Guest Blog

Sustainability goals: Our commitment

COP30, the United Nations’ 30th Climate Change Conference, concluded last month. World leaders met in Belém, Brazil to discuss pressing topics such as emission reduction pledges, protecting vulnerable communities, and empowering every sector to contribute positively to climate action.

Our commitment to sustainability

Action Tutoring’s mission to close the educational attainment gap underpins our commitment to sustainability. In January 2024, we founded our cross-departmental Sustainability Working Group.

The group meets regularly throughout the academic year to discuss Action Tutoring’s contribution to sustainability. The UN’s Sustainable Development Goals (SDGs) have provided a bedrock for these discussions. We are proud to say Action Tutoring directly contributes to four of these sustainable development goals:

• 4: Quality education.
• 8: Decent work and economic growth.
• 10: Reduced inequalities.
• 11: Sustainable cities and communities.

An exciting opportunity

We were recently invited to take part in a programme hosted by Heart of the City, a responsible business charity dedicated to supporting small and medium-sized businesses on their sustainability journeys. The charity provides expert training and support to SMEs and supply chains of larger organisations empowering them to create more inclusive workspaces, tackle social inequalities, and get started on their net zero journeys.

This unique opportunity enabled us to think about how Action Tutoring can contribute to yet another Sustainable Development Goal – 13: Climate action. As highlighted at COP30, carbon accounting (the process of measuring both direct and indirect greenhouse gas emissions) is a crucial step organisations must take to understand their environmental impact.

We are very grateful to Heart of the City for helping us complete our first carbon baseline, a snapshot measurement of our total greenhouse gas emissions. Our calculations show that in Academic Year 24-25, our emissions totalled 205.25 tonnes of CO2e. This figure is a good starting point for our future sustainability work. We believe this is a reasonable output relative to our organisation’s size and considering the scope of our operations.

What’s next?

Now we have our initial carbon baseline, the Sustainability Working Group is refining Action Tutoring’s data collection processes. This is to:

• Achieve a deeper understanding of our carbon output.
• Form an impactful climate action plan for reducing our emissions where possible.

Our volunteers can look out for the launch of our Tutor Travel Survey at the end of the term. The survey will gather information on how our in-person tutors travel to programmes. This will give us increased clarity about the emissions resulting from this activity. We will also be reflecting on staff travel tracking and collaborating with our contractors to gain more accurate data on our indirect emissions.

As a charity committed to enhancing the futures of young people, Action Tutoring prioritises maintaining a planet that can support equitable, prosperous and resilient lives. Thank you to Heart of the City for helping our team develop the skills and resources needed to contribute towards our vision for a sustainable future. 

Find out more about Heart of the City

If you would like to find out more about Heart of the City, email info@theheartofthecity.com.

Find out more about our charity

Highlights from our dedicated summer fundraisers

Fundraisers nationwide tackled incredible challenges this summer. From endurance bike rides to mountain treks, discover the epic efforts they went to, to support pupils and help us end educational inequality.

Trekking for equity: QBE’s National Three Peaks Challenge

Action Tutoring is the proud UK community partner of the QBE Foundation. We’re delighted that through this partnership, QBE Insurance’s incredible colleagues have united to support our cause.

Congratulations to the second team of QBE colleagues who conquered the National Three Peaks Challenge in August. The challenge entails climbing the three highest peaks in England, Scotland and Wales. This includes an impressive 23 mile walking distance and a whopping 3,064 metres (10,052ft) climb. Find out more on the Three Peaks Challenge website.

“Back from one of the hardest and most rewarding things I’ve ever done. We were blessed with great weather for two to three peaks, amazing teammates and drama-free journeys in between, and finished in an incredible 22 hours 13 minutes.” –
Hannah Haddrill, Business Manager at QBE and Three Peaks fundraiser.

From scaling Snowdon, Scafell Pike, and Ben Nevis, an astounding £7,796.95 was raised, including generous match-funding from the QBE Foundation.

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Cycling for 24 hours: Nich’s South Downs Way Double Challenge

A huge congratulations to our Director of Finance and Operations, Nich, who tackled the epic South Down’s Way Double, raising over £1,500.

