One-To-One Support - The Brightside Trust

One-To-One Support:

A Collaborative Quality Framework

About the Authors

Facilitators:

This project was jointly facilitated by Teach First’s Innovation Unit, Brightside and Nesta.

Contents: About the Authors

Teach First 3

Introduction 4 Definitions of One-to-One Support 5 Quality Standards: Theme 1: Programme Design Theme 2: Programme Delivery Theme 3: Supporter Training and Development Theme 4: Induction and Training for Young People Theme 5: Monitoring Theme 6: Evaluation Theme 7: School Engagement Theme 8: Supporter Engagement

9 10 16 24 34 38 46 50 58

What next for the Framework? 62 Bibliography 64 Contributors 65 Authors 67

Teach First is an educational charity which exists to tackle the entrenched problem of educational inequality in the UK. The charity founded its Innovation Unit to inspire, nurture and accelerate game changing solutions with the potential to make a significant contribution to realising the charity’s vision of a day when no child’s educational success is limited by their socio-economic background. Through the crucial funding of Credit Suisse EMEA Foundation and Esmée Fairbairn Foundation, the Unit supports a range of educational innovations that work with children, schools and families to improve outcomes, a number of which use a oneto-one intervention to achieve its aims. The Innovation Unit backed and resourced this project in partnership with Nesta and Brightside to capture and share the best practice and key learnings emerging from this growing community of innovative social entrepreneurs.

Brightside

Brightside is a mentoring charity which believes that every young person should be able to fulfil their potential, regardless of background. Working with partners from the higher education, business and third sectors, each year Brightside provides one-to-one support for 15,000 young people. Brightside’s mission is to provide young people who need it most with knowledge, connections and networks to enable them to make confident and informed decisions about their future education and career options.

Nesta

Nesta is an innovation charity with a mission to help people and organisations bring great ideas to life. As part of its belief in ‘People Powered Public Services’ Nesta has been backing a range of innovations that train skilled volunteers to deliver one-to-one support for young people in schools. Through its work on digital education, Nesta has also supported research into tuition that is delivered in the classroom by tutors online.

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Introduction

Definitions of Types of One-to-One Support

Project Aims and Approach

One-to-one support includes coaching, mentoring and tutoring.

Aims This quality framework for one-to-one support is the result of a collaboration between over 50 individuals from 20 delivery organisations. The project was conceived of and led by Nesta, Brightside and the Teach First Innovation Unit, and aimed to: 1. Generate cross-organisational sharing and summarise best practice in the field 2. Communicate in a common language the aims and benefits of different forms of one-to-one support 3. Support practitioners to assure and improve the quality of their one-to-one support programmes 4. Provide a starting point for practitioners who are considering delivering one-to-one support programmes

Approach To support these aims, a series of workshops were held to explore best practice in: • Design • Delivery • Training • Monitoring and evaluation • Stakeholder engagement The output of these workshops provided the content for this quality framework, complemented by a review of existing evidence of one-to-one support programmes. A ‘Core Review Group’ – made up of contributing organisations – helped us to further refine the framework. This means that, whilst existing evidence has been taken into account, the framework has been largely informed by current practical experience, with contribution from other stakeholders including funders, policy-makers and researchers. The standards included in this document represent key considerations highlighted by the group, and we acknowledge that practice and evidence continues to develop in this field. The framework is not intended as a tool against which to monitor or assess organisations and their programmes, but we hope that readers will find it a valuable tool to support self-assessment.

1 Education Endowment Foundation, Teaching and Learning Toolkit: One to one tuition. Available at: https://educationendowmentfoundation.org.uk/ toolkit/toolkit-a-z/one-to-one-tuition/

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A Note on Scope: A growing number of social enterprises offer coaching, mentoring or tutoring – or a combination of the three – to young people in education. Evidence suggests that one-to-one support, depending on how it is delivered, can contribute to a range of positive outcomes1. Schools often buy in to these programmes to offer extra academic or wider personal development support for pupils, but these approaches are also regularly used in a range of other settings, including the criminal justice system and within community groups and youth clubs. This framework focuses on the use of one-to-one support in the formal education system. Despite this focus, many of the lessons learned may well be relevant in other contexts.

Providing complete, distinctive and uncontroversial definitions of these activities is challenging. Supporters and practitioners do not universally agree on their descriptions, and most programmes which are labelled as one of these will use a mixture of methods. For example, a tutor may at times be quite directive in their approach and other times much less so, employing questioning techniques that many associate with coaching. Discussion of the meaning of these terms can be interesting and fruitful for practitioners, particularly when similarities and differences between the three are explored. Below is a brief exploration of definitions which aims to clarify some of the key characteristics of each approach.

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Mentoring

Making Comparisons

‘[Mentoring is] a relationship between a less experienced individual, called a mentee or protégé, and a more experienced individual known as a mentor. Traditionally, mentoring is viewed as a dyadic, face-to-face, long-term relationship between a supervisory adult and a novice student that fosters the mentee’s professional, academic, or personal development.’ Donaldson, Ensher, & Grant-Vallone (2000), quoted in Wai-Packard. Mentoring takes many forms (partly defined by the origin, purpose, nature and site of the mentoring relationship), exists in a variety of settings and can be employed for a range of purposes. Wider typologies of mentoring have been developed to try to take some of these factors into account (see, for example, Philip and Hendry (1996)).

Coaching

This approach – in its most modern form – has been largely exported from the business world, where figures such as Timothy Gallwey and John Whitmore have popularised its use for performance management. In this context, coaching is defined as ‘…unlocking a person’s potential to maximise their own performance; helping them to learn rather than teaching them.‘ Gallwey, T. (1986) A coach ‘…build[s] awareness, responsibility and self-belief.‘ Whitmore, J. (2009). Coachees are supported to self-reflect, identify meaningful goals and make and execute plans associated with those goals. Coaches place an emphasis on non-directive language and effective questioning, and often use frameworks for conversations such as the ‘GROW’ model2.

The table below was adapted from a model developed by Leeds Metropolitan University in 2012. It draws out some of the typical characteristics of each approach. Coaching

Mentoring

Tutoring

Relationship has a set duration

Ongoing relationship

Relationship usually has a set duration

Structured in nature and meetings scheduled on a regular basis

Informal meetings take place as and when the mentee needs some advice, guidance or support

Formal, often timetabled sessions

Coach does not advise

Mentor usually more experienced and qualified than mentee, and can pass on experience and knowledge

Tutor knowledgeable about the subject area and able to pass on skills and knowledge

Focus on specific development/issues identified by coachee

Focus on career and personal development of mentee in general

Focus on learning specific skills and knowledge

Coach ‘draws out’

Mentor ‘puts in’

Tutor ‘puts in’

Tutoring

Tutoring is usually considered to be ‘assistance designed to help a pupil with an academic subject, with success being determined by attaining grade level proficiency in that subject‘ Powell (1997). It can be delivered one-to-one or in small groups. It is distinguished by being delivered by someone chosen for their subject expertise. The approach taken will differ depending on the subject focus and the context, and may contain elements of didactic teaching or more student-centred activities. There can be a balance between developing academic knowledge and understanding, and wider skills such as confidence in a subject or self-efficacy. However, the tutor will usually be experienced and expert in a particular subject and will lead the direction of the session.

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Performance Consultants, ‘Sir John Whitmore’s Grow Coaching Model Framework’. Available at http://www.performanceconsultants.com/grow-model

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Quality Standards

Using the Framework The framework is broken down into eight quality themes: Theme Theme Theme Theme Theme Theme Theme Theme

1: Programme Design 2: Programme Delivery 3: Supporter Training and Development 4: Induction and Training for Young People 5: Monitoring 6: Evaluation 7: School Engagement 8: Supporter Engagement

Each quality theme is structured under three headings, presented in table format:

Standards: Criteria which determine the principles of good practice.

It is envisaged that both supporters and practitioners will find the framework useful as a tool for self- assessment and reflection.

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Strategies and Approaches: Descriptions of how these standards be achieved in practice.

Examples: Some brief examples from contributors which show how they are putting certain standards into action.

In the final section of each quality theme, a series of more in-depth case studies give detailed examples of good practice against the quality themes. It is envisaged that both supporters and practitioners will find the framework useful as a tool for self-assessment and reflection. NB: The term ‘supporter’ has been used as a catch-all for the person delivering the one-to-one support; this could be a coach, mentor or tutor.

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Quality Theme 1: Programme Design

Quality Theme 1: Programme Design (continued)

Standard The provision is:


Young-person centred: The programme is designed to meet the specific needs of a clearly defined group and those needs are best met via a one-toone intervention. – It is designed with flexibility so that supporters can vary their approach in accordance with each young person’s individual needs and context. – It takes into account current safeguarding legislation and best practice.

Strategies and Approaches

Data and research are used to identify target groups of young people most in need. – School expertise is used to select pupils who will most benefit. – Programmes are co-designed with beneficiaries and supporters.

Examples

Targeting those most in need of support: The Brilliant Club used the Sutton Trust 2010 report3 to identify a gap in access to highly selective universities and currently targets pupils who most need their support, in partnership with schools, through a programme entry criteria. The Villiers Park Scholars Programme targets highly able young people from less advantaged backgrounds, a group that is at one of the biggest risks of academic underachievement. Cohorts are selected using two identifiers: attainment potential and eligibility for free school meals. Where these cross over they then talk to the school about the most in need.

Goal-focused: Programme design is led by a clear and achievable goal which enables the needs of the individual to be met. – Intermediate steps/outcomes are identified which enable individuals to work towards their ultimate goal.

