ANNUAL REPORT 2019-2020 CONTENTS

4 8 10 12 22 24 28 30

Vision, Why We Are Our Approach Programme Testimonials University Coronavirus Upcoming Mission, Needed Timeline Student Response Year 2020/21 Aims, Impact Foreword

16 18 20 32 34 36

Scope Impact Online Tutoring Achievements / Partners / Join Us / & Reach Case-Study Future Goals Supporters Contact Us VISION, MISSION, AND 4 FOREWORD5

PROGRAMME AIMS Our vision is to create a world where social mobility is a reality so that no young person’s background determines their future. In what has been a transformative and unpredictable year at CoachBright, we have risen to the challenge that Covid-19 has brought. It has not been the great Vision: A world in which every young person’s leveller that some commentators have mentioned destination is based on their choice, ambitions - those from lower-income backgrounds have and talents, rather than their background. suffered disproportionately as a result of the pandemic. Our work supporting disadvantaged pupils has become more relevant than ever. Mission: Coaching young people to become Supporting more pupils than ever before across areas of disadvantage in London, the South West, the West Midlands and independent, reflective and resilient learners so the South East, I am heartened to say that with increased reach our programmes maintain a laser-sharp focus on high quality they can lead the lives they want. coaching and tutoring that improves directly a pupil’s attainment, confidence and independence. This academic year, our pupils, on average, improved in their tutored subject by 0.4 of a grade more than their non-CoachBright disadvantaged peers in the same school.

Medium-term outcomes: It would be impossible to discuss the academic year without drawing particular attention to the period of March 2020 when, as a nation, we had our first lockdown and schools had to move teaching online. I am immensely proud of our team’s response during this period (more on p.8). We threw ourselves into: Independence of thought • Pioneering an online tutoring model. Improved grades • Advocating for focused national tutoring support across the nation. • Fundraising for foodbank charities.

While Coronavirus has acted as a flashlight, throwing this country’s inequalities into sharp relief, we must remember educational disadvantage is neither new or improving. The latest Education Policy Institute report (more on p.29) based Short-term outcomes: on pre-Covid data cites that the disadvantage gap has stopped closing in . As an organisation, we have responded to these existing and increased challenges: we’ve taken the first steps to expanding our primary programme through the support of the Fair Education Alliance by winning their Intrapreneurship Award; and, of course, we’ve become one of the 33 Raised aspirations National Tuition Providers for the government’s National Tutoring Programme. Confidence in their These organisation-wide achievements have meant we are even better placed to support our young people in the classroom coached subject or the Zoom-room. We know, when done right, our work can act as the catalyst to transform a young person’s life.

Self-confidence We know Covid-19 has hit the poorest the hardest. We also know that during times of crisis, acts of altruism, collaboration Changed attitudes to and support sky-rocket. We are delighted to play our part in making education fairer and that bit better across the country learning during this time.

Independence of Thanks and let’s go, learning Robin

Robin Chu CEO & Founder, CoachBright

Free School Meals (FSM) Pupil WHY WE 8 9 Non-FSM Pupil

ARE NEEDED (AGES 14-16) Even before Covid-19, the gap between disadvantaged pupils and their peers had widened to the point that closing it was estimated to take KEY STAGE 2 (AGES 7-11) 500 years (EPI, 2019). In an update that reflects the disproportionate When children leave primary school at age 11, impact of the pandemic on disadvantaged pupils, the EPI now warns those from disadvantaged backgrounds are that this gap will never close if we do not instigate radical policy almost a year behind their non-disadvantaged change (EPI, 2020). For persistently disadvantaged pupils finishing peers (DfE, 2019). Only 5% of them achieve a KS4, this gap is 22.7 months for maths and English (ibid.) - more than ‘higher standard’ compared to 13% of their twice the gap seen at primary age. non-disadvantaged peers (ibid.). Children from disadvantaged backgrounds are more likely to have a negative experience of the transition to (DfE, 2008). KEY STAGE 5 (AGES 16-18) At level 3 (i.e. A-levels, advanced apprentice- ships, NVQ level 3s), the average value added score for disadvantaged pupils sits at -0.12, an- (AGES 11-14) other drop of 0.03 on the previous year (DfE, 2020). Although the average A-level grade of a We know that for pupils attending school in areas disadvantaged pupil is now a C, up from a C-, with a high local persistence of disadvantage, there is still some way to go in meeting their there is a larger attainment gap between peers’ C+ average (ibid.). them and their advantaged peers (EPI, 2020). Disadvantaged pupils who are high attainers in primary school drop, on average, to a progress 8 score of -0.32 during secondary school (Sutton Trust, 2018). This will likely be compounded in the coming years by extensive learning loss. UNIVERSITY, APPRENTICESHIPS AND BEYOND (AGES 16-24)