Watch Nich’s video below for an insight into his preparation for the challenge.

Nich completed the 200 mile challenge back in Winchester in an incredible 24.5 hours.

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Reaching new heights at the Tottenham Hotspur Stadium

A courageous team of six faced a daring challenge – walking 47 metres above the Tottenham Hotspur pitch. Completing this challenge at the Premier League football club’s North London home, heights included moving over a daunting glass walkway! One of the team, Adam, also fearlessly took on a free-fall abseil from the stadium.

Raising over £1,600, the team had a great time and said it was “only a little nerve-wracking!”

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10k and 21k distances completed for our pupils

This summer has seen many amazing fundraisers take on 10k and half marathon distances to support our vital work. This includes The Saucony London 10k, Great North Run, The Big Half and Cheltenham Half Marathon.

“The race had an incredible festival atmosphere with live music en route and huge crowds cheering us on! Running it for a great cause made it all the more enjoyable and rewarding.” – Mollie, Action Tutoring Corporate Partnerships Manager and Great North Run fundraiser.

“It was an amazing experience and knowing that I was running for such a meaningful cause made it even more enjoyable and rewarding!” – Kalina, QBE Data Engineer and Big Half fundraiser.

And a huge good luck to our QBE team taking on the Royal Parks Half Marathon in October!

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Want to get involved? Our events for 2026

We’re really pleased to soon be announcing yet another upcoming exciting spring and summer 2026 event calendar. If you’d like to hear about fundraising with us, you can subscribe to our newsletter below!

A decade of insights into disadvantaged pupils’ needs

This is a guest blog from our friends at Manning’s Tutors.

Over the past decade, tutoring agencies and charities across the country have played a pivotal role in supporting pupils facing disadvantage, addressing their educational and emotional needs amidst evolving societal and technological landscapes. Significant developments in digital learning and delivery have increased the reach and accessibility of tutoring for pupils facing disadvantage, whilst the pupils’ needs have remained consistent. Here we examine afresh these enduring needs, drawing on insights from ten years of tutoring experience and the most recent data to provide a comprehensive analysis.

The necessity of personalised academic support

Pupils facing disadvantage require tailored, one-to-one academic support to overcome barriers rooted in socioeconomic challenges. Many face difficulties due to limited access to resources, overcrowded living conditions, or additional learning needs, such as dyslexia or attention deficit hyperactivity disorder (ADHD). These factors often result in gaps in foundational knowledge or confidence, which are harder to address in busy classrooms.

Over the past ten years, tutoring agencies have observed that personalised tutoring remains a critical intervention. Whether supporting a Year 6 pupil with mathematical concepts or aiding a GCSE candidate in mastering complex literature, individualised approach allows pupils to progress at their own pace, address specific hurdles, and build a robust academic foundation. The persistence of socioeconomic barriers, such as poverty and overstretched school resources, underscores the ongoing need for bespoke educational support to ensure equitable outcomes.

The critical role of confidence-building

Academic achievement for pupils facing disadvantage is closely tied to their self-belief. Throughout the past decade, tuition providers have consistently encountered pupils who feel unable to succeed due to early academic setbacks or external pressures. This lack of confidence, often exacerbated by socioeconomic challenges, remains a significant obstacle to progress. In 2025, as in 2015, pupils facing disadvantage require tutors who not only deliver academic content but also foster resilience and self-assurance.

Tutors act as mentors, encouraging pupils to view mistakes as learning opportunities and celebrating incremental progress. This approach is particularly vital for pupils facing additional challenges, such as family responsibilities or social exclusion. The need for confidence-building has remained constant, as economic pressures and social inequalities continue to impact pupils’ self-perception and engagement with education.

Persistent barriers to resource access

Access to educational resources remains a significant challenge for pupils facing disadvantage. A decade ago, many lacked basic materials such as textbooks or reliable internet access. While technological advancements have increased the availability of digital tools, the digital divide persists. According to a 2024 report from the Department for Education, approximately 7% of UK households with school-aged children still lack consistent access to high-speed internet in 2025, disproportionately affecting low-income families. Additionally, some pupils share devices with siblings or lack essential supplies like stationery, hindering their ability to study effectively.