Responding to individual needs: Brightside designs a mentoring schedule to accompany mentoring programmes. The schedule is flexible and not overly prescriptive. It signposts mentors to a range of resources which they can choose from, based on their understanding of the needs of their mentee. The mentoring is therefore self-led by mentor and mentee. Relevant resources: Franklin Scholars spent a year running a pilot of their initial programme which involved weekly feedback loops with supporters and beneficiaries. Their feedback was used to make changes and improvements and to inform the design of supporting resources. This created a range of flexible resources which enabled supporters to tailor their support to the needs of the individual pupil.

Evidence-based: Programme design is based on existing evidence of best practice. – Evaluation with and feedback from supporters and beneficiaries creates a local pool of evidence which is used to iterate and improve the programme as it evolves.

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Sutton Trust, ‘Sutton Trust Submission to Sir Martin Harris: Widening Access to Selective Universities’, January 2010


Examples

Understanding of the problem or need and associated goals to address this is underpinned by research and engagement with beneficiaries. – A Theory of Change is in place and actively used, to shape, evaluate and improve the programme.

Avoiding mission creep: Even if a pupil gains additional outcomes, if they do not meet the core outcome of gaining a grade C in their focus subject at GCSE, ultimately Action Tutoring considers the programme not to have been successful.

Strong research and case studies are collated to evidence what works and to inform programme design.

Researching a preferred method: Future Frontiers conducted preliminary research on the DOTS career planning model4 and the current state of careers guidance in schools before designing their coaching programme.

Setting intermediate outcomes: The Brilliant Club have identified an intermediate outcome as full pupil engagement throughout tutorials. From Spring 2016, they will be using multiple choice questions at the end of each tutorial to assess and measure the level of pupil engagement and will then take corrective action where pupils are under-engaged. Using a Theory of Change: Franklin Scholars’ Theory of Change actively drives and shapes their activities. They map activities onto their Theory of Change, enabling them to identify the gaps that exist within their programme to achieve their overall goal.

Using a range of evidence: Franklin Scholars used The EEF Toolkit, neuroscience research and best practice from other countries as well as their own primary research to inform the ultimate design of their programme. Evidence from beneficiaries: Brightside gathers feedback from mentoring alumni and uses this to inform design of future programmes.

Law, Bill, and A G Watts. ‘The DOTS Analysis Original Version’. The Career-Learning Network, Cambridge, 2015. Available at.http://www.hihohiho.com/memory/cafdots.pdf Extracted from Bill Law and A G Watts, Schools. Careers and Community A Study of Some Approaches to Careers Education in Schools, London 1977.

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Complementary to other services: The programme is designed to complement other relevant support services. – It fills a gap in the landscape of support programmes available for young people. – The content of sessions is designed with reference to other learning support received by the young person.

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The external environment is scanned to find out which other organisations are offering services to these young people. – Consideration is made to possible collaboration or completely new programme design so that key gaps are filled and duplication is avoided. – When collaboration is favoured, partnerships are with complementary programmes in order to provide a holistic menu of support for young people.

Examples

Sharing information and resources: Brightside supports The Brilliant Club’s Scholars Programme through a virtual (online) learning environment. Brightside’s resource base complements The Scholars Programme by offering young people information about higher education. Other providers contributing to an organisation’s goal: Franklin Scholars maps other providers on to its Theory of Change and works out which organisations to collaborate with in order to achieve their overall goal. Complementarity to the school curriculum: The Teach First Futures mentor handbook maps the mentoring journey against school priorities over the year so that mentors can build into their conversations an understanding of other pressures facing pupils.

Tested: The programme has been tested and refined before any significant roll-out. – Subsequent to full roll-out, piloting remains a feature of programme design so that the impacts of changes are understood before they are embedded universally.

Effective in the use of resources: The programme is based on realistic and sustainable sources of money and time, and availability of supporters. – The programme makes best use of the capacity and capabilities of available supporters.


Examples

A pilot is run to test the programme, measure impact and make improvements. – New elements are piloted and incremental changes are made to the programme to increase impact. – A/B testing is used for different elements of the programme.

Piloting prior to roll-out: Franklin Scholars ran a year-long pilot with 60 pupils across two schools. The pilot was designed to be localised to intensively pilot the programme and make changes prior to roll-out.

All available resources are reviewed in order to make decisions about how to use them. – A balance is struck between the ‘ideal’ programme design and what is realistic and achievable. – Online opportunities and resources are considered. – Supporters have an interest in engaging with the programme and beneficiaries.

Use of technology in conjunction with face-to-face support: Brightside runs a secure online platform for mentors and mentees to interact, which enables scale. They combine this with faceto-face support for young people, which helps achieve a balance of ‘ideal’ and ‘sustainable’.

IntoUniversity ran a pilot in 2002 delivering the programme at a local learning centre in North Kensington. During this pilot the programme was adapted and expanded based on participant and stakeholder feedback. In 2006-7 the programme was externally evaluated by the NFER which recommended extending the reach further by opening further learning centres. Since 2007 IntoUniversity has expanded to 21 centres in seven cities delivering the same programme at all of the sites.

Benefits for supporters to engage with the programme: The Brilliant Club recruits PhD researchers to become tutors. They are seeking opportunities to develop teaching skills as well as earn an income. Peer-to-peer support: Franklin Scholars recruit Year 10 pupils, who are motivated to develop life skills and deploy them to coach vulnerable Year 7 pupils.

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Quality Theme 1: Programme Design (continued) Case Study: Delivery: City Year City Year UK recruits 18- to 25-year-olds for 11 months of full-time volunteering as near-to-peer role models, mentors and tutors (called ‘corps members’) in schools in deprived areas. From Monday to Thursday, corps members are a consistent presence in schools, supporting young people to succeed through a range of activities. As part of a year-round partnership with schools, they: encourage punctuality and attendance; provide in-class support for teachers and teaching assistants to boost attainment; support a group of focus list children (identified by schools in partnership with corps members) with particular needs ranging from literacy or numeracy to building confidence; are there at break-times, eat lunch with the children and play with them in the playground, reducing disruptive behaviour and reinforcing no-bullying cultures; lead breakfast and after-school clubs; and introduce children to what service can achieve on a day-to-day basis. Q. Can you describe the key ingredients of your programme? ‘City Year is a movement for voluntary civilian service. Our young people are amazing, powerful and idealistic. They could come from any range of backgrounds but they have got through a competitive selection process to be with us. They want to commit to the vision that young people have something incredible to give to society, and that that they are really powerful resources for change. They care about educational inequality in particular but there might be a number of broader motives for them wanting to come to us; by doing a year of service they grow as people, become strong future workers and social leaders. That is very much the starting point: young people as a powerful resource, and the power of service.

City Year UK recruits 18- to 25-year-olds for 11 months of full-time volunteering as near-to-peer role models, mentors and tutors (called ‘corps members’) in schools in deprived areas.

‘We have applied our ‘power of a service‘ year to educational inequality. We work with schools who have at least 50% eligibility for pupil premium and who have strong visionary leadership; the school needs to be able to use our team not just as unpaid staff bodies but in a very specific way. Corps members are deployed in schools all day every day – except Fridays – for a full academic year to help build what is now called character. There are many different ways of describing the sort of beliefs, attitudes, habits and behaviours you need to have in order to be successful, but that’s what we are building through a largely relationship-based approach. At the same time, schools can use corps members to run their own specific interventions in English and maths. We don’t provide the content for those interventions (schools do), but the reason we think we are successful in delivering them is because of the underlying relationships that corps members develop with pupils by being around all the time and in many different aspects of the day. That kind of holistic approach is crucial.‘ 14

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Quality Theme 2: Programme Delivery Standard The provision is:

Engaging and relevant: Young people see the relevance of support sessions (and the wider programme) to their own goals. – Young people are involved in setting goals for each session, and for the wider programme. – Young people are involved in determining how each session is approached. – Young people are invited to participate based on clear and just selection criteria. – Supporters and young people are carefully matched based on relevant interests, knowledge and experience.

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Opening and closing events are facilitated in order to get across key messages about the programme. – High quality training and induction are provided to inform participants about the purpose of the programme. – Contracting takes place to set expectations between beneficiaries and supporters. – Application forms are used for supporters and beneficiaries. – Matching events are facilitated between supporters and beneficiaries.

Examples

Project launch: The Brilliant Club and Franklin Scholars hold a launch event. This sets the context of the programme and outlines the challenges that supporters will help young people to overcome. Different but relevant: Events and activities on The Villiers Park Scholars Programme are creative and engage the students but links are always clearly developed with learning skills and progress in the everyday programme. Application process: Brightside uses a detailed application form for supporters and beneficiaries. This provides information about the programme, and also collects sufficient data to make sure intelligent matching can be done based on interest, expertise and experience. Matching events: Franklin Scholars hold a matching event at the start of the programme where supporters and young people can meet each other and identify their match based not just on shared interests but also ‘chemistry’. Making use of teachers’ knowledge of pupils: The Brilliant Club delegates the selection of pupils to teachers who have in-depth knowledge of their needs and interests. Teachers also ensure that a percentage of pupils on the programme are from The Brilliant Club’s target group.

Quality Theme 2: Programme Delivery (continued) Standard The provision is:

Well-planned and well- resourced: Supporters have clear objectives for each session and a realistic plan for achieving them. – Supporters and young people have the resources they need to fulfil their roles in the session.

Built around progression: Sessions contribute to shared objectives which relate to the ultimate goal. – Supporters use appropriate methods for assessing and reflecting on progress and use these to inform delivery.


Examples

Sessions have structured but flexible frameworks. – A range of resources are available to enable supporters to tailor their support. – High-quality supporter training is delivered.

Providing template plans for supporters: Brightside gives mentors a flexible template plan for mentoring, alongside various resources and a set of quality indicators, to ensure all mentors deliver high-quality and consistent support for young people.

Self-reflection and assessment of progress are embedded into the programme.

