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
Introduction4
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
Bibliography64
Contributors65
Authors67
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.
3
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/
4
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.
5
Definitions of Types of One-to-One Support
Definitions of Types of One-to-One Support
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.
2
6
Performance Consultants, ‘Sir John Whitmore’s Grow Coaching Model Framework’.
Available at http://www.performanceconsultants.com/grow-model
7
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.
8
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.
9
Quality Theme 1: Programme Design
Quality Theme 1: Programme Design (continued)
Standard
The provision is:
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.
4
3
10
Sutton Trust, ‘Sutton Trust Submission to Sir Martin Harris:
Widening Access to Selective Universities’, January 2010
Strategies and
Approaches
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.
11
Quality Theme 1: Programme Design (continued)
Quality Theme 1: Programme Design (continued)
Standard
The provision is:
Standard
The provision is:
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.
12
Strategies and
Approaches
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.
Strategies and
Approaches
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.
13
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
15
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.
16
Strategies and
Approaches
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.
Strategies and
Approaches
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.
17
Quality Theme 2: Programme Delivery (continued)
Standard
The provision is:
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.
18
Strategies and
Approaches
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.
Quality Theme 2: Programme Delivery (continued)
Standard
The provision is:
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.
Strategies and
Approaches
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.
19
Quality Theme 2: Programme Delivery (continued)
Standard
The provision is:
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.
20
Strategies and
Approaches
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.
21
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.‘
22
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/
23
Quality Theme 3:
Supporter Training & Development
Quality Theme 3:
Supporter Training & Development (continued)
Standard
The provision is:
Standard
The provision is:
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.
24
Strategies and
Approaches
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.
Strategies and
Approaches
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.
25
Quality Theme 3:
Supporter Training & Development (continued)
Quality Theme 3:
Supporter Training & Development (continued)
Standard
The provision is:
Standard
The provision is:
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.
26
Strategies and
Approaches
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.
Strategies and
Approaches
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.
27
Quality Theme 3:
Supporter Training & Development (continued)
Quality Theme 3:
Supporter Training & Development (continued)
Standard
The provision is:
Standard
The provision is:
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
28
Strategies and
Approaches
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.
Strategies and
Approaches
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.
29
Quality Theme 3:
Supporter Training & Development (continued)
Quality Theme 3:
Supporter Training & Development (continued)
Standard
The provision is:
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.
Strategies and
Approaches
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: 6
7
30
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
31
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.
32
33
Quality Theme 4:
Induction and Training for Young People
Quality Theme 4:
Induction and Training for Young People (continued)
Standard
The provision is:
Standard
The provision is:
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.
34
Strategies and
Approaches
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.
Strategies and
Approaches
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.
35
Quality Theme 4:
Induction and Training for Young People (continued)
Quality Theme 4:
Induction and Training for Young People (continued)
Standard
The provision is:
Standard
The provision is:
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.
Strategies and
Approaches
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.
Strategies and
Approaches
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.
36
37
Quality Theme 5: Monitoring
Quality Theme 5: Monitoring (continued)
Standard
Monitoring is:
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.
Strategies and
Approaches
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.
8
38
Strategies and
Approaches
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/
39
Quality Theme 5: Monitoring (continued)
Quality Theme 5: Monitoring (continued)
Standard
Monitoring is:
Standard
Monitoring is:
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.
40
Strategies and
Approaches
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.
Strategies and
Approaches
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.
41
Quality Theme 5: Monitoring (continued)
Quality Theme 5: Monitoring (continued)
Standard
Monitoring is:
Standard
Monitoring is:
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.
42
Strategies and
Approaches
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.
Strategies and
Approaches
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.
43
Quality Theme 5: Monitoring (continued)
Quality Theme 5: Monitoring (continued)
Standard
Monitoring is:
Standard
Monitoring is:
Appropriately funded:
Financial planning
reflects the resource
needs of monitoring.
Action-orientated:
Monitoring consistently
informs action, across
all levels of the
organisation.
44
Strategies and
Approaches
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.
Strategies and
Approaches
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.
45
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.
46
Strategies and
Approaches
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.
Strategies and
Approaches
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/
10
47
Quality Theme 6: Evaluation (continued)
Quality Theme 6: Evaluation (continued)
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.
48
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.
49
Quality Theme 7: School Engagement
Quality Theme 7: School Engagement (continued)
Standard
Engagement is:
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.
50
Strategies and
Approaches
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.
Strategies and
Approaches
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.
51
Quality Theme 7: School Engagement (continued)
Quality Theme 7: School Engagement (continued)
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.
52
Strategies and
Approaches
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.
Strategies and
Approaches
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.
53
Quality Theme 7: School Engagement (continued)
Quality Theme 7: School Engagement (continued)
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.
54
The crucial thing about
the way we work with
schools is that there is a
constant feedback loop
between us, tutors and
the school.
55
Quality Theme 7: School Engagement (continued)
Quality Theme 7: School Engagement (continued)
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.
56
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.
57
Quality Theme 8: Supporter Engagement
Quality Theme 8: Supporter Engagement (continued)
Standard
Engagement is:
Standard
Engagement is:
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.
58
Strategies and
Approaches
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.
Strategies and
Approaches
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.
59
Quality Theme 8: Supporter Engagement (continued)
Quality Theme 8: Supporter Engagement (continued)
Standard
Engagement is:
Standard
Engagement is:
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.
60
Strategies and
Approaches
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.
Strategies and
Approaches
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.
61
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.
62
We have been
heartened and
excited by the
number and range
of organisations
who have willingly
shared their
valuable time,
insights and
expertise.
63
Bibliography
Contributors
D’AGOSTINON, M., BUTTPOSNIK, J., BUTT-POSNIK,
M., CHAUMETTE, P., ULLY,
E., HORNIG, H. AND
KRIAUCIUNAS, N.
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open_virtual_file_
path/i3519n201273t/
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Introduction%20to%20
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[Accessed 27th August 2015].
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AND COOPER, H. (2002)
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[Accessed 27th August 2015].
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AND KING, C.
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[Accessed 27th August 2015].
POWELL, M.A. (1997)
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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.
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THINK FORWARD.
New in-school initiative
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[Online] Available from:
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wp-content/uploads/2012/09/
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[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.
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[Online] Available from:
http://ehrweb.aaas.org/
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[Accessed 27th August 2015].
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Yes
WASIK, B. (1997)
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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
64
65
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.
66
67
One-To-One
Support:
A Collaborative
Quality Framework