TIME FOR CHANGE
ANNUAL REVIEW SEPTEMBER 2010 - AUGUST 2011
www.teachfirst.org.uk
Our vision is that no child’s educational success is limited by their socio-economic background. Our mission is to address educational disadvantage by transforming exceptional graduates into inspirational, effective teachers and leaders in all fields. For nearly ten years Teach First has worked in partnership to raise the achievement, aspirations and access to opportunity of young people from low-income communities. Although there has been some progress towards closing the gap, today the link between socio-economic background and poor educational attainment is greater in the UK than in almost any other developed country. It doesn’t have to be this way. Now is the time for change. All photographs used in this publication are of real participants, ambassadors, and pupils in Teach First partner schools.
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Introduction by Ryan Koay A quarter of English universities failed to meet their targets to admit more students from diverse socio-economic backgrounds.
Office of Fair Access, 2011
My name is Ryan Koay and I am a former pupil of a Teach First partner school in London. As a pupil I had the privilege of being taught by some amazing teachers, as well as the opportunity of taking part in a university access programme that is run by Teach First. My experience of being taught by Teach First teachers was an absolutely amazing one and ultimately, I think it was vital to my academic success.
From my experience, I do believe there are a few social barriers that prevent students from poorer backgrounds getting into selective universities. For instance:
• Having an inadequate working environment both at school and home. This puts students at a disadvantage as it’s harder to maintain a good work ethic in these conditions. I went to a non-selective state school in Islington, and • Having a larger student-to-teacher ratio. Not only does apart from a few individuals each year, students rarely get this result in students receiving inadequate support, but into a Russell Group university. In year 12, I attained D’s in also results in some students losing the motivation to chemistry and U’s in economics - hardly the grades needed attend school. to get into university. However, through the hard work and encouragement of a new Teach First economics teacher and • Having a smaller external support network. This is a wonderful Teach First mentor, I managed to get 100% in essential for getting the appropriate work experience to become a stronger candidate for university applications. my economics AS, as well as an A in chemistry AS, ultimately leading to my A2 success and getting into King’s College Not everyone is lucky enough to get the support of a mentor London to study Medicine. or Teach First teacher, and so I feel a great deal of gratitude as well as a debt towards them. If you weren’t already I Teach First’s Higher Education Access Programme for encourage you to get involved with Teach First and support Schools (HEAPS) was a real eye-opener for me as I was the work it does in helping pupils like me achieve academic originally a really shy student. The programme and my success and get to where I am today. mentor helped me overcome this with interview, debating and presentation workshops, helping me ace my interview and get to where I am now.
We are working in partnership with government, business and education to develop practical ways for universities to widen access and boost the numbers of pupils from low-income families entering universities. Teach First 3
In 2011, we trained 675 secondary teachers and 84 primary teachers (for the first time), to teach in schools in low-income communities to help break the link between low family income and poor educational attainment.
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Welcome from Dame Julia and Brett 31% of students receiving free school meals attained the benchmark five A* - C grades at GCSE, compared with 59% of students not on free school meals.
Department for Education, 2010
Dame Julia Cleverdon, DCVO CBE Chair of the Board of Trustees and Brett Wigdortz, Founder and CEO You will struggle to fi nd a picture of educational equality in the UK today. The stark reality is that the more money your parents earn, the better you are likely to do at school and more opportunities will be opened up to you to progress in life. The impact of your experience in education starts young and the consequences can last a lifetime Research shows that success at school is linked to happiness, economics* and even the difference between life and death - people in the poorest neighbourhoods in England die on average, seven years earlier than the rest of the population (The Marmot Review, DfE, 2010). We believe this is a national disgrace and now is the time to act to ensure that every young person is given the best chances in life, no matter what circumstances they are born into.
Despite the impact we have made, socio-economic background can still limit your success at school. In August 2011 the Department for Education released Key Stage 2 test results that showed that a third of pupils still leave primary school without a full grasp of reading, writing and maths, a statistic that we find shocking. We recognise that in order to achieve equality in education in the UK, we need to engage with children from low socio-economic backgrounds as early as possible. That is why, following a three-year pilot, we placed the largest ever number of our teachers into primary schools across England in September 2011 and committed to increasing this year on year.