This resource gap perpetuates academic disparities, as pupils without adequate tools struggle to engage with learning materials or complete assignments. Tutoring organisations and charities have worked to mitigate these barriers by providing resources, lending devices, and offering in-person support where feasible. However, the underlying need for equitable access to educational tools remains as pressing today as it was ten years ago.

The importance of stability and consistency

Pupils facing disadvantage often experience instability in their personal lives, whether due to housing insecurity, family challenges, or frequent school transitions. Over the past decade, tutoring organisations have observed that consistent academic support provides a vital anchor for these pupils. A regular tutoring schedule, delivered by a familiar tutor, offers not only educational continuity but also emotional stability. This consistency helps pupils feel secure, enabling them to focus on their studies despite external uncertainties.

The need for stability has not diminished over the years. Economic pressures, such as rising living costs, have intensified for many families, making the role of a dependable tutor even more critical. Tutoring organisations and charities strive to provide this continuity, ensuring pupils have a reliable support system to navigate their educational journey.

Addressing emotional and social needs

Beyond academic support, pupils facing disadvantage often require emotional and social encouragement. Challenges such as bullying, family stress, or feelings of isolation can significantly impact their ability to engage with learning. Over the past ten years, these pressures have remained, with the rise of social media and the lingering effects of the COVID-19 pandemic adding new complexities.

Tutors provide a supportive environment where pupils can express concerns and build resilience. While not a substitute for professional mental health services, tutors offer compassionate guidance and tailored encouragement, helping pupils navigate challenges. This holistic support remains essential, as emotional well-being is foundational to academic success.

The enduring attainment gap

The attainment gap between pupils facing disadvantage and their peers remains a persistent challenge. According to the Department for Education’s 2024 data, only 40.2% of pupils eligible for free school meals achieved a grade 4 or above in English and mathematics at GCSE, compared to 67.4% of their non-disadvantaged peers. While this reflects a slight improvement from 2015, when the figure was 33.7%, the gap remains significant.

This disparity highlights ongoing systemic issues, including poverty, limited access to extracurricular opportunities, and resource constraints in schools. 

Tutoring providers play a vital role in addressing this gap by providing targeted support to help pupils achieve their potential. However, the need for such interventions has not diminished, underscoring the entrenched nature of educational inequality.

The value of strong relationships

At the core of effective tutoring lies the power of human connection. Pupils facing disadvantage benefit immensely from relationships with tutors who demonstrate genuine care and belief in their potential. Over the past decade, tutoring agencies have seen how these relationships can transform pupils’ attitudes towards learning, fostering motivation and perseverance. A tutor who takes the time to understand a pupil’s interests or celebrates their achievements, no matter how small, can have a profound impact.

This need for meaningful relationships remains unchanged, even as new delivery methods—such as interactive online platforms and AI-enhanced tools—begin to reshape tutoring practices. These innovations hold promise for increasing accessibility and flexibility, but they complement, rather than replace, the human element that lies at the heart of tutoring.

A commitment to continuity

Reflecting on the past ten years, it is evident that the needs of pupils facing disadvantage—personalised academic support, confidence-building, access to resources, stability, emotional encouragement, and strong relationships—remain as critical as ever. While emerging technologies and hybrid learning models are poised to enhance how tutoring is delivered, these core requirements endure, rooted in the human and systemic challenges that these pupils face.

Tutoring organisations and charities, often working in partnership with schools, remain steadfast in their commitment to addressing these needs, drawing on a decade of experience to provide high-quality, impactful support. As the educational landscape continues to evolve, their dedication to empowering disadvantaged pupils to achieve their full potential remains unwavering, ensuring that every pupil has the opportunity to thrive.

Reading the AT way: A flexible approach to effective reading strategies

At Action Tutoring, we know strong reading skills lay the foundation for academic success. That’s why reading plays such a central role in our tutoring sessions. 

Reading the AT way is designed to bring consistency to our sessions. It ensures  pupils get the best possible support – while still allowing tutors the flexibility to adapt to their students’ needs. Discover what this approach involves, below. 

