Kindness and acts of generosity are essential to empowering children and young people to unlock their academic potential. Together, we can make a difference and inspire change.

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.

Student Volunteering Week 2024 – what to expect

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

What is Student Volunteering Week?

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

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

When will Student Volunteering Week 2024 take place?

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

What to expect from Student Volunteering Week 2024 

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

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

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

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

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

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

Why do students volunteer?

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

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

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

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

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

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

– Laura, North West Programme Coordinator

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

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

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

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

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

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

Could you make your gift go further? #TickTheBox

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

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

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

What is Gift Aid awareness day?

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

Why you should #TickTheBox

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

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

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

Hannah O’Neill, Head of Philanthropy at Action Tutoring

Donating to Action Tutoring with JustGiving

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

Donating to Action Tutoring by bank transfer

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

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

Thank you for your donations and support

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

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

Hannah O’Neill, Head of Philanthropy at Action Tutoring

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

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

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

Going the extra mile: Employees run for a cause

In a remarkable display of spirit, three extraordinary employees of Action Tutoring stepped up to the challenge to run for fundraising. Going beyond their day-to-day roles at our charity, Rachel, Beth, and Georgia embarked on sponsored runs, pushing their physical limits to raise funds to support tutoring disadvantaged young people. 

Let’s dive into their inspiring stories to find out what fuelled their motivations to conquer the challenge.

Conquering the Great Bristol Run

Rachel Roberts, our Bristol and Sussex Programme Manager, fearlessly tackled the renowned 2023 Great Bristol Run. With perfect weather conditions and an atmosphere charged with excitement, Rachel soared through the course, leaving her challenges in the dust.

“The running conditions were perfect, the weather was warm and windless, and the atmosphere was fantastic.”

Rachel

After the intense physical effort and fundraising effort of £165 which increases to £201 with Gift Aid, Rachel deservedly relaxed under the sun, sharing a well-earned celebratory drink with friends.

Reflecting on her experience, Rachel’s key piece of advice for future fundraisers undertaking a similar journey, is to make sure you tell your friends and family your estimated running time.

“Tell your spectators your estimated running time or they may miss you on the route.”

Rachel

Thriving in the heat of the Great Manchester Run

For Beth Carlow, the scorching heat on the day of the Great Manchester Run didn’t deter her from embracing the challenge. Our training and quality coordinator plunged into the race with an unwavering spirit. Live music, enthusiastic crowds, and bustling streets added an extra layer of excitement to the thrilling event.

The heat presented an additional physical hurdle for Beth.

“The toughest part was running in the heat, especially having completed most of the training in the more typical Manchester conditions of grey skies and drizzle.”

Beth

She proudly wore her hard-earned medal throughout the day, showcasing her achievement to the world. For those contemplating a similar challenge, Beth emphasized that participating in a race for charity is not only a fantastic way to raise funds for Action Tutoring but also serves as a powerful motivator during training and on race day. Beth raised £360 plus £56 through Gift Aid.

Trailblazing at the Wimbledon Common Half Marathon

Away from the loud cheers of other races, Georgia Pearson, the London Programme Coordinator embarked on the Wimbledon Common Half Marathon. With each stride,  Georgia relished the breathtaking experience of running amidst picturesque trails rather than the usual humdrum of city roads. 

Georgia said she found solace and strength in the run-through trails, a welcome distraction during challenging moments of the run.

“I really enjoyed the challenge of running a half-marathon and the fact that it was on trails rather than road running because it meant I could focus on the lovely surroundings when it got tough!”

Georgia

Beyond running along the scenic route, another highlight for Georgia was spotting The Wombles!

With the race behind her, Georgia was thrilled to witness the donations pouring in amounting to £625 plus £136 through Gift Aid – knowing that every contribution would support Action Tutoring’s impactful work.

“It was great to see the donations rolling in after I had completed the race and know that the money will support Action Tutoring’s work. It has definitely inspired me to take on bigger and more difficult challenges in the future”

Georgia

For aspiring runners, take note of Georgia’s advice: Just go for it and you won’t regret it.

Get involved to make a difference

Feeling inspired by the extraordinary achievements of Rachel, Beth, and Georgia?

Visit our fundraising page to learn more about how you can lace up your running shoes, take on a sponsored run to harness the power of your strides and become a hero for those in need.

Be a part of our mission to transform lives in many other ways – volunteer for an hour a week to support children, donate to our work or advocate to contribute to a brighter future for disadvantaged young people. 

Together, we can cross the finish line of opportunity and build brighter futures for every child.

Volunteers take on Hackney Half Marathon to raise funds

The six runners raced for 13 miles at Hackney Half to raise over £2700 to support tutoring

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The atmosphere at Hackney Marshes, the start and end point for the Hackney Half Marathon, was electrifying. Throngs of supporters had lined up the streets of the 13.1 mile course.