Disadvantaged students are significantly less likely to progress onto higher education. Even after a significant increase in 2020 due

References: to the impact of the pandemic on grades and Department for Education (DfE), Post-16 education: outcomes for disadvantaged students (November 2018), https://assets.publishing.service.gov.uk/ university admissions, 18.8% of the most government/uploads/system/uploads/attachment_data/file/916163/Post_16_education_outcomes_for_disadvantaged_students.pdf. disadvantaged pupils were due to start a degree Department for Education (DfE), Revised A level and other 16 to 18 results in England, 2018/2019 (23 January 2020), https://assets.publishing.service.gov.uk/ government/uploads/system/uploads/attachment_data/file/859515/2019_revised_A-Level_and_other_16_to_18_results_in_England.pdf. in 2020, compared to 30.2% of all students

Hutchinson, J. et al, Education in England: Annual Report 2019, Education Policy Institute (EPI) (July 2019), https://epi.org.uk/wp-content/uploads/2019/07/ (UCAS, 2020). The disadvantage gap continues EPI-Annual-Report-2019.pdf. into adulthood: only 14% of people from a Hutchinson, J. et al, Education in England: Annual Report 2020, Education Policy Institute (EPI) (August 2020), https://epi.org.uk/publications-and-research/education-in-england-annual-report-2020/. disadvantaged background are earning over £25k by age 30, compared to 32% of their non- Montacute, R., Potential for Success: Fulfilling the promise of highly able students in secondary schools, Sutton Trust (July 2018), https://www.suttontrust. com/wp-content/uploads/2019/12/PotentialForSuccess.pdf. disadvantaged peers (DfE, 2018).

UCAS Corporate, ‘Students from disadvantaged backgrounds more likely than ever to be accepted into university on results day’ (13 August 2020), https:// www.ucas.com/corporate/news-and-key-documents/news/students-disadvantaged-backgrounds-more-likely-ever-be-accepted-university-results-day. OUR APPROACH 10

Our work focuses on helping pupils improve academically so they can get the best possible grades and improve their ambition and understanding of what they can go on to do after school.

To do this, we have created our own academic performance coaching approach to help pupils during their school time

Our approach is as much about creating self-sustaining strategies and attitudes that the pupil can take forward and use as it is boosting attainment in the short-term.

Growth Metacognition Self Mindset Efficacy

We have taken the best of executive coaching from the business world (active listening and skilful questioning) and blended it with conventional tutoring alongside psychological and educational studies in growth mindset (Dweck, 2012), self-efficacy (Bandura, 1997) and metacognition (Educational Endowment Foundation, 2018).

We know there is a clear correlation between how students perceive themselves - what they can achieve, their approach to setbacks - and their own toolbox of strategies to use in service of their success. Studies have shown that students’ own belief in whether or not they can achieve a desired outcome depends heavily on their perception and mindset. Both self-efficacy and growth mindset reflect this notion. Additionally, the concept of metacognition, where learners plan, monitor and evaluate their own knowledge and strategies, encourages them to become more independent and confident in their learning.

We believe that academic coaching can be a fantastic intervention to bring these elements together and help our young people develop the short term boost in their grades and, crucially, the long term boost of independent thought.