Modelling excellent reading

First things first: tutors should always model great reading, especially in the early sessions. This means reading passages aloud using the guided prompts provided in the workbooks. This does more than just showcase fluent reading – it helps pupils:

• Hear and absorb natural pacing and pronunciation.
• Engage in discussions and interact with the text.
• Build comprehension through strategic pauses and questions.

Why this approach works

The Education Endowment Foundation (EEF) notes:

“A fluent reading style can support comprehension because pupils’ limited cognitive resources are freed from focusing on word recognition and can be redirected towards comprehending the text.”

This is why we focus on modelling excellent reading and using structured techniques. It’s all so pupils can focus on understanding rather than just decoding words. To be able to progress with fluency, pupils need this to be modelled. 

Creating a stress-free environment

Reading, even in small groups, can be anxiety-inducing for pupils. Tutors should aim to create a stress-free environment, as this can really help pupils make gains in English.

Tutors should avoid:

• Numbering paragraphs for students to read out.
• Telling a pupil that they are going to read aloud without prior warning.
• Allowing pupils to pick ‘who reads next.’

A relaxed and supportive atmosphere will encourage pupils to engage more confidently with reading tasks. This is why our approach really benefits our pupils. Pupils enter the session knowing that reading aloud to a group of their peers, won’t be sprung on them. 

Mixing it up: Different reading techniques

Once pupils have had exposure to modelled reading, a tutor can choose to use different strategies to further engage their pupil groups. Take a look at the three different techniques below

1. Echo
   Students repeat sections that have been read aloud. This could be a tricky sentence, a question, or a whole paragraph. A technique like this is particularly useful because pupils get to mimic the excellent reading they just heard. Overall, this helps them improve fluency and confidence.
   
2. Paired
   Perfect for groups with mixed reading abilities, paired reading encourages students to take turns reading aloud. They can switch after every sentence or paragraph, or even reread sections their partner has just tackled. This keeps pupils engaged and allows for collaborative learning.
   
3. Timed
   For more fluent readers, why not introduce a little challenge? Ask them to see how much of a passage they can read in a set time (like one minute). Then perhaps compare progress across sessions.
   
   This isn’t about rushing -it’s about helping pupils develop stamina and confidence, which are essential skills for reading assessments.

Encouraging pupil participation

If you have one or more fluent readers, you may wish to share the reading amongst the group. For example, the tutor could model one paragraph, and the students could then take turns reading the following paragraphs.

However, a fluent reader is a reader who:

• Can read accurately.
• Can read at an appropriate speed without great effort.
• Can read with appropriate stress and intonation.

You will only truly know if this is the case after spending at least two or three sessions with your group. A tutor should think carefully about their pupils before adopting this approach.

Reading the AT way: In summary

Reading the AT way is our research-led practice that allows both pupils and tutors to thrive. Fluency here is the pathway to comprehending a text and soaking in the vocabulary on offer. By developing strong reading habits, pupils can engage more deeply with texts, enhance their analytical skills, and build confidence in their responses.

Extend our reach

We would love to introduce Reading the AT way to more pupils across England. If you have contacts in a school please let us know by referring a school, below.

Meet Imogen: Find out why she loves tutoring

Meet Imogen – a university student studying English Literature. We spoke to her to find out why she’s loved her tutoring placement and what rank as her highlights.

Imogen’s aspirations

I’ve long aspired to work with children. I really enjoy the idea of helping children grow and succeed both academically and socially. 

Imogen’s reason for choosing Action Tutoring

Given I plan on teaching after completing my degree, I wanted to find an organisation to help me better understand education. After researching options for my university placement, I chose Action Tutoring. 

Their ambition of supporting every child, regardless of their background, inspired me. It’s something I believe is extremely powerful and important. The idea of joining a community where everyone’s working to close the attainment gap was invigorating. 

Additionally, the charity’s flexibility in offering online and in-person tutoring sessions is great for both my degree and supporting pupils on a much wider scale. 

Imogen’s highlights

I recall one pupil in their first tutoring session presenting as slightly reserved. The pupil didn’t like reading aloud. I feel they preferred me to mostly speak and ask questions, while they listened and mainly answered yes or no. 

