Insights

Myth-busting: What English tutoring at Action Tutoring really looks like

Have you ever felt unsure about what’s required from our English tutoring sessions? Want to find out what a session really involves? Read on as we work on myth-busting common misconceptions our tutors may have.

The first myth

Reality: Of course, we can definitely see this would make total sense. We’d like to reassure you, this is not the case!

At Action Tutoring, we provide detailed extracts along with an outline of how to explore the text. We always want tutors to be free of doing the heavy lifting.

Each session includes key vocabulary for both pupils and tutors to focus on. This greatly prepares you to unpack the text’s meaning and context. To hopefully reassure you, if English is your second language, this is totally fine with us. Our sessions focus on comprehension and reading fluency, meaning there is plenty of support in the workbooks to guide you. 

The second myth

Reality: We totally understand it would feel like this. Thankfully, in no way is this all on you, our tutor.

We design our resources with model responses and scaffolds that give pupils a starting point for their creative writing. These models are fantastic tools to springboard the pupil’s own ideas, enabling them to gain confidence and independence. With prompts and structured support, the pupils have a foundation to build on, helping them develop their creativity without feeling overwhelmed. This means you won’t feel overwhelmed either!

The third myth

Reality: Thankfully, we’ve got it covered, meaning there’s no need for you to be an expert!

The tutor workbooks are packed with answers, model responses, and step-by-step scaffolds that guide both you and the pupils. These resources help you explain difficult concepts and give you the tools to address misconceptions effectively. To hopefully reassure you, we don’t require tutors to have every answer memorised. The workbooks and materials are simply there to ensure you can guide the pupil to the correct answers together. This helpfully creates a learning environment where mistakes are part of the process (allowing pupils to learn from them).

The fourth myth

Reality: We’re delighted to go myth busting once again! English certainly is a wide and varied subject including much more than just rules and long written responses. 

At Action Tutoring, English sessions also explore comprehension, vocabulary, speaking, listening, and critical thinking. Pupils learn how to approach a variety of texts, express their ideas clearly, and understand the world around them through language. We know it’s not all about essays! Ultimately, it’s about developing confident communicators who can engage with all forms of written and spoken language.

The fifth, and final, myth

Reality: English sessions are engaging and exciting!

We enable sessions to be interesting, vibrant and fun, by:

• Using a variety of texts
• Exploring creative activities
• Allowing pupils to express their opinions and ideas
• Providing interactive activities, discussions, and opportunities for pupils to share their voices

Essentially, pupils often become more excited about learning when they feel like they’re actively participating rather than just passively receiving information. The sessions are also a mixture of written and spoken responses. We truly believe in the research that proves learning can also be done through discussion, as well as written answers. 

Myth busting: In summary

By myth-busting and breaking down these misconceptions, we aim to show that tutoring English is a lot easier than it may seem.

With the resources, tools, and support provided, tutors can feel more confident and prepared to help pupils succeed. 

Remember: you’re not alone, and you don’t need to have all the answers. You’re there to guide, support, and help your pupils grow in their English skills.

Convinced and want to sign up?

What we have achieved: Our 2023-24 impact report

Education has navigated numerous challenges in recent years, ranging from Covid’s effects, to ever tightening school budgets. Pupils who face disadvantage have been particularly affected. In spite of these hurdles, we are immensely proud of the impact we continue to have on the young people who need it the most. The release of our 2023-24 impact report – which we are now able to share with you – demonstrates how tutoring continues to empower.

Solid foundations

Committed to narrowing the attainment gap in English and maths, we have built up a robust evidence base, over 12 years in operation. Our latest impact report shows we have a foundation of evidence and a proven solution – tutoring with volunteers works.

In summary: our impact report

So, read on to discover the key headlines which highlight our consistent commitment to supporting pupils, partner schools, and volunteers, during this past academic year.

The headline figures

In 2023-24, our Year 6 and Year 11 pupils significantly outperformed the national benchmarks for pupils facing disadvantage.

Additionally:

• Our programmes reached pupils located across 11 main cities and areas.
• We also established programmes in new locations including Devon, Stockport and West Cumberland.
• Year 6 pupils completing the tutoring programme in reading almost completed the gap nationally. These pupils are record-breakers! They achieved the best outcome Action Tutoring has ever reported for reading at key stage 2.

As well as this success:

• Primary age pupils tutored in maths were 20% more likely to meet the expected standard than other children.
• After completing our programme, secondary age pupils were more likely to pass the GCSE in their tutored subject, compared with other pupils from disadvantaged backgrounds nationally.

The above graphic is also crucial because:

• Teachers choose children to take part in Action Tutoring programmes who they know are at a particular risk of not meeting this benchmark in their key stage 2 SATs. This makes their achievement all the more meaningful.