As a result, our unique style sits at the heart of all of our programmes. PRIMARY 12 13 SECONDARY CORE

Launch trip Application workshop (including coaching session 01) Pupils learn about the CoachBright programme, the benefits for them and the commitment required. Pupils Pupils and tutors meet for the first time. can then apply to be on the programme. We select pupils They spend time getting to know each other, who meet our targeting criteria and who are passionate, learning about CoachBright and thinking dedicated and motivated to improve academically. about what makes a successful learner.

Launch trip (including coaching session 01) Pupils and tutors meet for the first time. They spend time learning more about options after Coaching session 02 school. They then have their first session with their coach, where they learn more about each Sessions begin once a week and occasionally other and set their goals for the programme. twice a week. These are 1-3, focusing on challenging and stretching pupils in either maths or reading comprehension, alongside boosting confidence and independence.

In-School Coaching session 02 Session 03 - 12 Sessions begin in school or online once a week. These can be 1-1 or 1-2, focusing on improving pupils’ knowledge in their chosen subject alongside boosting confidence and independence. In-School In-School Session 03 Session 12

Graduation Pupils and tutors come together to celebrate their achievements over the course of the programme, learn more about next steps in their education and re-visit their goals. Graduation Join our growing alumni and Pupils and tutors come together to celebrate receive opportunities around their achievements over the course of the university and employability. programme and learn more about the transition to secondary school. Congratulations! You are now a CoachBright ambassador Become a CoachBright peer coach for younger years. SECONDARY 14 15 Session 3-12 PEER TO PEER SSAT Sessions Peer tutors get support in completing and submitting their leadership portfolios for their Student Leadership Award, recognising their unique set of leadership skills.. Application workshop Pupils learn about the CoachBright programme, the benefits for them and the commitment required. Pupils can then apply to be on the programme. We select pupils who meet our targeting criteria and who are passionate, dedicated and motivated to improve academically. Graduation Pupils and tutors come together to celebrate their achievements over the course of the Training For Peer programme, learn more about next steps in their education and re-visit their goal. Peer Coaches tutors receive their leadership accreditation. Older pupils at the same school train with us. We empower them to be their pupil’s champion; to understand educational inequality and the need for social mobility; and to plan and deliver effective sessions. Congratulations! You are now a CoachBright ambassador

Launch trip (including coaching session 01) Pupils and peer tutors meet for the first time, usually in school. They network between year groups and spend time learning more about Pupils join our network of alumni. options after school. They then have their first They can receive opportunities to session where they learn more about each help with university & employability, other and set their goal for the programme. become a peer tutor themselves and help us to promote future programmes.

Coaching session 02 Sessions begin in school or online once a Tutors join our network of tutor week. These can be 1-1 or 1-2, focusing on alumni. They can receive help from us improving pupils’ knowledge in their chosen with their UCAS and other applications, subject alongside boosting confidence and tutor with us at university and be the independence. first to know about opportunities from our partners. SCOPE & REACH 16 17

total number of students

No. REGION SCHOOL NAME

1 LONDON City Heights EACT 2016/17 2017/18 2 Bacon’s College 3 Kingsley Academy 343 4 Evelyn Grace Academy 5 Alperton Community School 630 6 Stoke Newington School 7 UAE SouthBank 8 St Mark’s 9 Christ the King College 10 Aylward Academy

11 ARK Elvin Academy 12 William Morris Sixth Form 2018/19 13 Wellington Academy 1052 14 Sir William Ramsey School 15 St Andrews 16 Eden Park High School* 17 Oasis Academy Coulsdon* 18 Redden Court School* 19 Harris Academy Greenwich* 20 Regent High School* 21 Camden School for Girls* 2019/20 22 Parliament Hill School* 23 Acland Burghley School* 24 William Ellis School* 1350 25 WEST MIDLANDS Smith’s Wood Academy 26 Erdington Academy 27 Perryfields High School 28 West Walsall E-ACT Academy 29 The Parker E-ACT Academy 30 KEVI Handsworth Wood Girls’ Academy 31 KEVI Balaam Wood Academy 32 The Phoenix Collegiate our school 33 Fairfax Academy 34 Reedswood E-ACT primary academy locations #25-36 35 Excel Academy* 36 Ashlawn School* 37 SOUTH-WEST St James School 38 St Luke’s Church of England School 39 Marine Academy 40 All Saints academy 41 42 43 College 44 45 46 Cranbrook Education Campus 47 48 Exmouth Community college 49 Nailsea School #37-51 50 Hayesfield Girls’ School* 51 The Castle School* 52 SOUTH-EAST Christ the King College 53 Prospect School 54 Kennet School 55 Sir William Ramsay School* 56 Poole High School*