Post-session, I spent some time considering ways to encourage the pupil to get more involved and enjoy the session. In our second session, we spent 10 minutes playing getting to know each other games. This helped the pupil feel much more comfortable. By the third session, without prompting, they asked if they could read the main text for the day’s session. 

I was amazed at the pupil’s increased confidence, their engagement and enjoyment. It solidified to me why I became a volunteer tutor for Action Tutoring. 

Imogen’s confidence increase through Action Tutoring’s support

As this was my first time tutoring, I was slightly apprehensive and nervous on what to expect. Thankfully, Action Tutoring’s extensive resources massively helped. Workbooks, introductory games, fun activities and online resources outside of initial training, all offered me a greater understanding of my role. It really built my confidence before my first session. 

I was also apprehensive about tutoring online. I’d no prior experience using Action Tutoring’s Vedamo system. Thanks to the charity’s Vedamo tutorial, I more easily uploaded online resources and understood the system much better. This made online tutoring seem much less daunting. I spent less time worrying, instead planning – and looking forward to – tutoring. 

What Imogen has learnt

Being a volunteer tutor with Action Tutoring has enhanced certain skills I can apply to daily life, like planning. Pre-session planning has encouraged me to precisely plan and structure things like university essay writing. 

Why Imogen believes you should volunteer with Action Tutoring

Action Tutoring has set a foundation for my future career aspirations which could otherwise have been difficult to achieve. I’ve managed to explore what it’s like to teach and educate children, and educate myself on what becoming a teacher requires.

It’s also priceless seeing a pupil’s smile when they achieve something they felt they couldn’t do. So with this all in mind, I’d recommend signing up today. 

How volunteer tutoring has changed my life: Ellie shares her story

Meet volunteer tutor Ellie. She’s a Newcastle University graduate who’s completed 24 online volunteer maths tutoring sessions for Action Tutoring. We chat to her to find out why she loves completing her volunteer tutor journey with us, including helping pupils facing disadvantage who we support.

A beacon of hope

In modern life, I find it easy to get caught up in my own stress. However, I feel there is an
opportunity which exists that will enrich your learning journey and make a tangible difference to others.

Action Tutoring is no ordinary volunteer organisation; it’s a beacon of hope. I urge any fellow student to sign up to tutor. Dedicated to narrowing education’s attainment gap, Action Tutoring has welcomed me into its passionate community.

Uplift and empower by tutoring

Action Tutoring is united by a common goal; to empower pupils through learning. Pairing volunteer tutors with pupils from disadvantaged backgrounds, I was delighted to offer extra academic support.

So after a brief training session and call to meet my fellow tutoring team, I was ready to
begin. During each session, I watched pupils’ confidence blossom with each solved equation or mastered concept. I realised education’s ability to uplift and empower.

What I’ve learnt through volunteer tutoring

What has struck me most about my volunteer tutor experience was the profound mutual
impact it had; not only on the pupils, on me too.

By tutoring, I found myself refining my communication skills, patience and empathy. I also developed my appreciation for the diverse backgrounds which shape our education
journeys.

Tutoring: A transformative effect

The beauty of being a volunteer tutor with Action Tutoring is your impact and fostering pupils’ personal growth.

Volunteering has provided me with great fulfilment beyond a classroom or lecture hall. In what often feels a self-interested world, it’s rewarding dedicating your time to boost others.

Beyond academic improvement, I saw first-hand the transformative effect of mentorship and encouragement on young minds and lives.

Rewriting the narrative by being a volunteer tutor

I’m so grateful for the opportunity to be part of change, whether big or small. Each tutoring session reaffirmed my belief in education’s power to break barriers and unlock endless possibilities.

So I’d really suggest signing up to volunteer with Action Tutoring today. By being a
volunteer, together we have the power to rewrite education’s narrative, one tutoring session at a time, and create a brighter tomorrow.

To sign up to become an Action Tutoring volunteer tutor, apply below.