Fantastic feedback

If you want to see the impact we have on teachers and the tutors who volunteer on our programmes, then read this glowing endorsement for 2023-24, below:

• 8.4/10 – teachers’ average score for our charity’s impact on their pupils.
• 9.4/10 – tutors’ average score for whether they would recommend volunteering with us to a colleague or friend.
• 9.4/10 – teachers’ average score for Action Tutoring when asked if our staff were well organised.

Read our 2023-24 Impact Report

Looking ahead

Now in its 13th year, Action Tutoring is entering a new chapter following the ending of the National Tutoring Programme in summer 2024. This brings new challenges and new opportunities for the 2024-25 academic year.

We are continuing to consolidate our work and ensure a strong platform for future growth. We remain committed to our strategy which focuses on four key areas: reach, growth, impact and advocacy. It enables us to keep a laser focus on our mission, ensuring we are having a meaningful impact on the young people we support, and are continuously striving to reach more.

The top lines for our our future – within our four key areas – include:

• Advocacy: In 2024-25 we will continue to campaign and seek to engage politicians and key decision makers, advocating for extended government investment in state school tutoring.
• Reach: In the year ahead we plan to expand the locations we are working in, especially to reach more rural and coastal areas to support pupils who are often facing hidden disadvantages.
• Impact: We are continuing to refine our tutoring resources, pupil assessments and volunteer development to further improve pupil outcomes.
• Growth: We remain committed to our ambition for growth, whilst ensuring that our targets can be reached sustainably and that we can overcome the external barriers we face.

Thank you

We hope you enjoy reading through the publication and reflecting on our work together. 

Get involved: Ways you can join our mission

There are many different ways you can help us to build a brighter future through tutoring. Read on to find out how you can become involved.

Sign up to volunteer

Ready to volunteer on one of our programmes?

By volunteering for just one hour a week, either school or online, you will:

• Transform the lives of pupils from disadvantaged backgrounds.
• Give pupils hope in their education.
• Share that lightbulb moment, when a pupil exclaims, ‘I get it’.
• Experience the joy of tutoring.

Thank you!

Spread the word

We would love you more broadly to spread the word on all that we do with those you know. Whether it’s your friends, family, colleagues, or someone you know who works in education or at a school, it all helps.

Here are some other ways you can support us this year.

Share our blog

One of the best ways to spread the word on what we do, is by reading and sharing our blog.

Whether case studies, policy and curriculum, or, fundraising, there’s always something worthwhile.  

Recommend us to a school

Do you know of a school, or a teacher who could benefit from our work? Why not recommend us to them! They can simply email: schoolenquiries@actiontutoring.org.uk, call 0300 102 0094, or send them the link to the form below.

Share our socials

Want to get social and keep up to date on all things impact at Action Tutoring? Simply click on the icons below to follow our channels and share our social posts 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.

Action Tutoring transforms lives: Unveiling our Impact Report 2022-23!

Imagine a world where educational equity unlocks not just individual potential, but also fuels economic prosperity. Today, that vision takes a significant step forward with the release of two reports: Action Tutoring’s seventh Impact Report and Public First‘s research into the Economic Impact of the National Tutoring Programme (NTP). These reports showcase the undeniable two-fold impact of tutoring: enriching lives and empowering economies.

Our Impact Report shares our key highlights and draws attention to the attainment gap, which is now at its widest in 12 years, and our robust foundation of evidence that proves we are a meaningful solution to help close it.

Why do these reports matter? 

More than just numbers and data; it’s a testament to the 1,743 passionate volunteers who have poured their hearts into 58,880 hours of transformative tutoring for 5,743 pupils facing disadvantage. It is the tangible proof that investing in tutoring works and tells a remarkable tale of economic impact.

Headlines from Public First’s Economic Impact Modelling Release

• £4.3 billion: The net benefit to the economy from tutoring in two academic years, demonstrating a benefit-cost ratio (BCR) of 6.58. This significantly exceeds other programs, such as adult apprenticeships (BCR 4.7).
• £3.06 billion: The economic contribution of maths tutoring, delivering exceptional value with a BCR of 7.73
• 430,000 grade improvements: Of these improvements, 26,000 achieved a “pass” (Grade 4) in maths, and 36,000 in English, who otherwise were not expected to. This significantly increases their chances of accessing further education, employment, and higher earnings, highlighting the substantial long-term economic benefit of tutoring.

This isn’t just about boosting numbers on a spreadsheet. It’s about building a stronger, more equitable society where everyone has the chance to contribute and thrive.