We shall continue to uphold and strengthen our links with supporters, university-based training partners, schools and external organisations who share our values, in order Over the past ten years we have worked hard to establish a to achieve our vision. We have made significant progress, model that will raise pupils’ achievement, aspirations and but as Ryan Koay explains (page 3), social barriers still access to opportunity in schools in low-income communities. exist that prevent students from poorer backgrounds By selecting, training and supporting outstanding individuals achieving success at school and consequently progressing to change the reality in the classroom, we are taking a step to university. We believe that we can only change this towards long-term change in society. injustice if we work together with partners at all levels This model has proved itself to be an agent of change in of society. The scale of change needed is so great that it the classroom. In a 2011 Ofsted inspection, our teacher requires a movement of leaders to make a difference in the training provision delivered in partnership with 14 classroom and beyond. We are relying on every member of university partners was rated ‘outstanding’ in all 44 areas our community to help us in our mission. inspected. Particularly commended were the calibre of our *Improving levels of social mobility for future generations in the UK would teachers and their success in reaching outstanding levels boost the economy by up to £140 billion a year by 2050 (The Mobility of attainment, with a ‘relentless’ focus on the learning and Manifesto, Sutton Trust, 2010.) progress of the students they teach.
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“My students are in the lowest percentiles for almost every socio-economic indicator there is. I know the impact Teach First applicants can have in raising aspirations. Energetic, innovative, enthusiastic, resilient and wonderfully committed to the students - what parent wouldn’t want their child taught by a teacher like that? What headteacher wouldn’t want their school full of teachers like that? That’s why Teach First is so important to me and my students.” Chris Robinson, Headteacher, Carlton Bolling College, Bradford 6 Annual Review 2010/11 – Time for Change
The role of partnership in Yorkshire and the Humber Yorkshire and the Humber is the lowest performing region in the country for pupils achieving five A* - C grades at GCSE.
Department for Education, 2008 – 09
There is no disputing the fact that pupils from lower socio• Partnerships between schools that have the ambition economic backgrounds across Yorkshire and the Humber are and foresight to want to improve standards being failed by the education system. The region has the • Headteachers in schools in challenging circumstances lowest attainment levels achieved by seven year-olds at Key who believe that the die has not been cast and that Stage 1 for reading, writing and maths in the country (DfE). things can be better, and who are confident enough to The consequences of early educational experiences can last a try something different, even something radical lifetime, with a graduate from leading universities earning on • Teachers who are relentlessly focused on helping their average £371,000 more than someone who left school with pupils raise their achievement, aspirations, and access fewer than five good GCSEs. (The Sutton Trust, 2010). to opportunity • A business community that understands that it has Taking this a step further and looking at the context of a moral responsibility to help the most vulnerable Barnsley and how education can affect health, happiness, in society succeed, and the economic imperative of and, ultimately life expectancy, Barnsley Metropolitan developing a highly-educated, highly-skilled and Borough Council’s Local Investment Plan 2010 - 14 outlined highly-motivated local workforce. that one-third of the population still live in areas ranked in the 100 most deprived areas in England in terms of health, While the scale of the challenge facing the education and incapacity and disability. The life expectancy gap between wider communities in Yorkshire and the Humber is huge, Barnsley and the rest of the country continues to grow. it is more than matched by the desire and commitment of Teach First and its local partners to continue to identify, Since expanding to Yorkshire and the Humber in 2009, train and place ever greater numbers of outstanding Teach First has recognised the need to work closely with individuals to be leaders in primary and secondary schools local partners who share our belief that every child, across the region. We are working with Sheffield Hallam and regardless of their background, deserves the right to a Leeds Metropolitan universities to train our primary and great education. With our partners, we want to build a secondary teachers. Through our partnerships with HSBC, movement that will make a difference to pupils, schools and P&G, Deloitte and PwC, we are ensuring that these teachers communities. Vital elements of these strong, meaningful excel in the classroom. The challenge does not end here: collaborations are: We are looking to mobilise a movement that is committed to breaking the link between low family income and poor educational attainment in this region and beyond.
There are currently 135 schools in Yorkshire and the Humber that meet the Teach First criteria. By 2014, we aim to place 125 teachers in Yorkshire and the Humber in a third of the region’s eligible schools. This article has been adapted from ‘Building partnerships across the educational divide’ which appeared in the Yorkshire Post on 14 October 2011. It featured Teach First’s Director of Yorkshire and the Humber, Reuben Moore.
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Our partnerships with schools Only 1 in 10 teachers and 1 in 8 headteachers consider working in a school in challenging circumstances.
Centre for Education and Inclusion Research and Division of Education and Humanities, Sheffield Hallam University, 2009.
Last month, Teach First partner school Bethnal Green Technology College (BGTC) saw significant improvement in its GCSE results. Headteacher Mark Keary reflects on this achievement.
BGTC has strong links with Teach First. The energy and commitment of the participants who have joined the school during these eventful years has been instrumental in shaping a new culture of expectation.
This year the college celebrated a fourth successive year of unprecedented improvement. In all, 88% of students achieved five or more GCSEs at A* - C and 80% of them achieved five or more at A* - C including English and Maths. 92% of students who were at the school since starting in year 7 achieved five GCSEs at A* to C, including English and maths.