Self-assessment: Brightside encourages supporters and young people to use online self-assessment tools to set goals and review progress as they go.

Extensive training: All of the PhD Tutors teaching on The Brilliant Club’s Scholars Programme attend a termly training weekend focusing on pedagogy, widening participation and professional skills for teaching.

Sessions building towards an assignment: The Brilliant Club sets a final assignment task for their tutoring programme. All sessions build towards the completion of this challenging task.

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Sustained, reliable and consistent: Individual sessions and the wider programme are long enough to achieve the desired goal. – At programme completion, young people have a clear understanding of what they have learned and how they have developed, and are able to articulate this to others. – Regular and consistent contact takes place between the young person and supporter.

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Session registers monitor consistency of provision. – Online tools track engagement. – Reflective surveys at the start and end of the programme enable young people to reflect on their learning and development. – Training ensures that sessions are both forward-looking and reflective. – Research underpins the programme length and frequency, based on the specific needs of the beneficiary group.

Examples

Scheduling in consistent sessions: Franklin Scholars schedule hour-long sessions once a week over a full academic year, making the ‘dosage’ regular, consistent and sustained. Reviewing achievement: The Brilliant Club uses a final feedback tutorial to feed back to the young people, and a reflection session at the Graduation Event, allowing pupils ample time to articulate what they have achieved. Sustained long-term programme: The Villiers Park Scholars Programme is a coherent and consistent set of regular interventions, taking place in a sustained way over four years from Year 10 to Year 13. This enables personal development and growth through a structured, personalised and varied programme. Different themes are focused upon according to the progression of each Scholar through the four years of the programme.


Effective in its communication: Supporters use active listening to develop their understanding of the young person. – Supporters use questions effectively to develop the young person’s understanding. – Supporters consciously adapt their approach to be more or less directive, depending on the situation. – Supporters deliver feedback effectively and empathically. – Supporters use positive reinforcement to aid learning, development and motivation. – Supporters use body language (where face-toface) and share experiences to engage and build rapport.


Examples

Supporters are trained to communicate effectively with young people. – Resources are provided which support effective communication. – An engagement plan, which suggests conversation topics, is provided. – Guidelines for effective communication are provided.

Observations: The Brilliant Club has a system of observation and feedback, completed by subject-specific experts, for its PhD Tutors, to ensure that effective communication is taking place between supporters and beneficiaries. Engagement plans: Brightside has a communication plan which ensures fortnightly check-ins with supporters and beneficiaries to ensure they are engaging with the programme. Brightside staff have a constant online presence to field questions and provide support during programmes.

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Challenging: Young people are stretched beyond their ‘comfort zone‘ and supporters avoid providing answers too easily.

Appropriate in its environment: Rapport is built and clear boundaries are set to ensure that the young person feels safe and comfortable. – Sessions take place in a safe, accessible and productive place.

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Examples

Baseline assessments are conducted to get an idea of the young person’s starting point. – Training covers how to have supportive and stretching conversations.

Use of role play: The Brilliant Club undertakes mock assessment exercises with PhD Tutors to allow them to understand what an appropriate academic challenge would look like for a beneficiary of the appropriate age group.

Safeguarding best practice is adhered to. – Training covers safeguarding comprehensively. – Consideration is made of venues for sessions (virtual or physical). – Collaboration between organisations can support choice of environment.

Use of technology: Brightside uses a secure online mentoring platform to facilitate mentoring relationships. Training and quality indicators reinforce the appropriate use of the platform and online training explains how best to build rapport and set boundaries through online messages.

Support and challenge: Through a range of structured activities as well as personal action plans based on individual self-assessment, The Villiers Park Scholars Programme is designed to provide challenge and opportunities for students to go beyond their comfort zone, both academically and personally.

Collaboration: The Brilliant Club collaborates with Brightside and with university partners to select the most appropriate settings for the different elements of their programme.

Young people are encouraged to go beyond their ‘comfort zone’, and training covers supportive and stretching conversations.

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Quality Theme 2: Programme Delivery (continued)

Quality Theme 2: Programme Delivery (continued)

Case Study: Design and Delivery: Future Frontiers

Case Study: Design and Delivery: Future Frontiers

Future Frontiers recruits and trains undergraduates from top universities to deliver a one-to-one coaching programme for pupils from disadvantaged backgrounds. The programme consists of eight one-hour sessions and provides one-to-one contact throughout. As well as building a close relationship with their coach, every pupil uses Skype to interview professional experts from their top two career choices, bringing those careers to life.

Q. Did you conduct any research (primary/academic)? ‘We did a lot of work to define the business model, which is more about the recruiting of the undergraduates, how to develop systems and work out if it was financially viable. In terms of what the kids get access to, the first port of call was to speak to lots of teachers and careers advisers. There are different sections of our programme: diagnose, explore and connect. This follows a piece of research called the ‘Dots framework for careers guidance’, which is mirrored in our programme. The student needs to reflect first of all on their interest and skills, they need to explore new things and then they need to plan and learn about the process of getting there. This was the main piece of research used and we then tested the model on some kids. This was the process of designing the core programme.‘

Q. How did you come up with design for the Future Frontiers program? ‘I was a teacher and then worked at Teach First for a couple of years in the Graduate Recruitment team. Both of these experiences led me to want to develop a model where I could provide a sustained period of face-to-face careers guidance for young people that was scalable and sustainable. So we played around with a few different ideas and came up with the idea of training undergraduates as coaches and designing a fixed careers guidance programme that could be replicated to have a really high impact. Once that model around scalability was decided we had to design a programme and test it. Future Frontiers recruit and train top undergraduates. We work in London and are currently expanding to a new region this year. The programme provides each pupil with eight hours of face-to-face careers guidance. It is delivered on a ratio of one coach to two pupils, but pupils do get one-to-one time. They go through a process where they develop their individual aspirations, explore new career ideas, and start to make a clear academic and developmental plan to reach their top careers. We also put them in contact with professionals in these careers to provide a greater understanding about the career and aid their motivation towards achieving it. ‘Careers guidance is important. When I was teaching, there was an enormous amount of resource that was being used to develop teaching and to give kids a high academic experience, but there wasn’t anything really being done at all to help kids think about why they’re at school and give them a reason to become engaged with their education. Careers guidance was pretty much scrapped at schools, there was a service called Connexions that was scrapped probably about 5-6 years ago, so kids were getting no careers guidance, and nobody knew how to do it very well in schools. This was a huge gap, and a waste of potential and I felt that motivation and engagement was a big part of what was missing in a lot of schools that were serving low income children.‘

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Q. Can you talk me through what the assertive mentoring program involves? ‘I’ve done a lot of digging on this and there’s not a huge amount out there about assertive mentoring that I can find. We use the principles in terms of pupils being accountable and showing their coach the progress they have made. It also ties into some of the research that we used from the Education Endowment Foundation (EEF) toolkit5. A lot of the research suggests that aspiration interventions don’t significantly increase pupil progress, but at the top of that toolkit there is stuff on feedback and on metacognition, which is all about getting young people to reflect on their learning styles, their learning behaviours and then go and show progress in these areas. Assertive mentoring is basically about pupils setting targets and being accountable and demonstrating their progress to somebody. Once a pupil has set a goal, for instance they want to become an engineer and they need to perhaps get some work experience, or shadow somebody, or raise their maths grades by doing better in a certain part of that subject, they would then show their coach the following week their progress towards that.‘ Q. Was the curriculum trialled first before it was launched? ‘The first pilot we did was in February 2014; it was very rough and involved lots of feedback from young people and coaches. I went along to every session and constantly took notes on how we could make it better. Then we got another school on board and did a second round pilot, starting a redeveloped programme with some new bits in it, and after that did another one back at the first school again. We are continually learning lessons as we go. We added the assertive mentoring part over the summer this year and piloted that. We always pilot, we pilot new stuff on each programme and see how it goes.‘

Future Frontiers provides pupils with face-to-face careers guidance. They have eight coaching sessions with an undergraduate student and are also able to communicate with professionals in careers they are interested in.

5 Education Endowment Foundation, Teaching and Learning Toolkit: One to one tuition. Available at: https://educationendowment foundation.org.uk/toolkit/toolkit-a-z/ one-to-one-tuition/

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Quality Theme 3: Supporter Training & Development

Quality Theme 3: Supporter Training & Development (continued)



Goal-focused: Supporters have a clear understanding of the ultimate goal and intermediate outcomes of the programme. – Training links the programme goal to the wider or external context.

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Examples

A clear goal and objectives are established for supporters. – Training includes discussion of the goal and objectives, and these are outlined in documentation which supporters can later refer to. – Video footage can be included in training, to demonstrate the impact the support has had on other young people. – Supporters have a clear list of objectives which are referred to throughout training and guidance. – Goal is broken into milestones and outlined in a structured document for supporters.

Focus on the ultimate goal: Teach First’s Futures supporter training continually brings back training content to focus on the ultimate goal of the programme. Programme managers bring back beneficiaries from previous years to talk about how they have benefitted from being a Futures mentee. IntoUniversity’s training for prospective mentors involves activities and discussions about the wider problem IntoUniversity seeks to address as well as the organisational vision. The second part of mentor training covers the aims, outcomes and outputs of the IntoUniversity mentoring programme which are re-visited in a training booklet and during mid and end-ofterm meetings between IntoUniversity staff and the mentor. Video clips and case studies are used during mentor training so that supporters can see how the outcomes have been achieved in the past.

Clear in its expectations: Clear expectations are set for supporters in relation to their conduct and the level of commitment required.


Examples

Code of conduct includes a list of ‘dos and don’ts’, highlighting positive practice and relevant safeguarding measures. – A parameters document is provided, which explains what the role of a supporter is and isn’t. – Examples of best practice for oneto-one supportive relationships are provided. – Quality standards can be developed for the programme, for supporters to adhere to. – Case studies are shared which demonstrate best practice in difficult situations. – An up-to-date FAQs document is in place and easily accessible for all supporters.