How tutoring has changed my life: University placement student Oscar shares his tutor journey

Meet Oscar. The Nottingham Trent University psychology student has tutored
more than 30 sessions with Action Tutoring. He shared his tutor journey with us and why he’s drawn to the joy of tutoring, including for both primary and secondary school pupils. He also explains how he helps pupils to reach that moment where they cheer ‘I
get it’.

I discovered Action Tutoring during my second year through my university
placements. Sessions were being advertised and I had the chance to complete a
60 hour placement, alongside my university work.

People power

I’ve always been greatly interested in working with people including customers
and colleagues. I only started university aged 22 which helped me reflect on my
preferred career path and where to study. This led me to study psychology with
counselling. I’ve not looked back and I aspire to become a counsellor or
psychotherapist. This is why signing up to Action Tutoring has given me real-life
examples of making a difference to people.

Why I’ve no regrets in tutoring

I have no regrets of signing up as a volunteer tutor for Action Tutoring. I quickly
became invested in their mission, understanding how they reach and support
pupils facing disadvantage. I’d previously supported Year 11 pupils before their
GCSEs at a school, so I was really keen to volunteer.

Tutoring: No greater feeling

In my short time as a volunteer tutor, I’ve enjoyed many great sessions and
moments. It’s amazing when a pupil solves a maths problem, or when they
haven’t had the best day and they leave a session with a huge smile.

I’ve definitely experienced a pupil achieving a ‘lightbulb moment’. This includes
when I described something which helped them understand a certain concept. I
was also so happy when I covered a session with three pupils who all wanted me
to tutor them again. Another great feeling is when a session finishes and each
pupil shows improvement and their understanding scores as 10 out of 10.

Tutoring definitely has been incredible and so rewarding.

What I’ve learnt through volunteering

I’ve learnt an enormous amount. Being able to work at my own pace has been
really helpful. This has enabled me to offer new reflections on pupils’ learning, as
well as my own. Another aspect is noting there an infinite number of different teaching approaches.

Additionally, I’ve gained huge experience from needing to adapt
every single session to best engage individual pupils.

Overcoming anxiety and challenges

Initially, I had some anxiety around engaging students and offering strong online
sessions. These worries quickly disappeared from the very first session.

What helped me immensely to overcome challenges while volunteering was
Action Tutoring’s online platform. Also, having the charity’s programme
coordinator available for direct contact throughout the session was very
comforting.

It’s been great to engage with coordinators in session debriefs too. I’ve found this
very useful for reflection and connection. Being able to openly discuss strengths
and improvements within a session has been invaluable to my development.

Life-changing tutoring

I’m very proud to have been part of the Action Tutoring volunteer tutor team.
Volunteering really has changed my life. I’ve been able to utilise many skills to
help secure job interviews and job offers. Volunteering has also helped me
enhance my communication, organisation and adaptability.

What I’ve also really enjoyed is meeting many different programme coordinators
during cover sessions. Most importantly, working with the pupils Action Tutoring
reaches is massively rewarding. It really makes me feel as though I’m making a
difference to these young people’s lives.

Get involved

I’d encourage anyone considering volunteering to get involved. The training and
wealth of resources really helps. I’ve certainly learnt an enormous amount
through using the Bright Ideas online training. The Vedamo programme is also
super easy and it can make for life-changing tutor-pupil sessions. In addition, the
workbooks, including game templates, are easily laid out, with relevant examples
and walkthroughs.

It’s also great to be able to tutor online. Reaching pupils across England’s schools
through tutoring is amazing. I could comfortably work from home while ensuring
I can provide high quality sessions between university and work commitments.

Becoming a volunteer tutor is so much more impactful than I expected. Thank you for having me!

To sign up to become an Action Tutoring volunteer tutor, apply below.

How being a volunteer tutor is more than I could have imagined

Meet Aneeqa. The third year University of Nottingham English student has tutored at Heathfield Primary and Nursery School and Redhill Academy. She told us about her positive experience as an Action Tutoring volunteer English tutor and why people should sign up.

I first heard of Action Tutoring when visiting their stall at my university’s freshers fair. I knew for my final university year, Action Tutoring would be the best place to consolidate my learning. They certainly appealed as, since being a toddler, I’ve always had a teaching passion. 