From shaking tambourines and blowing loud whistles to chanting runners’ names, motivation from the hundreds of thousands of cheering crowds was on full display.

A field of 24,000 runners who signed up for the half marathon were ready to push their minds and bodies to the finish line. Among the runners were six volunteers – Sam, Rhea, Tom, Luke, August, and James – taking on the challenge to raise funds in support of Action Tutoring’s mission.

The run started from the Hackney Marshes, through some of East London’s creative and popular spots including Broadway Market, Hackney Empire, Hackney Wick and Victoria Park.

Ramon, a finance administrator at Action Tutoring, was one of supporters cheering the runners on, alongside their family and friends at the finish line.

It had a festival-like atmosphere with music playing, buzzing energy and a great community spirit to encourage runners to push through to the very end.

Ramon

Physical toll

Running for 13.1 miles, an equivalent of 21 kilometres, is no mean feat and presents a massive challenge to the body. It exerts a physical toll that Tom, one of our brilliant volunteer runners, found out quite early-on in the race.

I had sort of shin splints and knee problems throughout the entire race, but I just had to dig deep. I kept it going, one foot in front of the other.

Tom

For Tom, the core takeaway from this challenge is doing something amazing in the name of charity, regardless of time or speed.

It’s about having a good time, but it’s also about finishing the race and being part of the whole event and not pushing yourself too hard.

Tom

Our volunteer runner, Rhea, also found the race painful but the reward was soothing.

It was so painful for a lot of it. But the whole time, it was amazing mentally yet physically terrifying.

Rhea

Staying motivated

To take on a big challenge like this, you need motivation to keep you going from mile to mile, or even at tougher points, step to step.

Our runners said the big motivators for them included the support from friends and family was a big motivator, people who donated to their fundraising pages and fans who cheered them on as they ran.

I saw people that shouted “Action Tutoring”, and that they have a brother and sister who has been tutored by the charity’s volunteers.

James

Eye on the prize

Another big motivation for the six runners through the thick and thin of the half marathon was the cause. Keeping in mind the altruistic reason they had taken on the huge challenge in the first place as the ultimate prize saw them through the race.

All funds raised will help increase access to tutoring for pupils from low-income families across the country. All our runners have previously or currently volunteered on our programmes. Action Tutoring works with volunteers to provide academic support in maths and English to primary and secondary pupils facing disadvantage.

While running, Rhea remained steadfast by thinking of the work and impact of Action Tutoring. 

I’ve signed up for a half marathon before and not followed through with it and then this opportunity came up with Action Tutoring and I just thought that’s an amazing cause to be running for and that I’d love to push myself to be doing something more for them.

Rhea

She urged people wishing to take on a challenge for a cause such as this to definitely go for it, as the pride in personal achievement and charity is worth it.

Definitely do it! Even though I know I just described it as very painful, that is going to be something I can look back on and be really proud of.

Rhea

Planting important seeds

Tom said he felt inspired by his fulfilling tutoring experience and decided to take his support one step further by taking on this challenge.

I’ve been a tutor for over seven months now and I’ve seen the great work that Action Tutoring does. This was just a different avenue that I could the help the charity reach more disadvantaged children and hopefully spread awareness about their work.

Tom

James also shared that the charity’s cause was close to his heart, elaborating why raising awareness for Action Tutoring was important to him.

I know people who have learning challenges or haven’t had the best upbringing or families that don’t necessarily understand the importance of education. I know the value of tutoring. For people to give up their time to help young people, they’re planting seeds – important seeds.

James

Fundraising success

Our runners not only worked hard at the race, but with their fundraising efforts. A staggering total of £2705 was raised collectively, smashing the original group target of £1800, or £300 per runner.

The raised amount translates into purchasing over 450 workbooks for face-to-face tutoring or 108 headphones for online delivery.

We are so proud of our runners for taking on this incredible physical feat whilst fundraising for Action Tutoring. Thank you to all the runners and all those who donated and supported each runner’s fundraiser. We can’t do our vital work without your support and advocacy.

Hannah O’Neill, Head of Philanthropy at Action Tutoring

With the raised funds and visibility from the Hackney Half Marathon, Action Tutoring will continue to work tirelessly to inspire disadvantaged young people and help them unlock their academic potential.

Numeracy Day: Solving England’s maths equation

What is National Numeracy Day?

17th May is the national day set aside to campaign for building brighter futures through building confidence with numbers and everyday maths skills. It is aimed at raising the low levels of numeracy among both children and adults.