The headlines from our Impact Report

• Closing the achievement gap: National averages for primary school pupils facing disadvantage (or eligible for pupil premium) who received 10 or more tutoring sessions with Action Tutoring saw a 14-percentage point jump in maths and a 7-percentage point gain in reading standards. That’s more than just numbers – it’s lives changed forever.
• Empowering potential: In secondary schools, our support boosted maths GCSE pass rates by nearly 13 percentage points, giving countless pupils the keys to unlocking their dreams.
• Building confidence and engagement: Pupils rated their tutors’ clarity at 8.1 out of 10, while teachers acknowledged the overall positive impact of Action Tutoring on pupils with a resounding 8.7 out of 10. This speaks volumes about the positive ripple effect we create.

These achievements aren’t just personal victories – they’re the foundation for a more prosperous future.

“My tutoring sessions were amazing. Actually, they really helped. They boosted my confidence in maths. It was virtual so I did it on a computer. I found that really beneficial to me personally because it allowed me to be able to talk with someone and build a connection and that’s just like the type of learner I am.”

DYLAN RECEIVED YEAR 11 MATHS TUTORING AT ST BEDE’S CATHOLIC COLLEGE IN BRISTOL, HE ACHIEVED A GRADE 4 IN HIS MATHS GCSE IN 2023.

Dylan, pupil in Bristol

How can you join us in building this brighter tomorrow?

Schools: Partner with Action Tutoring and watch your pupils soar, while contributing to a stronger local economy.

Funders: Invest in a solution that delivers both individual and societal rewards.

Volunteers: Share your knowledge and passion, become a mentor, and fuel the engine of economic growth.

Everyone: Spread the word, advocate for educational equity, and be part of the change.

Click below to read both reports in full:

How a former pupil and teacher reunited through volunteer tutoring

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

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

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

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

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

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

A deep love for maths

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

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

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

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

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

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

The journey of volunteering

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

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

Conquering fears

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

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

The power of volunteer tutoring

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

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

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

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

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

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

Donating to children’s charities: A vital investment for a better future

Supporting causes that improve the lives of children and young people has a positive domino effect on their future life outcomes

There has been a 15% drop in people listing ‘children and young people’ as their favourite cause, as compared to a decade ago. This distressing news has been shared in a new report by nfpResearch in Charity Times. More alarmingly, it mentioned the decrease in favouritism for children’s causes may continue to dip.

Children and young people are one of the most vulnerable populations in society. In recent years, they’ve had to navigate unprecedented challenges of pandemic disruption to their education and rising cost of living. Yet, there appears to be diminishing support for children’s charities and the appetite for giving to related causes to improve the lives and outcomes of children.

Addressing the needs of children

Children’s charities tirelessly strive to provide essential resources – shelter, sustenance, educational support, and mental health assistance – to children in dire need. These causes serve as the poignant reminders of the stark realities faced by many children. They need the collective, national support and compassion by keeping the causes running in the best interest of every child, especially the disadvantaged.

Investing in children’s charities goes beyond philanthropy; it is a tangible investment in realising the boundless and infinite potential of the most innocent and marginalised among us to attain a more promising future.

The domino effect

The impact of support for children’s charities extends far beyond immediate assistance. Take the work we do at Action Tutoring for example – by equipping pupils with subject knowledge, confidence, and resilience through tutoring, we set them on a trajectory for greater lifetime success and increased potential earnings.

Statistics indicate that without passing SATs, only 28% of pupils attain national standards at the GCSE level, significantly limiting their future opportunities. Supporting charities like Action Tutoring offers underperforming and disadvantaged pupils the key to access opportunities that not only strengthen the UK economy but also cultivate a more productive workforce.

Additionally, with maths and English GCSE pass grades, young people extend their lifetime earnings which also has a positive effect on their physical and mental health in later life.

The aforementioned impact of access to better educational resources speaks to only one facet by which children’s charities can impact the lives of young people and their future. The effect of the COVID-19 pandemic has been multifaceted and attacked the many vulnerabilities faced by children and young people all across the country. Supporting charities addressing their needs not only alleviates economic burdens on society but also represents an investment in a self-sustaining and prosperous future.

Consider the crucial work and profound impact of young people’s charities like Action Tutoring, who are dedicated to dismantling the chains of disadvantage that can reduce a child’s life chances.

How to help us

With Action Tutoring, your support can come in the form of volunteering as a tutor for an hour a week, making a donation, helping to fundraise, or advocating for better policies to support the disadvantaged young people we serve. 

By donating as little as £6, you can provide one of our pupils with a workbook to help them build critical maths skills. Alternatively, donating just one hour per week of your time can profoundly impact a child’s grades ahead of their life-changing exams.

Children and young people need your support today more than ever. Renew your love for causes that impact their lives to help break the cycles of disadvantage that children are often born into.

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.

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