Pledging their support: Franklin Scholars have a pledge which supporters sign at the start of the programme, outlining their commitment to the young person they are matched to. A joint agreement: The Girls’ Network has an agreement which mentors and mentees sign together. ‘What if?’ examples: Brightside’s mentor training includes a set of ‘what if’ scenarios, which present hypothetical situations and encourage discussion amongst mentors. Discussion is facilitated by staff.

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Focused on the personal development of supporters: Ongoing opportunities are provided for supporters to reflect on and share their practice with one another. – Structured observations are offered, encouraging reflection and providing constructive feedback for supporters. – Supporters know where to go for additional resources and support.

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Spaces and times are provided for supporters to meet each other. – Specific topics can be posed to supporters for discussion. – An outline for reflection is provided for supporters, to capture what they have learned. – Clear information is provided about where to go for support. – Clear and accessible tools are used for sharing information with supporters. – Peer-to-peer observations can be offered to allow supporters to gain feedback on their practices.

Examples

Use of technology: Brightside offers online support forums for mentors, which are moderated by staff. Ongoing training: The Brilliant Club’s PhD Tutors take part in a training weekend, called the Researcher Development Programme. This focuses on pedagogy, widening participation and professional skills. Tutors are encouraged to reflect and develop through structured lesson planning, reflective diaries and a schedule of observation. Peer support and development: The Girls’ Network ensures experienced mentors can act as coaches to support new mentors. They carry out ongoing assessment of mentors, informed by staff and feedback from young people and schools. This helps to identify high performing mentors who can help others to develop their mentoring skills.

Accommodating of personal motivations for becoming a supporter: Training recognises that people become supporters for different reasons and demonstrates how they can meet a variety of personal or professional objectives by taking part.


Examples

Supporter is given space to reflect on their personal motivations, such as: • Alignment with social values of the programme • Personal development • Skills development • Career development

Facilitated reflection: The Girls’ Network encourage supporters to create a mind map exploring: • Why they are engaged with the programme • What they bring to it • The impact they aim to have on the young person they support • The kind of mentor they will be Using personal motivations to enhance support: The Franklin Scholars programme requires supporters to reflect on their personal motivations when beginning the programme. These reflections help to identify how they are well placed to support a young person.

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Knowledge-building: Training ensures that supporters are equipped with all critical information to be effective in their role such as: • Practicalities • Programme content and discussion topics • Young people’s circumstances • Safeguarding legislation and best practice

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Examples

Training covers practicalities such as how do deliver support and how to report issues or concerns, including those relating to safeguarding. – Supporters are familiarised with contextual information about the young person’s stage in their education (e.g. GCSE and A Level choices, exam dates). – Supporters are aware of safeguarding policies and procedures such as escalation procedure, confidentiality policy etc. (Note that this list is not exhaustive and practitioners should conduct full research on safeguarding if working with young or vulnerable people).

Splitting training into themes: When Teach First trains the coaches who support participants on the Leadership Development Programme in their classrooms, they deliver ‘contracting‘ training which covers the following key areas : • Administrative • Professional • Psychological They use demonstrations and role play to bring the supporter/beneficiary contract to life. Regular supply of information: Brightside provides online information and push notifications to supporters via mobile devices so that they are aware of their key responsibilities at the different stages of the mentoring journey. Support with planning and testing knowledge: The Girls’ Network gives mentors an opportunity to plan sessions with content during training. They also use quizzes to test supporters’ understanding of safeguarding requirements.

Skill-developing: Training develops basic skills necessary for the role of supporter.


Examples

Training clearly sets out what the basic skill requirements are for the role. – Consider covering topics such as: • Active listening • Explanation techniques • Questioning • Giving feedback • Having difficult conversations • Challenging and stretching a young person • Rapport-building • Formative assessment – Training gives supporters opportunities to develop and practice these skills. – Training could result in a qualification or accreditation.

Providing practical examples: Teach First Futures provides telephone training for mentors which is supported with slide decks circulated in advance, advice and practical examples during the training call. Basic and advanced training modules: The Brilliant Club has three areas of training for pedagogy, professionalism and widening participation. Each area contains three levels which range from ‘core’ to ‘advanced’ skills so that supporters feel they are developing through training.

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Case Study: Supporter Training and Development: Teach First Futures

Aligned in its pedagogy: Training uses principles of adult learning and reflects how you would like supporters to act. – Training is wellfacilitated, with the correct balance of information-giving and experiential learning.


Styles of adult learning are considered for training delivery: • Malcolm Knowles: The Adult Learner6 • Kolb’s theory of experiential learning7 – Through practice, training develops supporters’ confidence to deliver. – Training outcomes are clearly linked to supporters’ activities in their role, with opportunities to develop and practise skills and approaches. – Supporters are made aware of common challenges and have strategies to address them. – The existing knowledge and skills of supporters are considered and reflected in training design.

Examples

Learning about supporters’ existing experience of one-to-one support: The Girls’ Network ask mentors to share their existing experience at the start of the training session. A peer review approach: The Brilliant Club uses a deliberate practice model, offering ‘micro-teaching‘ opportunities at the training weekend, for groups of PhD Tutors who are matched with experienced peers that give feedback on their tutoring practice.

The Teach First Futures programme aims to support and inspire students to make ambitious and informed choices during sixth form, when they are on the cusp of making decisions about progressing on to university. The programme is targeted at groups of pupils who are currently underrepresented in higher education, including those whose parents did not go to university and those who have been eligible for free school meals. These pupils have proven academic ability at GCSE and would benefit from additional support to help guide them through important decisions and overcome some of the barriers they face when accessing higher education. Teach First Futures provides them with a range of awareness and aspiration-raising activities through trips and events which students sign up to as well as matching them with a mentor who works with them throughout Year 13 to guide and support them when making decisions and applying to university. Q. Why did you choose mentoring as the methodology for the programme? We believe that our students will benefit from meeting with people who have had similar experiences in the past, to guide and support them through the process of applying to university. Q. How do you recruit mentors for the Futures programme? Our mentees are applying to selective universities and we want to find people who have successfully gone through this process in the past. We recruit directly from three main pools: Teach First Ambassadors:

Teach First Teach First staff have demonstrated Employees: the passion and commitment to ending educational disadvantage. Corporate supporters:

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A high proportion of Teach First ambassadors attended Russell Group universities. In addition, ambassadors have obtained invaluable classroom experience as a teacher.

Deloitte is one of our corporate partners and staff working there volunteer for us and act as mentors.

Through trips, events and mentoring, Teach First Futures gives young people additional support and guidance around higher education options and overcoming barriers.

Knowles, Malcolm S, Elwood F Holton, and Richard A Swanson. The Adult Learner. Amsterdam: Elsevier, 2005. Kolb, David A. Experiential Learning. Englewood Cliffs, N.J.: Prentice-Hall, 1984

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Quality Theme 3: Supporter Training & Development (continued) Q. What is the recruitment process? Our recruitment process is made up of three stages: Advertisement: Through our Community Website (accessible to all Teach First staff and ambassadors), plus other internal channels Application:

Through an online application form, which is set up as a survey

Selection:

Based on meeting our eligibility criteria

Training covers the aims of the programme and mentoring skills. Very specific ‘Top Up’ sessions are used to bridge gaps in the mentors’ knowledge throughout the year.

Q. What training do mentors receive? We run compulsory training at the start of the Futures programme and then optional ‘top up training’ sessions during the first year of the programme. Mentors are also provided with a handbook which sets out the activities we advise they run and support we suggest they give at key points throughout the programme. Compulsory training covers:

Addressing the access issue – why does the Futures program exist? The Futures Programme – what it is

Mentoring Skills: How to have your first meeting (this is also outlined and supported with clear instructions in our mentoring handbook) Top up training covers:

• Having difficult conversations • Supporting students to think • about careers • Supporting students who are applying • for competitive courses

Q. How do you ensure that training is an ongoing process? Throughout the year mentors attend very specific training sessions. These are referred to as ‘Top Up‘ sessions and have been developed as a result of feedback from mentors. The purpose of this training is to bridge gaps in the mentor’s knowledge, such as supporting students who are applying to study at competitive courses, including those at Oxford or Cambridge.

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Quality Theme 4: Induction and Training for Young People

Quality Theme 4: Induction and Training for Young People (continued)



Goal-focussed: Young people have a clear understanding of the ultimate goal and intermediate outcomes of the programme. – Young people know why they have been invited to participate, are aware of their responsibilities, and feel positive about the opportunity.

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Examples

The goal and objectives of the programme are made clear to young people. – Training or preparation sessions include information about the goal of the programme, not just the activities that will take place. – Training could include video of the impact the programme has had on other young people. – A clear list of objectives is established and referred to throughout training. – Overall goal is broken into milestones and communicated to young people. – Young people are given information about what the programme offers.

Taster session: Franklin Scholars believe it is important for young people to choose to be part of the programme because it meets their personal goals. They give students the option of trying out the programme by attending the first session before deciding whether to take part in the full programme. Inaugural events: The Villiers Park Scholars Programme is clearly explained to the young people and their parents by means of an Information Day and Launch Event, which launches them on their journey together. Sharing examples of past successes: The Girls’ Network gives young people tangible examples of other success stories and invites them to apply. Because they have chosen to apply, it is likely they see the opportunity as something that will meet their personal goals.

Clear in its expectations: Young people understand the type and level of support they will receive. – Young people understand the level of commitment that is required of them. – Young people understand the boundaries of the relationship between them and their supporter.