The broader vision of the National Numeracy Day campaign is for everyone in the UK “to get on with numbers so they can get on in life.”​ 

The day is especially topical this year after Prime Minister Rishi Sunak’s controversial maths attainment policy proposal requiring school pupils in England to study maths until age 18.

More recently, Sunak announced a review of the mathematics curriculum across England, tasking a group of advisers to examine the core maths content currently taught in schools and share recommendations by summer.

Doing the maths

Numeracy levels in the UK are significantly lower as compared to other developed nations. About half, representing 49%, of the working-age population of the UK have the expected numeracy level of a primary school child – according to the 2022 UK Numeracy Index. 

With 30% of school-leavers between ages 18–24 feeling anxious about using maths and numbers, it means millions of children lack number confidence and are likely to start out their careers at a disadvantage. Additionally, poor numeracy costs the UK economy up to £25 billion a year.

Why numeracy is important

Numeracy provides children and young people with valuable tools for daily life, problem-solving, career opportunities, data interpretation, logical thinking, and future readiness.

• Numeracy skills are fundamental for managing personal finances, budgeting, and making informed decisions about spending and saving money. Children who are numerically literate are better equipped to handle financial challenges and make responsible choices throughout their lives.
• They enhance logical reasoning and problem-solving abilities. Mathematics encourages critical thinking, logical analysis, and the ability to break down complex problems into smaller, manageable parts in real-life situations.
• Strong numeracy skills open up a wide range of career opportunities, including fields such as science, engineering, finance, data analysis, and technology. By developing these skills, children and young people increase their chances of success in these fields.

Solving the big maths problem

The lingering problem that will beset the proposed national maths agenda is the deficit of maths teachers. In practice, the policy may not yield the intended results as the Department for Education (DfE) have fallen short of recruitment targets in the last decade, despite being lowered since 2019.

Hence, the key obstacle to solving the low numeracy problem is the critical shortage of specialist maths teachers and that could undermine maths education in schools in England.

Almost half of secondary schools have had to fall on a non-specialist to teach maths lessons in schools and about one in eight maths lessons (12%) are taught by someone without a maths degree.

The lack of quantity and quality of teacher applicants and budget pressures remain the stumbling blocks to improving teacher recruitment. For Mr. Sunak’s maths formula to be workable, the government should develop a renewed focus on improving teacher recruitment and retention.

The introduction of special incentives to ramp up the volume of maths teacher applications, including improved pay and working conditions and bursaries for training and quality improvement measures, could collectively help the situation. Without increasing the number of maths teachers, the numeracy problem will continue to persist.

Take action this National Numeracy Day

This year’s National Numeracy Day campaign has a line-up of activities across social media with several celebrity ambassadors joining the online conversation to share their number stories.

Join the campaign by signing up to access resources and be part of activities via this link: National Numeracy Day 2023 sign-up.

Also, another way to take action beyond the day is to volunteer as a maths tutor and help disadvantaged pupils improve their numeracy skills and abilities. Action Tutoring provides all the resources and training to help you give maths support to young people for an hour each week, either online or face-to-face in schools.

The far-reaching impact of numeracy

Overall, the benefits of numeracy and mathematics are significant and far-reaching, making it a crucial skill to cultivate. Improving numeracy early in life, particularly for those who are falling behind in school, is critical to bridging the attainment gap between poorer and wealthy students.

The Big Help Out for Volunteering

Volunteering has taken centre stage as the coronation of King Charles is set for this weekend. The value of volunteering is a key component of the celebrations in tribute to the King’s lifetime of public service.

In the spirit of volunteering and to mark the historic event nationwide, the Big Help Out is being rolled out to raise awareness of diverse volunteering opportunities for people to make a difference in their communities throughout the UK. The Big Help Out is on the bank holiday Monday of the Coronation – May 8th.

With the Big Help Out campaign aimed at encouraging a national day of volunteering, find out more about how you can support our Big Help Out initiative and some important information on the event.

What is the Big Help Out?

A concept developed by the coalition of Royal Voluntary Service and Together, the Big Help Out is an initiative to showcase the value and impact of volunteering for people and communities who take part. 

The campaign is urging people to sign up – online and via a new app – to participate in various volunteer opportunities across the country on the Coronation  Bank Holiday. The aim is to get more people who traditionally don’t volunteer to consider it.

Why is it important?

Charities are facing a challenge with recruiting volunteers as the number of people signing up to give back their time and efforts has been on a steady decline in the last year. 

The Big Help Out campaign seeks to engage diverse groups of people to volunteer and celebrate the impact of volunteers on community and nation-building.

How can you get involved with Action Tutoring’s initiative?

For the Big Help Out on May 8th, we are asking you to write a letter of support to secondary pupils about to sit their GCSEs.