*Denotes new schools supported during school closures in online tutoring pilot

#52-56 #1-24 = 10 Students IMPACT 18 19 IMPACT

Although our sixth year has been one of challenge, adaptability and learning to Effect on Attainment: navigate a new educational environment, we are incredibly humbled by the hard work and dedication of all of our pupils and tutors. CoachBright pupils - on average - improved in their tutored subject by 0.4 of a grade more than their non- CoachBright pupil premium peers in the academic year 2019/20* Impact on mindset: *Data based on Autumn 2019 grades pre- school closures (where 1 = a whole grade difference) at bottom of page

ATTITUDE TO LEARNING

I feel confident when it 54.92% Before comes to my learning 83.24% After

I feel I am resilient & can bounce 59.29% back from setbacks 81.94% Programme Reflections:

I believe that I can get the 54.54% grades that I want at the end of school 74.13%

I have good revision techniques 34.90% 70.66% Percentage (%) 93% 0 25 50 75 100 93% 86% said that they would agreed that “I feel that said that “The online recommend online coaching has coaching sessions CoachBright online to helped me to keep learn- have helped me to CONFIDENCE & ASPIRATION their friends ing while I haven’t been stay motivated with going into school” I can identify someone in my 71.07% Before my learning life who believes in my ability to After succeed 85.81%

I believe I can go on and 51.94% study at University 71.63%

I know the steps I need to take now 52.64% to achieve future academic goals 75.37% 100% 82% 93% said that “I will use the I plan to take the steps I need 56.30% said that “I feel like said “I feel more confi- to take now to achieve future me and my coach dent when it comes to skills I learned with my 80.00% academic goals worked well together” my learning since hav- coach when I go back to school” Percentage (%) ing an online coach” 0 25 50 75 100 ONLINE TUTORING 20 21 CASE STUDY The graphs below show the average scores for each outcome at the baseline and final collection points, as well as the percentage change observed for each outcome. The following results consider the participating cohort as a whole – these results are compared to the national average data collected by ImpactEd between May and July 2020. From March-August, as we entered the first lockdown, we took the decision to move all our programmes online for the first time ever and provide remote tuition to all our partner schools. During this period, we also commissioned ImpactEd, a non-profit organisation who conduct research and evaluation across schools and social sector organisations, to independently assess the effectiveness of our online tuition across the measures of metacognition and grit (measures that have been shown to impact highly on academic attainment for disadvantaged students). They collected pre and post data across four schools (Eden Park High School, Kingsley Academy, Hayesfield Girls School and Poole High School).

The results summary highlighted:

In raw score terms, significant positive trends were observed in both metacognition and grit.

Compared to the national average of pupil scores across metacognition and grit during the lockdown, CoachBright pupils scored significantly higher in metacognition and about the same as the national average in grit.

While average scores show a positive increase for both outcomes, the increase in metacognition is statistically significant while the increase in grit is not statistically significant. The result concerning grit from the reported data may benefit from further investigation. TESTIMONIALS 22 23 TESTIMONIALS

SCHOOL LEADER PUPIL HEATH MONK IMAN Executive Director, The schools of King Edward VI in Birmingham in Year 12