What teaching means to me

From teaching my stuffed toys and creating imaginary words, my love for tutoring grew from childhood. For me, tutoring means growth, including for the pupils I tutor. My aim is to provide a safe environment where pupils excel in their subject. Giving pupils patience and compassion creates that safe environment.

More than I ever could have imagined

Little did I know, Action Tutoring would teach me more than I could ever have imagined. After an interview and initial training, I secured a volunteer English tutor place; tutoring both online and in person. Since joining Action Tutoring, which supports pupils facing disadvantage with their English and maths education, I’ve learnt so much. The team has provided me with care, many skills and a new teaching outlook. 

Growing together

“By tutoring through topic-focused games, I feel pupils started to recognise I had their best interests at heart.” – Aneeqa

I distinctly remember my first virtual tutoring session in October 2023. Starting at 3:30pm, after a full day’s schooling, the pupils joined, I feel, tired and slightly unfocused. Perhaps they weren’t looking forward to completing another lesson when their friends had already gone home. 

With this in mind, I spoke to Action Tutoring’s Nottingham Programme Coordinator, Niamh Wilson. We produced a plan to help the pupils get back on track. This included creating topic-focused games around what we were learning that day to immerse them within the lesson. From playing hangman with a key word they would learn that day, to longer games pupils co-created, this really helped. 

Working with pupils like this drastically improved their concentration, and the rapport between us. By tutoring this way, I feel pupils started to recognise I had their best interests at heart. I also truly believe it made us work well as a team. 

Challenging social stereotypes through volunteering

“Through volunteer tutoring, Action Tutoring has most importantly given me the greatest gift.” – Aneeqa

I’ve often felt society can be quick to judge and dismiss anyone facing disadvantage. I feel they’re deemed lesser than others and aren’t given the same opportunities to succeed. 

As a volunteer tutor with Action Tutoring, this has enabled me to play a small part in removing educational barriers. It’s been fantastic to see what a pupil facing socio-economic disadvantage can achieve. Through volunteering, I have wanted to show pupils they are capable of achieving everything they want in education. A pupil’s background does not define them. 

By signing up to volunteer with Action Tutoring it has also helped me on my path to becoming a teacher. I’m delighted to have been accepted to start on a teacher training programme with Ark Teacher Training in September 2024. Thanks to the Action Tutoring team and what I’ve learnt from the sessions, this feels a great next step. While I have myself to thank, Action Tutoring has also most importantly given me the greatest gift. By tutoring, I have experienced the joy of a pupil saying, ‘I get it’. 

What I’ve learnt

“By volunteering with Action Tutoring, I’ve also learnt you need to be flexible. You need to adapt to how every pupil’s feeling about learning on that day.” – Aneeqa

I reflect on my first tutoring session and laugh at my assumptions on what tutoring would be like. I believed pupils would be attentive and yes, in some ways, they are. Though I’ve learnt as a tutor you have to remember factors beyond your control. 

There’s one vital thing I’ve learnt. To be the best tutor you can for your pupils, you need to understand their feelings. You can’t force them to act or behave a certain way. Action Tutoring has shown for pupils to learn, you need to talk with them, not to them. I’ve also learnt to remember these sessions are there to help pupils, meaning your lesson could go off plan. 

By volunteering with Action Tutoring, I’ve also learnt you need to be flexible. You need to adapt to how every pupil’s feeling about learning on that day. Each pupil learns at their own pace. This means supporting all learning levels so you always include everyone. This is a juggling task I still have to master; being adaptable isn’t easy, for anyone! 

To sign up to become an Action Tutoring volunteer tutor, apply below.

How volunteer tutoring has shaped my outlook on life

I initially heard of Action Tutoring through one of my lecturers. I am a third year BSc Sociology and Psychology student at the University of Greenwich. For my final year of university, I chose to complete a placement and wanted it to be in the education sector. From my experiences, I have often been on the receiving end of teaching and therefore wanted to expand on my knowledge of the teacher’s end and help inspire other students to learn.

