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Annual Report 2019-2020 Contents

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Annual Report 2019-2020 Contents 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 England. 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 KEY STAGE 4 (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 secondary school (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- KEY STAGE 3 (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.
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