“The King Edward VI Academy “CoachBright has been a really Trust Birmingham have good experience. It’s helped been delighted to work with me adapt to the lockdown CoachBright to support our situation and get on with my focus on improving outcomes work as though I was still for our disadvantaged pupils. in school. At the beginning Their vision and mission align I wasn’t very productive at well with our goal of making completing tasks and essays Birmingham the best place to but when I had the virtual be educated in the UK and it’s been great to see the programmes CoachBright experience it allowed me to learn new skill sets to having an impact. adapt to learning at home, to use them and motivate myself in doing more work. Coaching and tutoring has helped our Year 11s from disadvantaged backgrounds to improve their academic The good thing about CoachBright was that the first session progress. They have become more confident and motivated was just getting to know your coach and through that we could learners through providing them with a relatable role model and relate to situations we’ve both been in in the past of not knowing a space to discuss their goals. They’ve also had the opportunity how to start an introduction of an essay or not knowing how to to visit university and meet others outside of their communities get your words down on paper. The way she taught me to have which has had a noticeable impact on their aspiration and self- a step by step plan - planning is so important for essays - that confidence. just really changed my whole perspective on English Literature. It’s also helped me with my coursework and recently I’ve been I’m sure that these pupils will continue to go from strength to handing work in ahead of the deadline! strength, building on knowledge and skills gained during their time with their coaches. Another huge highlight for me was getting to work with my tutor on how to adapt to home learning and learning new skill The King Edward VI Academy Trust Birmingham are happy sets, finding how to learn more efficiently and cleverly rather to have an ongoing partnership with CoachBright and would than for long periods of time and knowing how to adapt during highly recommend their programmes to other trusts locally this time. and nationally” I loved it so much that when it came to the end I thought I could easily take the opportunity to do it all over again. I’d love to have more lessons with the same coach - one hour a week is never enough!” UNIVERSITY STUDENTS 24 TUTOR DEVELOPMENT IMPACT

I am more able to plan, develop, and deliver a 84% AMIRAH, GOLDSMITHS STUDENT: programme of tutorials

At first I found coaching a bit strange, I’ve never done anything like this before, but as I am more able to use soon as I got into it, it became something effective questioning 80% normal and something to look forward to techniques every week, especially planning the sessions and developing a relationship with my pupil, it I am more able to was quite exciting actually. provide pupils with 78% useful feedback I would say coaching has been a huge benefit to me, especially during COVID-19, because it I am more able to was really nice to have something you know communicate ideas 78% is making a genuine difference to fill that clearly part of your week. It was great to be able to do something and know you’re helping someone and they’re excited and motivated to be there I am more able to and you just want to do your best for them. manage my time and 78% So it was definitely something I began to look workload effectively forward to, I really wish I had time to do more. I really enjoyed it. I feel more confident working in the school 70% I developed a lot of different skills that I didn’t environment know I had and that I didn’t know you could get through volunteering. I think the entire Tutoring developed or process of applying and preparing lessons and improved my empathy 80% doing that all alongside your studies and how skills you developed yourself in developing someone else is really beneficial. I think that it’s great Tutoring a pupil with to be able to talk about that in job interviews, CoachBright developed applying for other courses or even applying 84% or improved my for other volunteering positions. There are communication definitely transferable skills that you develop through volunteering. Coaching is likely to help with job 86% I’ve had an amazing time being with applications, interviews CoachBright and if I could do this forever I or my CV/Resume would! CoachBright has been fantastic! Percentage (%)

0 25 50 75 100 27 ATTITUDE TO SOCIAL MARK, UNIVERSITY OF STUDENT: Virtual coaching this year was a great MOBILITY new challenge for me. I’ve done a couple of sessions face to face, but it was a good way I feel more engaged to develop and use the skills I have already with CoachBright’s learnt, develop my empathy skills and teach mission to make social 82% students things they want to learn. It was a mobility a reality for challenge to switch over to the new technology young people and sometimes it’s been hard to get your opinions across or get across an idea, but overall it’s been great! It’s been something I feel more motivated great to be involved in, as well as continue to and equipped to take work on. steps to widen access 78% to universities and high CoachBright is different, it’s not like your level apprenticeships typical tutoring organisation. There is such

Percentage (%) a nice close knit community. It’s supportive, you can go to any of the staff if you need to 0 25 50 75 100 talk about something. There is a really great network with head coaches and the coaches themselves on the programme. Volunteering is rewarding as well, it’s a great thing to be part of. You know that you are making a difference to a pupil in their subject and it’s rewarding for tutors as well because you get development opportunities and develop an understanding of how to explain something to someone else, understanding how to work TUTOR RETURNS with people. It has definitely helped my own communication skills, because when you are I would like to take part explaining things to a GCSE pupil you have in CoachBright again to bring it down a bit whilst still getting the 88% original idea across at a level that they understand.