Levelling the playing field in education

After hearing about Action Tutoring, I decided to conduct my research into the charity. Action Tutoring not only aims to help socio-economically deprived students but also creates a safe and equal atmosphere for pupils in primary and secondary to have the same level of access to education and therefore achievement as their non-disadvantaged peers. I believe social factors should never influence the access students have to a good education and opportunities should be equal.

For students who may face these difficulties, it is out of their control and often therefore presents knock-on effects when it comes to further education, for example gaining a degree. By becoming a part of Action Tutoring’s volunteer scheme, I aim to help all students have confidence in themselves and achieve academic success.

Why volunteering matters

Tutoring is giving me an insight into the teaching side of academics, but the main factor that motivates me to volunteer knowing the impact I can have on the students. Being able to provide them with a safe and supportive space that allows them to feel fully confident to push themselves and aim higher is such a big motivator for me. 

This is especially true, as I know a lot of people who would have loved to have this amazing opportunity presented to them. I can give the pupils hope and get them to believe in themselves. Volunteering should be something all individuals should participate in at least once in their lives, as the happiness you feel knowing you have made an impact will forever stick and guide your morals. Volunteering brings people together, contributes to communities, and creates connections It is beneficial for both those who volunteer and those on the receiving end of it.

The power of games and peer instruction

I am a strong believer that education should be made fun, otherwise students will not pay attention., I always ensure that icebreaker games within the lesson – points for completing the work, hangman games, maths bingo – all of these engage the students and make them eager to learn. Personally, I believe that this is vital as otherwise, students aren’t able to engage as much with the information being taught and therefore cannot improve on the skills they are struggling with. 

Another way to have a successful session is to see if the students who understand the information can teach me or teach the students who are struggling with what they have learned. This has a positive correlation with retention when students are struggling, as often as a tutor I may not explain in a way that is easy for certain students to understand. As peers, they are more likely to know each other better than I do and may help explain it in the way they understand from my teaching. Through this, I can then test the students again to see if they are still struggling.

A memorable tutoring moment

Some of my English students had previously done a text that was quite difficult to understand, so I decided to use a difficult word from the session in a game of hangman. They initially struggled to figure out the word, however, when they finally realised what it was, the look on their faces was pure excitement! I was hoping they had remembered why I had chosen the word, which they did and were able to tell me the name of the text without looking back. They could even explain how that word was relevant and summarise the text. I was extremely proud of how far they had come and how much they were able to recall. It gave me a sign that I was doing a good job at tutoring, which further gave me confidence in teaching future sessions.

Seamless tutoring experience

The main thing I love about Action Tutoring resources is their accessibility. All training sessions, extra resources, and programme workbooks are stored via one app called Loop. It is a really effective tool when it comes to accessing training events, as it presents all upcoming training sessions with their timings on the main home screen.

There are opportunities to do smaller Bright Ideas training sessions in your own time, which makes it easier to manage, especially if the online sessions do not suit your availability. Lastly, you can directly download the relevant workbooks for your tutoring subject and year group – it includes answers and solutions to all the questions, making it even simpler when it comes to planning lessons effectively. 

As someone who tutors a minimum of 6 sessions a week, I expected difficulty in contacting Action Tutoring’s programme coordinators, however, each session, apart from 1, had a different coordinator. This not only makes it easier to contact them, but it also makes communication smoother, as there is no risk of getting mixed up with the sessions or the students that are being discussed.

Highs and lows

The hardest thing about tutoring is controlling pupil behavioural issues. Personally, I have only had these issues with virtual learning because online it can be harder for me to control and redirect to positive behaviour when they’re not in the room with me. If these moments occur, I attempt to engage them back into the lesson or provide them with a mind break if I believe this to be the reason they were acting up.

Although sometimes tutoring can be hard, it also has a lot of benefits. Volunteering has positively impacted my overall life, often contributing to other aspects. I can carry myself with confidence, which presents more within my degree and therefore has a positive impact on my learning. Before volunteering, I was more reserved however this has since improved and now I can achieve my goals with more ease. My experience with Action Tutoring has been motivating and thrilling – it has developed my confidence in my teaching skills and allowed me to see the side of the education system that students rarely have access to.

Written by: Laura Shepherd

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

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.

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