Remember the anxiety and nerves you may have had before your final exams? The feeling is typical for most students because the outcome matters for their future prospects.

A pass grade is a difference between being handed the key to the door of opportunity or having the door slammed in your face. Pupils who do not achieve a pass grade in their maths and English are less likely to be able to access further study or employment.

The GCSE pupils we support have been working hard all year, receiving extra tuition in English or maths. They deserve every encouragement ahead of their exams. 

Lend us a hand by writing a note of support in our Good Luck Book to the GCSE candidates this year. One word, one sentence, one paragraph, and one letter can be the defining motivation that compels them to go all out and pass their exams.

What’s your message to the GCSE candidates? We will feature a cross-section of the notes on our social media platforms and compile them for the candidates.

How you can get involved beyond the Big Help Out?

With summer term underway, more pupils from low-income backgrounds are in need of additional academic support to help them pass their grades in English and maths. 

You can help by volunteering with us for at least an hour each week, either online or face-to-face, to give disadvantaged pupils the academic support they need.

Previous teaching experience is not required and training and resources are provided for all volunteers.

Why is Black History Month important for Action Tutoring and its supporters?

Action Tutoring supports disadvantaged pupils to reach their potential. Across the country, in the cities and regions in which the charity works, there is a higher percentage of Black and mixed heritage pupils classified as disadvantaged compared to their White peers.

Government data from 2020 shows the percentage of pupils eligible for Free School Meals (the Government’s indicator of disadvantage) by ethnic group. In the table we can see 24% of Black African pupils and 28% of Black Caribbean pupils were eligible for Free School Meals compared to 14% of White British pupils, of those receiving their GCSEs in 2020.

Pupils from disadvantaged backgrounds aren’t less able, but they have less access to the tools that support them to progress in school. This means they are not able to reach their full academic potential, significantly impacting their future prospects.

Disadvantaged pupils are, on average, 18 months behind their non-disadvantaged peers by the end of secondary school (EPI report, 2020). In fact, in the 2019 GCSE exams, only 25% of disadvantaged pupils achieved a grade 5 or above in English and maths, compared to 50% of all other pupils (DfE report).

In the Government’s household income data, published in 2021, Black households were most likely out of all ethnic groups to have a weekly income under £600 and as indicated above, children facing socio-economic disadvantage are less likely to achieve meaningful grades in their exams.

Tragically, the data above indicates that our education system is not able to guarantee all pupils the same outcomes and opportunities, regardless of their background or ethnicity, which is simply not fair.

Action Tutoring focuses on reducing the academic attainment gap at the end of primary and secondary school, so that young people’s circumstances don’t limit how much they can achieve academically.

Why history?

At primary school level, 6 out of 8 history topics in the Key Stage 2 curriculum focus on British history and at GCSE level a minimum of 40% of the course must be British history. These topics, recommended by the Department of Education, predominantly focus on White British history, often neglecting other perspectives and contributions which create so much of the diversity and richness in our country’s history.

The curriculum should put more emphasis on the negative legacy of the British Empire and explore much further how the British Empire created a cycle of exploitation which oppressed the Black, Asian and minority ethnic people under its rule.

Dominant narratives in the curriculum of the Industrial Revolution ignore that England ruled over 25% of the world in mid-late 1800s and early 1900s and exploited the natural resources in these territories to fund economic growth in England, whilst simultaneously taking over developing countries’ systems of governance.

The curriculum also doesn’t critique England’s continuing participation in the slave trade after they officially ruled it illegal in 1807, or how England exploited its empire for soldiers during WWI and WWII without guaranteeing them the same rights as White English soldiers.

The curriculum does makes references to the slave trade and civil rights movements in the USA. This is limited as it does not give an accurate picture of England’s involvement in the slave trade, and does not convey similar Black Power movements taking place in Britain.

“If you’re omitting different histories and narratives, you’re saying that these people aren’t part of this country, this nation, this heritage – or they’re not important enough to be taught as common knowledge,” says Melody Triumph, policy specialist at The Black Curriculum – a social enterprise that seeks to redress this imbalance by delivering programmes, training and campaigns about Black British history.

British children from minority ethnic backgrounds deserve to be taught about their history as much as White pupils. Expanding young people’s awareness of the rich history of our multicultural society will help to foster an accepting and less racialised nation. In our English tutoring resources, we have included Black British authors and have referenced the work of the Black Curriculum when reviewing and improving our workbooks because we believe this is essential to a fair and well-rounded education.

History is an important tool we can all use to make sense of our society today. It can help inform, empower and educate. If you want to find out more about Black British history, from the Black Tudors to Black Power movements in the 1980s, take a look at our resource list here and the Black Curriculum’s resources.)

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