Examples

Supporters and beneficiaries agree to a code of conduct. – Rules around confidentiality are made clear. Young people are given the opportunity to discuss them during training. – Young people understand how to get the most out of the relationship, and that some responsibility for this lies with them. – A parameters document is available, explaining what supporters are and what they are not. – Case studies are shared which encourage young people to consider what they could or should do when facing certain situations. – An up-to-date list of FAQs is available and accessible to young people.

Getting the most out of being a mentee: Brightside delivers an online training module which proactively helps young people understand how to be an ‘A* mentee’ Young people setting their own expectations: Franklin Scholars encourage young people to come up with their own principles of success including attitudes and expectations. Visualising a mentor: The Girls’ Network asks young people ‘What would my ideal mentor be?‘ to engage them as active participants in the process.

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Effective preparation for the programme: Training sets young people up for success.

Accommodating of personal motivations: Training is flexible and considers that people come to the programme for different reasons.


The information and skills needed for young people to be successful are identified and made clear. Topics can include: • Communication • Self-management (including time management) • Confidence • Trust

Young people are given space to reflect on their personal motivations, such as skills development and knowledge gain.

Examples

Facilitated sessions helping young people to identify what they want to learn: The Brilliant Club delivers sessions at launch events to discuss study skills. They explain to young people what academic skills they need to succeed and encourage them to learn to reflect and articulate their experiences. A reflection journal is built into their handbook. Learning and Peer Learning Skills: The Villiers Park Scholars Programme gets students to reflect upon and monitor the progression of their learning skills. Through Villiers Park Plus, Scholars are also trained to be peer mentors and lead learning with their peers and other students back in school/college.

Reflection journals: The Brilliant Club uses a reflection journal to encourage young people to talk about their own goals. A discussion task at the end of the first two tutorials encourages participants to prepare what they want to discuss with parents, family members and teachers. As a result, they are able to articulate what might drive them to want to go to university to themselves and a range of audiences.

A comfortable environment: Training provides a safe space for young people to meet their supporter and begin the working relationship.

Aligned in its pedagogy: Method of training reflects how you would like young people to act. – Training is well-facilitated, with the correct balance of information-giving and experiential learning.


Examples

Supporters can be introduced to young people during their training session. – Training sessions are started informally with ice-breakers rather than launching straight into the formal structured programme.

Speed networking: Franklin Scholars’ induction day brings supporters and young people together in a safe space. It is fun, and focused on what the programme is about. Speed networking is delivered so that beneficiaries can choose from a range of people they feel comfortable to work with.

Practical activities develop young people’s understanding of the programme. – Training outcomes are linked to what young people will do during the programme, and training makes clear how activities result in the intended outcome.

Beneficiaries as young adults: The Girls’ Network consciously uses language throughout induction and training that makes beneficiaries feel valued as young adults. Activities include goal-setting for one, three and five years’ time and a visualisation activity to help students understand their goals and the journey they are embarking upon in order to reach them.

Letter to mentors: The Girls’ Network mentees write a letter to mentors in their training session. They are encouraged to explain to mentors what they want to get out of the experience.

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Quality Theme 5: Monitoring

Quality Theme 5: Monitoring (continued)

Standard Monitoring is:


Meaningful and well scoped: The best measures of the programme’s impact are identified. – Monitoring is defined in programme design and linked to impact model. – Balance is achieved between usefulness of data and feasibility of data collection.


Links are defined between ultimate and intermediate outcomes, for which data is collected. – It is clear how shortterm outcomes will determine whether the programme is on track. – Quality delivery is clearly defined. – Scale of data is established, from top line to detailed and insightful – asking ‘is support happening?’ to ‘is it happening well?’

Examples

Regular data collection points: Action Tutoring collects data at various points during the programme. They define long-term measures of success in terms of GCSE outcomes, and assess progress on an interim basis using a mid term assessment. In addition, short term measures using a red, amber, green system are collected bi-weekly to gather tutors’ perceptions of pupil progress. Tutors collect this data themselves so that Action Tutoring doesn’t have to call on schools to provide data. Monitoring completion of steps towards overall goal: The Teach First Futures programme’s overall aim is to support young people into university. They have broken down by month the key milestones they think young people need to reach in order to achieve this aim. Staff members administer surveys to students, mentors and teachers during the programme, asking them to track whether they feel students are on track to achieve these milestones.

Precisely organised: Processes are established for generating appropriate data. – Key data collection and analysis points are identified from the outset to feed into programme improvements. – Delivery staff are trained on how to capture, analyse and present data.

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Examples

Data that can be easily monitored (e.g. attendance) is considered. – Staff roles are defined for data submission, collection and analysis. – Data collection points and processes are explicitly defined. – Processes are put in place to ‘clean up’ or gather missing data from data sets, in order to assure the quality of data. – Monitoring and the generation of data are embedded into delivery and included in job descriptions and management processes. – Delivery staff members are involved in the design of the data collection and analysis process.

Collection of data in real time: IntoUniversity collects ‘real time‘ attendance records through tablet registrations in their learning centres. This data is automatically uploaded to a Salesforce database8. Delivery staff can see a weekly summary of a ttendance and target individuals who are not regularly attending sessions. This data is also used by IntoUniversity’s management team to identify trends and patterns across the network, manage any attendance concerns in a timely manner and share best practice between staff teams.

Salesforce.com, ‘CRM Software & Cloud Computing Solutions - Salesforce UK’, 2015. Available at http://www.salesforce.com/uk/

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Straightforward to interpret: Dashboards and other summaries are used to visualise data. – Performance information is aggregated and summarised. – Data and visualisation tools are used to inform internal discussions and sessions with supporters where appropriate.

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Where judgement and interpretation are required to draw conclusions from data, those completing the exercise have a shared understanding of the assessment levels or frameworks being used to analyse progress. – Different dashboards are created for different stakeholders including management, the board, supporters and young people.

Examples

Management reporting: IntoUniversity dashboards are reviewed at monthly senior leadership meetings and half-termly centre management meetings to monitor organisational patterns and progress against delivery targets. Evaluation forms have individual barcodes linked to students’ records which allows for more thorough monitoring and evaluation. Using monitoring information which is appropriate for the audience: Action Tutoring has a trustee dashboard to inform strategic discussions and a senior management dashboard containing general patterns and comparisons, which is reviewed weekly. Frontline staff have a practical dashboard which draws together detailed information on their programmes and pupils.

Regular: A defined process looks at data regularly and ensures action based on findings. – Analysis of data is treated as a distinct and important activity and is resourced appropriately. – Corrective action is regular and informed by data.


Examples

Roles and processes for reviewing data are clearly defined. – Roles and processes for taking action based on reviews are clearly defined. – The use of dashboards is embedded in routine line management discussions. – Concrete actions are identified from data analysis. – Insight and actions from data analysis are documented. Actions are assigned to specific members of staff.

Keeping in touch with participants: The Teach First Futures programme noticed that their sixth form students were changing contact details regularly, creating challenges for communication. Every survey issued to students has a section to allow students to easily update their contact details, so that with each survey this critical information is refreshed. They provide a ‘fair collection notice’ which is developed with legal experts so students are informed of what will happen to the information and data they provide throughout the programme and so legislation is adhered to. Regular action planning: IntoUniversity ensures that leadership meetings and line management meetings include action planning which supports student recruitment and retention. These action plans are reviewed and updated regularly. Data insights are captured in these action plans. Incorporating monitoring into line management practices: Action Tutoring holds weekly line management meetings with frontline staff. They have key focus areas and comment on key performance indicators in relation to the latest data. Actions are embedded in tools used for the collection and review of data. Frontline staff members look at data and reflect on it, prompting them to turn it into action. The aim is for frontline staff to be able to put their insights into action.

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Appropriately supported by adequate IT: IT systems are made available to support data collection, reporting and analysis.

Appropriately staffed: Appropriate staff roles and resources are available for generating and analysing the data.

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System requirements are clearly defined. – Consideration is made about buying an IT product or developing one in-house. – IT provision for monitoring is treated as a distinct and appropriately resourced activity. – Appropriate budget is available for IT.

Staff have the appropriate skills to collect and analyse data.

Examples

Off-the-shelf tools: Many organisations use Salesforce and tools integrated with it for inputting data. Make sure you configure it properly and customise it for your programme, not just use it ‘off the shelf’. Salesforce offers some free services for third sector organisations. Mobile devices: IntoUniversity uses tablets, Optical Mark Recognition software, scanners and barcodes to make the reading of data easy and efficient. Proper resourcing: The Teach First Futures programme creates clear business cases for the purchase of technology so that these are properly resourced by the wider organisation.

Clear data and evaluation roles: The Teach First Futures programme has a dedicated data officer for 2.5 days a week. Action Tutoring has a full time data and evaluation officer. IntoUniversity employs a Data and Impact Manager.

A core part of organisational culture: A culture of monitoring is core to the organisation’s approach to achieving outcomes. Staff and stakeholders value data and the insights it can produce.


Examples

The programme’s philosophy of monitoring and evaluation is articulated, documented and clearly communicated to internal and external stakeholders. – Monitoring philosophy is discussed at induction and training with all staff. – Monitoring practices are embedded into the day-today routines of the organisation. Monitoring practices are celebrated and reinforced. – Monitoring processes start simple and are built on over time, based on lessons learned.

Staff manuals and training: IntoUniversity’s strand manuals cover programme content but also highlight the importance of monitoring and evaluation. Initial staff training and internal management training include training sessions on impact and performance management which allows delivery staff on the ground to understand data and impact practices and how information is used to inform best practice and to monitor impact of the programmes Gaining feedback on processes during staff induction: Action Tutoring delivers extensive training for new staff on performance management and the importance of measurement. They ask staff to share concerns on use of data and monitoring, and use these to frame the development of their internal systems. Staff champions: IntoUniversity is developing ‘Salesforce Champions’ within their organisation to cultivate enthusiasm and share knowledge or the database. This seeks to create an organisational culture which embraces monitoring and evaluation as crucial to achieving outcomes.