I would recommend CoachBright to others

88%

Percentage (%)

0 25 50 75 100 CORONAVIRUS 28 29 RESPONSE

Fair Education Alliance 6 Mitre Passage ONLINE TUTORING London SE10 OER FUNDRAISING [email protected] When the Coronavirus hit, we moved all our tutoring faireducation.org.uk Our wonderful tutor community and staff team

The Rt Hon Gavin Williamson MP programmes online and worked in partnership with both Secretary of State for Education also fundraised to tackle child food poverty Department for Education existing and new schools to offer the best possible package 20 Great Smith Street during Covid-19. Funds went to three local food Westminster London of support for their young people from disadvantaged SW1P 3BT bank charities/branches in regions we operate

backgrounds. We were delighted by the early impact Dear Mr Williamson, in: FareShare South West, Kitchen Social and We welcome the recent commitments from your Department to support disadvantaged young people during this unprecedented time and are grateful for the efforts of your officials to consider the impact the Trussell Trust - Birmingham and Walsall. results, which show that our online tuition led to a this crisis is having on them. statistically significant 17% increase in metacognition for Whilst the priority right now must be safety, we must acknowledge the extent to which this crisis has entrenched existing gaps in education, whilst introducing new inequalities. Research recently undertaken by the Sutton Trust states that parents from wealthier families are more likely to spend our pupils (more on p.20). money on their children’s learning since the lockdown.1 Students in private schools are twice as likely Through our #donateyourdaily campaign, we to use online lessons every day than students in state schools. Parents with degrees and postgraduate qualifications say they feel more confident directing their children’s learning during this time than raised £4470 for our partner charities from over those without. As challenging as quality home education is for all parents, it is undoubtedly even harder for some parents, particularly those working hard on the frontline to keep our country going. 110 supporters. We are extremely grateful to We write to you as an alliance of organisations who are increasingly concerned that this crisis will leave a generation of young people behind. Every single day that children and young people in poorer our tutors for their efforts here and all those families spend outside of school or college, they are at risk of falling behind their peers. Research by the Institute for Fiscal Studies shows that during the lockdown to date, students in the best-off families will have done more than 7 full days’ worth of extra learning than those in the poorest families.2 For that donated during this difficult time. those children and young people who do not go back until September, this gap will double.

For many, the gap in education means they will find it harder to secure key qualifications. This will have far-reaching consequences for their life chances, including the increased risk of being not in education, employment or training at 18. Regardless of whether they are invited to return to school or college before the autumn, each of these students will have lost between 200 and 400 hours of education by then. Not only could this have long-lasting consequences for these students individually, but it also presents a heavy cost to our country as a whole, which could lose out on the talents of so 22 150 many young people, if this lost learning is never addressed. SCHOOLS DURING PUPILS SUPPORTED There is a proven solution to this. We know that one-to-one or small-group tuition has been shown to help children make great educational gains in the shortest amount of time. The Education Endowment LOCKDOWN DURING SCHOOL Foundation has found that 6 to 12 weeks of catch-up tuition can add up to six months’ additional MARCH-JULY 2020 CLOSURES progress – and effects are particularly positive for students from poorer families.3 That’s why we are

1 The Sutton Trust (2020), ‘COVID-19 IMPACTS: SCHOOL SHUTDOWN’ 2 Institute for Fiscal Studies (2020), ‘Learning during the lockdown: real-time data on children’s experiences during home learning’ 3 The Education Endowment Foundation (2018), ‘One to one tuition’ and ‘Small group tuition’

FAIR EDUCATION ALLIANCE. Registered Office: 6 Mitre Passage SE10 OER. [email protected]. Faireducation.org.uk. Registered Charity no. 1188042. Company Limited by Guarantee no. 11884952

ADVOCACY We knew disadvantaged pupils’ education would be hit hardest by the pandemic. In that ADVOCACY knowledge, we made it our mission to collaborate with leading education figures and We knew disadvantaged pupils’ education would be hit hardest by the pandemic. In that knowledge, institutions to lobby the Department for Education and the Treasury for further support for we made it our mission to collaborate with leading education figures and institutions to lobby the disadvantaged pupils. Department for Education and the Treasury for further support for disadvantaged pupils.