The 2011 cohort who started at BGTC in September will not have to look far for inspiration. The Assistant Headteacher who is leading the staff development programme (which includes sessions on the draft Ofsted guidance, Assessment For Learning (AFL) and rock climbing, was part of the 2005 cohort).
This represents a rise of 53% over the last four years. Based on last year’s published tables, BGTC would rank as the most improved school in England. The story behind these results is one of tireless work and effort by students, staff and all stakeholders in the school over a sustained period of time. While other schools have benefited from the glow of media attention and great financial support, BGTC has made its progress despite an unfashionable image and a reputation based on very recent times in special measures. In addition, the school has seen great successes with students who have been excluded from other schools and who have joined BGTC mid-year. The structured and supportive environment created by the efforts of young and enthusiastic staff, working alongside experienced staff, has enabled these students to excel.
She is only one of many Teach First participants who have made the jump from leaders of learning to leaders of teams and whole-school priorities at BGTC. The development of post-16 provision and research into the pedagogy of video games are just two of this term’s development priorities. As ever, Teach First participants are at the forefront in shaping our school’s future. Mark Keary, Headteacher, Bethnal Green Technology College There are currently nine participants and seven ambassadors working in the school, one of whom, Tessa Blair, ’05 Ambassador is the Assistant Headteacher.
All of our teachers choose to work in schools in challenging circumstances for a minimum of two years, 55% stay in the longer term. Teach First 9
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Ambassador impact in the classroom Nearly 80% of local families live on the lowest incomes and more than a third of students are eligible for free school meals.
Community context surrounding Djanogly City Academy, Nottingham
Suzannah Wake is a Teach First ’09 Ambassador who was placed in Djanogly City Academy in Nottingham as she undertook the Leadership Development Programme with Teach First between 2009 and 2011. She was tasked with raising the achievement, aspirations and access to opportunity of the pupils she taught, many of whom lived within a district plagued by the highest crime rate in the city. An Ofsted inspection at the time found that pupils arrived with levels of attainment consistently below average. Inspectors urged staff at Djanogly to “Improve the quality of teaching by developing a higher proportion of outstanding teachers.” Suzannah arrived at the Academy with two fellow Teach First participants. One of the first things she did was make school trips a priority, to reveal possibilities, fire enthusiasm and raise ambitions around what can be achieved with hard work, dedication and belief. She has taken year 10 groups to PwC where the charity Enabling Enterprise (founded by ’07 Ambassador Tom Ravenscroft) challenges students to set up a business in a day. Another trip was to Cambridge University where she set up a challenge day for ten year 10s and gave them a tour of her former university environment. She asked them to consider three universities, research a course they would like to take and write down the entry requirements over the Easter holidays. One of her pupils, 15-year-old Tyrone Knott chose law and, along with his classmate Georgia, is now one of two students so inspired by what they saw that day, that they have committed to the idea of going to Cambridge University.
“I’ve struggled in the past but since Year 9 I’ve been in a top set with Miss Wake and I’ve been predicted As and A*s. I feel I’m getting better all the time. There are no behaviour problems in that class – it’s always been like that with Miss Wake.” Tyrone Knott, year 10 pupil of 2009, Djanogly Academy
“The pupils are being influenced by Teach First teachers who talk with enthusiasm about their university experiences. These are good and outstanding teachers, inspirational members of staff who make great role models. Our students think: ‘I can be like that, it’s in my reach.’” Elaine Crookes, Principal of the 14-19s site, Djanogly Academy
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Ambassador impact beyond the classroom In 2009, a group of Teach First ambassadors working at “I think by far the most exciting aspect Accenture established the Teach First Community Team - a of the Accenture Teach First group is the network of volunteers that promotes the work of Teach First and engages Teach First ambassadors at Accenture, as well possibilities in years to come when we are in leadership positions at Accenture as providing opportunities for a wider volunteer group to address the mission. Since then the group has successfully and might be able to address some of increased awareness of Teach First internally by aligning the more systemic issues of educational the Teach First mission with Accenture’s Skills to Succeed goal of equipping 250,000 people with the skills to get a job disadvantage.” or build a business by 2015. Paul Gill, ’08 Ambassador, now at Accenture Far from being a one-off attempt to support Teach First beyond the classroom, the team has focused on a concerted effort to raise the profile and impact of Teach First through a range of events and initiatives, with many more planned for the coming months and years. This includes running the Accenture Business Classes volunteer programme (Abc) where Accenture staff work with Teach First partner schools to create materials that cover CV writing and interview techniques, and working to establish Teach First as one of the charities of choice for the analyst community.