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Appropriately funded: Financial planning reflects the resource needs of monitoring.

Action-orientated: Monitoring consistently informs action, across all levels of the organisation.

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Examples

Staff member in charge of monitoring works with financial staff to cost tools, resources and staff required to deliver high-quality monitoring. – Ongoing staff and IT costs for monitoring are accounted for. – Appropriate processes are in place to reconcile monitoring spend against budget and address over or underspends in future years.

Resourcing monitoring: The Girls’ Network has begun explicitly including money to fund monitoring and evaluation of their work in every funding bid that they are writing. This ensures that there is enough resource available to properly monitor the processes and impact of the work they are undertaking, and to evaluate and share the learning from it.

Observation and feedback are used systematically to monitor and improve the quality of delivery. – Progress towards outcomes is monitored through outputs that are simple and relevant (e.g. attendance).

Action through progress meetings: The Access Project uses monitoring data in weekly line management meetings. This can lead to adjustment of programme delivery. The meetings look at data such as number of students on programme and attendance at tutorials. Three steering committee meetings per year ensure bigger issues can be addressed with the head teacher and middle-management of the partner school.

Systematic and focussed: Programme data is collected systematically for monitoring and to support analysis of outcome data. – There are clear guidelines and processes for ensuring data integrity.


Examples

The most relevant data items are clearly defined. – Responsibility for data collection is clearly defined and timetabled. – Clear standards are created for ‘good data’. – Opportunities to check data and remedy data collection problems and gaps are scheduled.

Fixed data collection points: King’s College London’s widening participation department implements a system for monitoring with five data collection (survey) points throughout the year. Regular and varied: The Villiers Park Scholars Programme has thorough and systematic systems of monitoring impact at all levels, including qualitative and quantitative data. Data collection: IntoUniversity reviews the collection of evaluation data on a monthly basis using reports generated by Salesforce. Any missing evaluation data can be flagged-up quickly and addressed by Cluster Managers overseeing the learning centres.

Dialogue with schools: Action Tutoring have built an automated attendance system which records pupil and tutor attendance at sessions. Staff are set termly targets and use data to intervene early by discussing absences with the school, given pupils cannot progress and learn if they are not present. Opening conversations with schools about pupil absences gathers useful feedback.

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Quality Theme 6: Evaluation

Quality Theme 6: Evaluation (continued)

Standard Evaluation is:

Standard Evaluation is:

Clearly and realistically planned: A clear evaluation plan is in place.

Carried out with robust tools: Proven methods are used to gather evidence, drawing on a field of robust tools. – One person has responsibility for impact and evaluation is a core part of their role.

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Different types of evaluations are considered and the most appropriate is chosen (e.g. formative, summative, baseline and follow-up). – The most appropriate type of evaluation is delivered at the right time. For example, randomised control trials are not delivered before practitioners are ready to do so. – ‘Standards of evidence’ are considered.

Tools used for evaluation are validated, relevant, non-directive and user-friendly. – Triangulation can be used, gaining evaluation data from different sources (e.g. young people, supporters, teachers) to identify impact themes coming from all perspectives. – A balance of qualitative and quantitative measures should be achieved. – Experts can be used for objectivity and to support evaluation rigor.

Examples

Theory of Change: King’s College London Widening Participation department use a theory of change framework and map their evaluations to this. Evaluation of the outcomes that young people want to see: The Access Project works with young people to identify what short-term outcomes they are trying to achieve. These form part of the programme evaluation. Working with external researchers: Action Tutoring are working with the National Institute of Economic and Social Research to develop a ‘matched control group’. Using data from the National Pupil Database9, statisticians will build a dataset of pupils who have similar characteristics to those who have received the Action Tutoring programme to use as a point of comparison.

Comparison groups: Academic Apprenticeships worked with the Sutton Trust to set up a comparison group. They found a neutral group and, using their personal statements, compared these to users of the intervention.

Based on good practice for using data: Data is collected and managed ethically and legally.

Fed into programme design and development: The results of summative evaluations are used to inform programme design and improvements.

Transparent: A clear plan is in place to communicate evaluation plans and results to stakeholders and external parties.

Standardised evaluations across organisations: IntoUniversity has a common evaluation tool which is used by all students regardless of the programme they attend, making comparing data possible. IntoUniversity also gathers evaluation data from volunteers, parents and teachers to generate perspectives from multiple stakeholders on the outcome areas identified in the student evaluation.


Examples

The Data Protection Act and other guidance on best practice are followed.

Making use of in-house expertise: King’s College London’s widening participation department uses the university’s ethical board to help with decision-making on collection of data and to assure high standards. Academic organisations such as BERA10 publish ethical guidelines for use of data.

Regular reviews of evaluation are conducted and fed into future programme design.

Annual programme review: IntoUniversity holds an annual programme review which includes a review of student evaluation data and stakeholder feedback to identify where resources need to be targeted and where programme content needs to be adapted the following year, based on lessons learned.

Evaluation results can be made public, with consideration made about how this affects the evaluation approach. – Results are proactively and clearly communicated to key stakeholders. – Conclusions drawn from evaluations should be mindful of the broader context.

Clear visual representation of data: The Brilliant Club has a variety of visual and numeric ways of explaining data to different audiences. They work with data professionals at schools and universities to ensure they are communicating data in the best way for the school audience. Comprehensive: The Villiers Park Scholars Programme is clearly evaluated through a comprehensive Impact Report, including all types of data, case studies and testimonies from the students themselves.

9 Department for Education, ‘The national pupil database: User guide’, 2015. Available from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/472700/NPD_user_guide.pdf

British Education Research Association - https://www.bera.ac.uk/

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Case Study: Monitoring and Evaluation: The Access Project

Case Study: Monitoring and Evaluation: Action Tutoring

The Access Project is a charity that aims to increase access to selective universities for pupils from disadvantaged backgrounds. They do this by working with pupils from years 10-13, delivering a programme with two strands. The first strand focuses on university support services and the second delivers one-to-one academic tuition.

Action Tutoring is an education charity which aims to make tutoring more widely available to students from low socioeconomic backgrounds who are at risk of leaving school without good GCSEs in maths or English. They do this by recruiting high quality volunteer tutors to tutor pupils on a one-to-one or one-to-two basis at least once a week, with the aim of ensuring that these young people leave school with the qualifications which will enable them to progress to further education, employment or training.

Q. How do you monitor performance? A level results day – when we find out where all the students who we work with have ended up – is a main and obvious way of monitoring progress. But this alone isn’t enough as it only looks at the final outcome. From the time when pupils start working with us through to the final outcome, we periodically monitor a set of our intermediate outcomes, including school data (exam results for a particular subject) and survey data (surveys completed by the tutors and pupils at intervals). Q. How do you ensure monitoring and evaluation influence programme design and delivery? The project developed organically, starting with our founder in the school where he was teaching, but it has become bigger and more defined as we have gone on. A specific example of continual improvement comes from some analysis conducted about a year ago; we found that a large proportion of the students we worked with did not apply to the top third of universities. We had to answer questions about this. We now monitor more intermediate outcomes to ensure we can pick this up earlier. We had a clear end goal but not clear interventions and checkpoints along the way, which we have now addressed. We have had a lot of support from Impetus-PEF to develop our Theory of Change and approach to performance management.

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Q. How do you evaluate the impact of the programme? The main and most obvious form of evaluation is looking at pupils’ GCSE results. The achievement of a C grade or above demonstrates that the programme’s main aim has been met. At school level, key data is collected about predicted grades, working at grades and eventually a pupil’s actual grade, which is all used to inform evaluation. In September 2015 we introduced our own baseline and mid-term assessments, to ensure that monitoring and evaluation are conducted on an interim basis rather than relying solely on the final GCSE result, and ultimately to help ensure pupils are progressing during the programme. Demographic information and data about attendance at the tutoring sessions are also collected. On the more qualitative side we conduct surveys with pupils, tutors and teachers which ask about a range of topics including confidence, study skills and perceptions of progress. We’ve been working with Nesta and the National Institute of Economic and Social Research (NIESR) over an 18 month period to develop a control group that will help us to assess whether or not we can attribute pupil progress to our programme. We have collected Unique Pupil Numbers (UPNs) for a large sample of participating pupils in order to identify them on the National Pupil Database (NPD). These pupils make up the intervention group. NIESR will use the NPD to create a matched control group of pupils who share similar characteristics to those in the intervention group but did not receive the tutoring programme. We will then compare the progress made been these two groups and will hope to see better results in the intervention group. Although not as rigorous as a randomised control trial, this method causes minimal disruption to our programme and partner schools.

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Quality Theme 7: School Engagement

Quality Theme 7: School Engagement (continued)

Standard Engagement is:


Focused on the right groups: Elements from the programme design are used to ensure appropriate schools and pupils are identified.

Carried out by the right people: Initial contact with schools is made by someone who is credible and can build rapport.

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Examples

Head teachers’ conferences are attended and existing networks are used to identify need. – A feasibility study can be conducted into working in a particular area. – Intelligence of geographic characteristics is gained through talking to other organisations operating in the same areas. This also ensures work is not duplicated.

Conferences: IntoUniversity presents at head teachers’ conferences when they are launching a new centre in a new region. This gauges interest in the programme and promotes the work to a wide audience.

Lead member of staff has knowledge of school priorities, time and financial pressures. – Programme fits with the needs, priorities and values of the partner school.

Training liaison staff: The Girls’ Network incorporates role play in to the recruitment of school engagement staff, such as a ‘challenging head teacher‘ as part of their selection process.