During March, we co-authored a paper on the need for a National Tutoring Service as a result During March, we co-authored a paper on the need for a National Tutoring Service as a result of the of the pandemic with Professor Lee Elliot Major OBE and Emily Tyers, teacher at Ivybridge pandemic with Professor Lee Elliot Major OBE and Emily Tyers, teacher at Ivybridge Community College. Community College. Full paper is available from the University of Exeter’s Social Mobility Full paper is available from the University of Exeter’s Social Mobility Centre. Centre. Alongside this, through the Fair Education Alliance we signed an open letter to the Secretary of State for Education calling for a tutoring programme to support our most disadvantaged students. We were Alongside this, through the Fair Education Alliance we signed an open letter to the Secretary delighted when this was announced. of State for Education (see image on right) calling for a tutoring programme to support our During this campaign, CoachBright’s efforts were recognised in media outlets the Sunday Telegraph, most disadvantaged students. We were delighted when this was announced. TES, SchoolsWeek and The i. During this campaign, CoachBright’s efforts were recognised in media outlets the Sunday Telegraph, TES, SchoolsWeek and The i. UPCOMING YEAR 30 31

NATIONAL TUTORING 2020/21 PROGRAMME We were delighted to learn that we were selected to Given the effects of Covid-19, we have ramped up our efforts to expand the reach of our be one of 33 Tuition Partners for the National Tutoring programmes and have begun developing our life cycle approach to making social mobility Programme. This funding and support will enable us to a reality. focus our work in reaching more areas of deprivation across the West Midlands, the South West, London, EXPANDING OUR PRIMARY OFFER the South East and the East of England. Having won the Fair Education Alliance’s Intrapreneurship Award, we are delighted to use the funding to grow our primary programmes. Our NTP offer will stretch across both secondary (Years 9-11) and primary (Years 5-6). Our Key Stage 2 programmes help Year 5 and 6 pupils reach their academic potential and become independent and resilient learners in the period before they transition to secondary school.

We work with mainly mid-to-high attainers who have one or more indicators of disadvantage. A university student coach leads small groups of three pupils, so that support and feedback is tailored to meet each child’s needs and abilities. Sessions run once, occasionally twice a week over 12 weeks.

Each session is designed to help pupils develop greater depth and achieve a higher standard. Our maths strand uses a mastery approach with a focus on reasoning and problem solving, while our literacy strand equips children with tools proven to improve reading comprehension. Children are encouraged to reflect deeply, develop new strategies and stretch their understanding of both the topic and themselves.

Feedback from the Institute of Effective Education’s (IEE) evaluation of our pilot project showed that our interventions at primary have a positive effect: “Around 68% of pupils met ambitious targets set by their teachers, with 6% exceeding their target, and 62% of pupils exceeding teacher’s predictions of their likely attainment without the intervention.” (IEE, 2019).

In 2020/21, we’re excited to start working with primary schools across the country and to continue expanding our reach. We are also developing our resources to be able to work with a wider range of year groups in the coming year. WHAT WE ACHIEVED 32 33 FUTURE GOALS

WHAT WE SAID(Reach) WHAT WE DID Reach Partnerships were developed with leading This coming year, we will support approximately 60 secondary schools and 15 primaries education bodies including regional “ We are looking to work with up and down the country. For us, growth is important to ensure we reach cold spot and national Multi Academy Trusts MATs, local councils, employers such as King Edward VI Academy Trust, areas where provision for pupils may be more limited. We believe the expansion of our and universities who share our Academies Enterprise Trust. Camden online tutoring work can be a big opportunity here in reaching more pupils in areas of Learning to support secondary schools in deprivation not near transport links.

vision and to ensure we can drive

the Camden borough and we continued community growth holistically “ our partnership with the University of As always, growth can only be achieved through the lens of high-quality work so we are rather than as a solo influencer Plymouth. We are delighted our work is continuing our strategy to partner and collaborate with leading multi academy trusts, starting to get recognised across leading councils and universities. We will also use this year to ensure our back-office systems are institutions in the school sector. as effective and codified as possible.