Feasibility studies: IntoUniversity carries out detailed feasibility studies to identify the need of a particular area, identify potential partner schools and students and to monitor other provision that is already happening in an area to reduce the potential of overlap. Sector events: The Girls’ Network makes use of existing networking events and networks such as Future Leaders and Whole Education.

Expertise and Advice: The Villiers Park Scholars Programme incorporates longstanding experience of knowing and understanding schools. The Advisory Service provides nationally recognised support and expertise, especially at post-16, to help develop and improve the everyday learning environment of mentees.

Designed to set clear expectations: Schools and delivery staff have a clear and mutual understanding of their roles and responsibilities. This includes the school’s and your expectations, time commitment, data required, expected impact on the young people etc.

Aimed at different levels: The engagement process builds excitement and buy-in at all levels (including young people and parents). – Young people feel proud to have secured a place on the programme.


Examples

A service level agreement / memorandum of understanding is in place. – Delivery staff in schools as well as senior leaders have a clear understanding of expectations.

Talk through the whole programme with school staff: Action Tutoring uses a flow chart which shows the whole journey, so schools are clear about the process from start to end. This flags up what both parties will be doing at each point of the process. Schools also sign a partnership agreement setting out expectations on both sides.

Students could apply to participate in the programme, especially where places are limited. – Teachers and delivery staff consistently deliver the same message of the opportunity being exciting and worthwhile.

Presenting to groups of young people: IntoUniversity makes use of assemblies which highlight the benefits of participating in their programme beyond the academic benefits (e.g. schools trips, weekends away, work experience opportunities).

Senior advocates: Franklin Scholars ensures that one senior advocate within the school (ideally on the senior leadership team) brings together all important stakeholders to inform, engage and excite at all levels.

Parents: The Girls’ Network has a presence at all parents’ evenings in their partner schools. Invitations to networking and skills events go out to mothers of participating students.

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Standard Engagement :is:

Standard Engagement :is:

Communicates impact: Impact is communicated to all stakeholders in a brief, easy to understand and audience-appropriate format at appropriate stages in the process.

Demonstrates use of feedback: Schools are confident that their feedback will be acted upon and feel supported to play their part in managing and delivering the programme.

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Examples

Reports, newsletters and emails are sent to individual schools to communicate impact. – Dialogue with link teachers is established in order to create a regular feedback loop. – The impact on stakeholders’ organisations is communicated to them at appropriate points.

Communicating impact to schools: Action Tutoring and IntoUniversity issue a one page termly report to each school including data on attendance, progress, survey stats and quotes. They also send bi-weekly updates to link teachers.

A steering group meets regularly to follow up on actions from previous meetings, present feedback from stakeholders, and agree on new actions. – All changes in programme are grounded in feedback and evidence. – Improvement needs are acknowledged.

Feedback from schools: Action Tutoring holds a half-termly meeting with link teachers and SLT members in order to gather feedback and update on progress against actions. Group feedback: Future First holds webinars and roundtable discussions with schools.

Builds profile and reputation: Schools’ sense of trust and confidence in the programme and the wider organisation is maintained.

Promotes retention and growth: It is clear and straightforward to sign up again. – There is a simple mechanism for schools to recommend the programme to others.


Examples

Rigorous policies are established and shared on safeguarding, health and safety, use of data and evaluation processes. – Supporters are given up-to-date knowledge of relevant developments within the sector. – Schools are consulted about programme development and enhancement.

Developing the programme with schools: Action Tutoring partners with engaged teachers in link schools to inform resource and curriculum development.

A mid-point review can start early conversations about renewing the programme, and can identify outstanding issues with the relationship. – Interim impact data can encourage retention. – Key individuals can be celebrated as exemplars of best practice, and these examples can be shared with other schools.

Group meetings: Future First holds joint meetings with schools near to each other.

Training about developments in the sector: The Girls’ Network has ongoing training delivered by experts for all their mentors on developments in the sector (e.g. on FGM). Networking for stakeholders: IntoUniversity and Brightside have regular opportunities for partners to meet and share best practice.

Recommendation: Action Tutoring identifies friendly head teachers and asks if they are willing to be available for questions from prospective schools. Sometimes new schools then phone them for a reference before signing up to run a programme. Interim impact reporting: Action Tutoring issues a one page termly report to each school including data on attendance, survey stats and quotes. Schools are encouraged to recognise pupil achievement in assemblies. End of programme impact reporting: Future First creates and issues a concise end of year report outlining highlights from the year.

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Case Study: School Engagement: Action Tutoring Q. How have you designed your programme so that it complements what students are doing in schools? Action Tutoring focuses solely on English and maths tutoring so all our resources are based around the English and maths syllabuses and particularly borderline pupils. These resources include a baseline assessment, focused sessions on topics, answers and mark schemes for tutors and mid term assessments.

Action Tutoring is an education charity which aims to make tutoring more widely available to students from low socioeconomic backgrounds who are at risk of leaving school without good GCSEs in Maths or English. They do this by recruiting high quality volunteer tutors to tutor pupils on a one-to-one or one-to-two basis at least once a week, with the aim of ensuring that these young people leave school with the qualifications which will enable them to progress to further education, employment or training.

Through our baseline assessment and information provided in advance by subject teachers we can determine what each individual student really needs to work on. Furthermore, tutors receive a briefing document that contains:

Q. How do you work with schools? Firstly, we have to get the message out to them about the existence of the organisation and what it can offer. Most powerfully this comes from word of mouth, with existing partner schools helping to recommend us. Once this initial contact has been made, we meet with the school, usually with a member of the SLT, Head of Year and/or Heads of English and Maths. We use this meeting to provide information about what the programme is about, but we also assess their suitability to work with us too. At this stage, we would expect schools to understand the programme and the commitment required from them. Following this, a number of practicalities are confirmed including:

• Exam board specification information • Key topics to focus on, following the pupils’ baseline assessment • Information about further resources A new member of staff was recruited in September 2015 to lead on curriculum development, as we recognise that designing and updating the curriculum is an ongoing process.

Top Tips: • Have a specific and clear offer about your product, communicating who it is for and what it offers • Use word of mouth recommendations which will develop through good relationships with partner schools • Build a variety of contacts within the school which include the link teacher, a member of SLT, heads of department and the data manager, so that you are not just reliant on one enthusiastic teacher for the relationship with the school.

• Start dates • Session times • A Senior Leadership Team contact within the school • A link teacher • Identified pupils, according to our criteria The crucial thing about the way we work with schools is that there is a constant feedback loop between us, tutors and the school. A Programme Coordinator has weekly contact with schools about attendance and the progress that tutored pupils are making and plays a crucial role in supporting and monitoring the volunteer tutors. They will also meet with subject teachers and identify areas in which pupils need support.

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The crucial thing about the way we work with schools is that there is a constant feedback loop between us, tutors and the school.

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Case Study: Stakeholder Engagement: City Year

School Engagement Teams of corps members we deploy in schools are between six and sixteen people so it is a fairly significant purchase for the school.

City Year UK recruits 18- to 25-year-olds for 11 months of fulltime volunteering as near-peer role models, mentors and tutors (called ‘corps members’) in schools in deprived areas. From Monday to Thursday, corps members are a consistent presence in schools, supporting children to succeed through a range of activities. As part of a year-round partnership with schools, they: encourage punctuality and attendance; provide in-class support for teachers and teaching assistants to boost attainment; support a group of focus list children (identified by schools in partnership with corps members) with particular needs ranging from literacy or numeracy to building confidence; are there at break-times, eating lunch with the children and playing with them in the playground, reducing disruptive behaviour and reinforcing no-bullying cultures; lead breakfast and after-school clubs; and introduce children to what service can achieve on a day to day basis.

School recruitment is largely generated by word of mouth through schools where we are already established. We have a waiting list in London and Birmingham. We also conduct some targeted communications with schools which meet our criteria through Head Forums, local authorities, academy chains, and links with organisations like Teach First and Teaching Leaders. But, because we have a small amount of ‘products‘ to sell, we are more interested in schools approaching us and then we decide whether they will be good partners. Once we have identified a potential partner school, our Head of School Relationships visits the school. It could be at any point in the year for an initial visit. They talk through a generic agreement and begin a conversation to identify where corps members can add most value in that particular school (through reference to the School Improvement Plan, for example). We don’t take a ‘cookie cutter’ approach; the school has to think very carefully about how it wants to use the team. Although we do put a full-time staff middle manager level in the school ourselves, it still requires input from the SLT team and a primary contact in order to guide and make things work. We want them to think clearly and put us to work on something that is reasonably attributable. We want them to show that they are data-led, that their practice is evidence-based and that they match our values. This conversation goes on over a number of weeks or even months. We recommend that schools visit another school where we already have a team to see our work in action. In about 50% of the cases, we also give schools a one-day trial in which existing Corps members are sent along as a ‘dummy team’. Once a school becomes a partner, we use their staff and their expertise to support our training for corps members.

Q. Who do you consider to be your main stakeholders and how do you engage with them? The people who volunteer for us (our ‘corps members’) and the schools we work with are equally significant stakeholders. Volunteer Engagement We recruit corps members throughout the year through a range of approaches: online, word of mouth, careers fairs, and through an engagement programme with universities, colleges, sixth forms and schools. To raise our visibility we have a bright and distinctive uniform which helps with enquiries. Press also leads to some interest. In some ways, we are similar to graduate recruiters. We keep volunteers engaged because in their own mind and in ours they are on a transformative leadership programme. They happen to be volunteers because that is the way the legal structure works in the UK, but what they are actually doing looks and feels very different from your classic volunteer because they are doing it full time, so it is a huge commitment. It becomes a huge part of their life and personal identity. Engagement comes through everything we do with them: making sure there is a meaningful structure in schools, that they feel confident in their role, that they get to know their kids. The relationship with young people is the biggest source of engagement, closely followed by the relationship that they build with their peers. We also help them develop themselves for future study and work by providing one day per week of training and networking opportunities.

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My top 3 tips for engaging with schools would be: • Charge them a fee • Draw up a solid agreement • Think carefully about who within your team has the level of authority and credibility to have a conversation with a head teacher/SLT member. Advice to a head teacher needs to come from a very credible source - we have an ex-head teacher doing this job for us.

We keep volunteers engaged because in their own mind and in ours they are on a transformative leadership programme. It becomes a huge part of their life and personal identity.

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Quality Theme 8: Supporter Engagement

Quality Theme 8: Supporter Engagement (continued)



Focused on the impact of supporters’ work with young people: Engagement process shares a clear, realistic, evidence-based vision of a supporters’ potential impact.

Selecting of the right people: Selection of supporters is targeted and based on a clear person specification.

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Examples

Success stories and statistics pointing out the impact of previous supporters’ work are shared in supporter recruitment materials.

Recruitment: The Girls’ Network uses examples of successful mentoring relationships in all recruitment materials.

Recruitment materials include criteria for a ‘good’ supporter, so that supporters can assess if they are able to meet these criteria. – Internal guidance assesses quality of supporters, including their commitment, attendance and skills.

Ongoing assessment: The Girls’ Network assesses current mentors against criteria and rates them as Red, Amber or Green in order to target development support.

Motivating: Supporters feel excited and motivated by the opportunity available to them.

Celebration events: Brightside holds an annual awards ceremony to celebrate the most successful mentoring relationships which are then shared in recruitment materials.

Clear in expectations: Supporters have a clear and complete understanding of their role and responsibilities and the support available to them.


Examples

Overarching mission and values of the organisation are shared and linked to supporter responsibilities. – Advocates and ambassadors share success stories with potential supporters. – Professional development opportunities and wider supporter benefits are shared with them, as well as details of the bigger organisational picture – how this programme helps towards achieving the overall social goal.

Niche groups: The Girls’ Network has a network of influential women advocating for their programme.

Volunteer agreement is included in the recruitment and interview process for supporters. – Handbooks and codes of practice can be used to clarify expectations and responsibilities. – Support services such as online communities can be signposted to.

Support for mentors: The Girls’ Network has support mentors for their volunteers and an online community for sharing ideas, asking questions and accessing resources.

Make it personal: IntoUniversity asks mentors to reflect on the role models that have had a big impact on them and ask current mentors to share their experiences of the programme to excite and motivate new supporters.

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Fostering of commitment: Supporters feel valued, are invested in the programme and the young person, and understand their contribution to the programme’s impact.

Clear about the benefits: Supporters know what they have gained for themselves by participating.

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Regular updates on impact are distributed locally and around the wider programme. – Supporters are invited to network-wide events. – Supporters are asked for feedback on the programme. – Feedback from young people and schools about the impact the programme is having is shared with supporters.

There is a mechanism for supporters to record the skills they have developed. – Further training opportunities can be offered. – Formal accreditation for supporters can be developed. – Digital badges on LinkedIn can be used for successful supporters.

Examples

Events: The Girls’ Network engages mentors in network-wide events such as national events and invite them to speak at local and national events.

Focused on retention: Supporters can continue on the programme for subsequent cycles.

IntoUniversity runs annual volunteers’ celebration events and regional mentoring graduations to celebrate the contribution supporters have made and their impact on the young people.

Self-reflection: The Girls’ Network runs an end of year training event where they reflect on the skills they have learned over the year and examine where they can use those skills within their careers.

Creating advocates: Supporters want to, and are able to, advocate for the programme.


Examples

Supporters are part of a fulfilling and enjoyable first cycle. – Supporters feel part of a wider community. – The motivation of supporters is understood and used to ensure commitment and retention. – Some form of progression for mentors is available.

Progression opportunities: IntoUniversity mentors have an opportunity to become ‘senior mentors’ from year two.

A ‘refer a friend’ mechanism is in place. – Staff members keep in touch with supporters, telling good news stories so they are able to talk about their work convincingly. – Supporters can be incentivised to recruit others onto the programme.

Additional levels of engagement with the programme: IntoUniversity volunteers can apply to become Student Ambassadors within their university to act as advocates for IntoUniversity, recruit others to the programme and run campus events.

Networking: Girls’ Network runs social and networking events to ensure mentors feel part of a wider community.

Peer recruitment: Future Frontiers encourages coaches to be part of the recruitment team in their university.

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What next for the Framework? We embarked upon this project in order to: • Generate cross-organisational sharing and summarise best practice in the field • Communicate in a common language the aims and benefits of different forms of one-to-one support • Support practitioners to assure and improve the quality of their one-to-one support programmes • Provide a starting point for practitioners who are considering delivering one-to-one support programmes We have been heartened and excited by the number and range of organisations who have willingly shared their valuable time, insights and expertise in order to help us achieve these goals. We feel confident that, through true collaboration, a strong start has been made. But for this to become an evolving document, practitioners must make use of the framework. It contains a set of standards which we hope you can use to assure and improve the quality of your one-to-one support programmes. It is intended to provide a benchmark to identify the strengths of your programmes and where you might invest time to maximise outcomes for your beneficiaries. While the framework captures a broad range of voices, its guidance is by no means exhaustive. One-to-one support for young people is a popular concept and it is likely that new programmes will emerge on a regular basis. We are keen that readers tell others about this framework so that we can continue to add to and build on the guidance provided. Please contact us if you would like to contribute to future versions of the framework.

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We have been heartened and excited by the number and range of organisations who have willingly shared their valuable time, insights and expertise.

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Bibliography

Contributors

D’AGOSTINON, M., BUTTPOSNIK, J., BUTT-POSNIK, M., CHAUMETTE, P., ULLY, E., HORNIG, H. AND KRIAUCIUNAS, N. Coaching Guides: Youth Initiatives and Participation. [Online] Available from: https://www.salto-youth. net/downloads/4-17-938/ coaching_guide_www.pdf. [Accessed 27th August 2015].

LEEDS METROPOLITAN UNIVERSITY. Introduction to coaching. [Online] Available from: http://repository-intralibrary .leedsbeckett.ac.uk/ open_virtual_file_ path/i3519n201273t/ IntroductiontoCoachingSrc/3. Introduction%20to%20 Coaching/Coaching1summary.html. [Accessed 27th August 2015].

DUBOIS, D.L., HOLLOWAY, B.E., VALENTINE, J.C. AND COOPER, H. (2002) Effectiveness of mentoring programs for youth: A meta-analytical review. American Journal of Community Psychology, 30 (2), 157–197.

PHILIP, K. AND HENDRY, L.B. (1996) Young people and mentoring: Towards a typology? Journal of Adolescence, 19 (3), 189–201.

GALLWEY, T. (1986) The Inner Game. Pan. GULAM, W.A. AND ZULFI QAR M. (1998) Mentoring: Dr. Plum’s elixir and the Alchemist’s stone. Mentoring & Tutoring, 5 (3), 39–45. HALL, J. Mentoring and Young People: a literature review. [Online] Available from: http://www.education andemployers.org/wpcontent/uploads/2014/06/ mentoring-and-youngpeople-hall.pdf. [Accessed 27th August 2015].

PHILIP, K., SHUCKSMITH, J. AND KING, C. Sharing a laugh? A qualitative study of mentoring interventions with young people. [Online] Available from: http://www.jrf.org.uk/sites/ files/jrf/1859351662.pdf. [Accessed 27th August 2015]. POWELL, M.A. (1997) Academic tutoring and mentoring: a literature review. [Online] Available from: http://www.library.ca.gov/ crb/97/11/97011.pdf. [Accessed 27th August 2015]. SLATTER, T. AND HALL, C. (2013) What the academic literature tells us about one to one tuition. The Access Project

THINK FORWARD. New in-school initiative helps beat NEET problem. [Online] Available from: http://think-forward.org.uk/ wp-content/uploads/2012/09/ New-in-school-initiative.pdf. [Accessed 27th August 2015].

Many thanks to those who attended workshops and contributed to the content of this framework:

Action Tutoring

Yes

WAI-PACKARD, B. Definition of Mentoring. [Online] Available from: http://ehrweb.aaas.org/ sciMentoring/Mentor_ Definitions_Packard.pdf. [Accessed 27th August 2015].

The Brilliant Club

Yes

WASIK, B. (1997) Volunteer tutoring programs: a review of research on achievement outcomes. CRESPAR. [Online] Available from: http://www.csos.jhu.edu/ crespar/techreports/report14. pdf. [Accessed 27th August 2015]. WHITMORE, J. (2009) Coaching for Performance. London: Nicholas Brealey Publishing.

Contributing Organisations

Member of the Core Review Group

City Year Education Endowment Foundation Franklin Scholars

Yes

Future First Future Frontiers Various Teach First teams – the Innovation Unit; Futures; Role Readiness - Delivery Division

Yes

Academic Apprenticeships Project Impetus PEF

Yes

IntoUniversity

Yes

Kings College TeamUp The Access Project

Yes

The Cabinet Office The Girl’s Network

Yes

Third Space Learning Tutor Trust Villiers Park Scholars Yes Futures

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Authors A special thanks to the authors of the framework: Paddy Taylor Programme Manager – Nesta Oliver Quinlan Programme Manager – Nesta Suzanne Maskrey Deputy Chief Executive – The Brightside Trust Laura Mangan Head of Projects – The Brightside Trust Chloe Surowiec Senior Officer – Teach First’s Innovation Unit Mariyam Batka Intern – Teach First’s Innovation Unit

Please contact us if you would like to contribute to future versions of the framework.

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One-To-One Support: A Collaborative Quality Framework