WHAT WE SAID (Organisational Development) WHAT WE DID Organisational Development We have invested in a partnership with Health Assured which is an Employee As we near the age of 7, we recognise having the right governance and organisational

Creating meaningful Assistance service that offers wellbeing and structure is critical to our social and financial sustainability.

“ mental health support. During Covid-19, we ways of connection “ in a have also expanded the use of working Zooms remote team and team away days. We recognise, during As a result, we will be establishing a Board to oversee the strategic vision and output of the this time, meaningful connection is even senior management team. We believe a collective vision bringing in increased expertise more important and have embedded daily will enable us to scale sustainably. briefings into our work routine.

WHAT WE DID Impact Unfortunately due to the pandemic, we WHAT WE SAID (Impact) have paused our plan to grow through local As circumstances have encouraged us to think beyond face-to-face, we have to ensure our associates for the time being. Instead we ongoing delivery online meets the quality expectations we need to support our young people.

have launched virtual coaching, integrated As a result, we will be rigorously conducting independent analysis to the effects of our “ Scale with local champions“ Monday.com into our programme planning programme to ensure it is high quality and know-how processes. We have also partnered with

the Fair Education Alliance online tutoring We will be regularly seeking teacher input on the quality of our work, especially bearing in “ Make programmes more“ delivery group (other tutoring charities mind the changing landscape of schools this coming year. research-informed and organisations) to ensure our work is as research informed as possible and to share best practice. The collaboration with other FEA members during the pandemic has been a particular successful achievement of joined-up support during this time. PARTNERS 34 35 SUPPORTERS

A Collaborative Approach At CoachBright we value collaboration, which we believe boosts the quality and impact of our work. Over the We would also like to thank our many past years we have been lucky to work with numerous supporters this year, both organisations and fantastic individuals and organisations that have all helped to shape what we do. Below are just a few of our individuals, who have helped us achieve the partner organisations: impact detailed in this report.

Adelina Tratarou Hazel Morgan Mayur Gupta

Ali Gill Heath Monk Natalie Whitehead

Amelia Jenkinson Helen Hicks Oliver Peachey

Andrew Tallents Iain Henderson Owen Carter

Baillie Aaron Sir James Hill Paul Blackmore

Charlie Coode Janique Waghorn Paul Cleal

Chloe Garland Jimi Slattery Paul Van Geyt

Clemence Tanzi John Galvin Peter Burditt

Craig Tollerton Joanna Keefe Qamar Riaz

Chris Mallaband Jon Abbey Sarah Seleznyov

Christine Kinnear Julian True Simon Asquith

Darren Robson Katie Booth Sinead Collins

David Adair Katie Burgess Tim Quine

David Hatchett Laura North Victoria MacPherson

David Solomides Lee Elliot Major William Mitchell

Dawn Lees Mary McPherson Yvonne Twum-Barima

Geoff Lane Maggie Robb Zahra Davidson JOIN US 36 37 CONTACT US

Join the movement… Let’s make sure every young person, regardless of their background, can go on to lead the life they want. The postcode you grew up in, what Telephone: 02034880296 your parents did or what school you went to should never limit the person you can Email: [email protected] become. Social mobility has become even more relevant during Covid-19. Twitter: @CoachBrightUK University student? Take a few hours out of your studies and support a local school pupil. You can play a crucial Instagram: coachbrightuk role in raising their morale and confidence at a crucial time in their life. Website: www.coachbright.org

School Leader? Want your pupils to become more independent, reflective and resilient? We would love to chat about how our subject specific programmes could support your young people be their best in and out of the classroom.

Organisation? Have young staff or just deeply care about making society fairer? We are looking to create a network of progressive employers and universities. Please get in touch if you would like to help build this with us.