The Accenture Teach First Community Team includes Olivia Turner ’07 Ambassador, Tom Durie ’06 Ambassador, Yen Nguyen ’07 Ambassador, Paul Gill ’08 Ambassador, Rachel Forisha ’06 Ambassador, Carys Evans ’09 Ambassador, Coyes Subhan ’05 Ambassador, Hannah Swain ’08 Ambassador, Emma Feggetter ’08 Ambassador and Neil Harte.
“We learnt how to structure and write our CVs, which will be very useful for us in the future. All of us at Blackheath Bluecoat are very grateful for the experience and opportunity to spend a day at Accenture.” Year 11 pupil from Teach First partner school Blackheath Bluecoat who attended a session at Accenture The Community Team has worked hard to gain the support of Accenture which now provides all of its employees with three paid days for volunteering activities. Accenture has also appointed one member of the group to be a relationship manager with Teach First, providing her with an additional three days of volunteering per year, which she can use to ensure all planned activities and events are fully aligned with the Teach First mission. The Teach First ambassadors at Accenture have demonstrated a long-term commitment to ending inequality in education from both inside and outside the classroom through this volunteering initiative. As a result of the tireless work they do to engage Accenture employees, they have successfully established Teach First as the charity of choice with a key target group – their graduate intake of around 800 people. They are also committed to actively enhancing the overall impact of Accenture’s relationship with Teach First by gaining support at the most senior level.
Yen Nguyen, ’07 Ambassador, Maths
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Graphic is for illustrative purpose only, and does not reflect the true location of all 326 schools
Anisa Lunat, ’09 Ambassador, RE
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‘Outstanding’ teacher training provision In April 2011 there were 326 schools in special measures across the UK www.ofsted.gov.uk
In June 2011 Teach First and our university partners were subject to our first full inspection by Ofsted of the way we train our teachers to work in schools in challenging circumstances and was awarded ‘outstanding’ in every category inspected. Ofsted’s team of specialist inspectors looked at our teacher training provision across London, the East and West Midlands, the North West and Yorkshire, and awarded the partnership the highest rating possible in every one of eleven categories in all four regions assessed. The partnership includes lead providers The University of Manchester; Liverpool John Moores University, Nottingham Trent University, Canterbury Christ Church University and Sheffield Hallam University, and is supported by staff from other institutions. Former Ofsted Chief Inspector Sir Mike Tomlinson said: “This report is one of the very best I have seen. In my time with Ofsted I cannot remember a single report on teacher training involving a consortium of providers which was as positive as this. The outstanding provision made by Teach First and its partners, and the similar judgement on the capacity to improve, set this apart as a model. As such it is placing in our most disadvantaged communities teachers of the very highest quality. All concerned should be proud of what is being achieved.”
The report also found Teach First participants to be of ‘exceptional quality’, ‘reaching outstanding levels of attainment’, and that their ‘relentless focus on the learning and progress of the students they teach is supported outstandingly well by the training they receive’. Whilst congratulating all members of the Teach First community for this incredible achievement, we will use Ofsted’s findings as evidence for what more is possible, what more we can do towards achieving our vision where a child’s academic success is not limited by their socio-economic background.
“In the coming years we aim to bring about further improvements to the quality of our training and make an even more significant impact in changing the educational trajectory of young people from low socio-economic backgrounds.” Brett Wigdortz, Founder and CEO of Teach First
The report highlighted, amongst other elements, the strength of the training partnerships and teacher to teacher relationships, both of which lie at the heart of the Teach First approach. Despite the progress we have made in addressing educational disadvantage, as shown by this report - we know that we cannot achieve our goal alone. The relationships we build with other members of the teaching community are integral to creating a large, sustainable movement of individuals who are committed to looking at what we need to do collectively to close the gap in achievement, aspirations and access to opportunity between Britain’s poorest and wealthiest children.
In June 2011, Teach First’s teacher training provision was rated ‘outstanding’ in all 44 areas by Ofsted, recognising the profound impact participants are having on raising the achievement, aspirations and access to opportunity of pupils from low-income backgrounds. Teach First 15
2010-11
What we have accomplished together this year
42 20
84
We expanded into the North East with 42 participants beginning the Leadership Development Programme in 20 new partner schools. This was a result of a £4million start-up grant from the TDA and successful collaboration between new partner schools and the University of Sunderland and Northumbria University.
As a result of a successful three-year primary pilot supported by Procter & Gamble, and with the support of organisations such as the Garfield Weston Foundation and Experian, we expanded into primary schools to place 85 primary participants across five of our six regions.
PARTICIPANTS NEW SCHOOLS
PRIMARY PARTICIPANTS IN FIVE OF OUR SIX REGIONS
5,323
OUTSTANDING
With the support of our platinum graduate recruitment partners (Accenture, Civil Service, Barclays Capital, PwC and P&G) we were able to organise and engage with over 1,000 campus events and attract 5,323 applications for the 772 places available places in the 2011 cohort
As a result of collaboration across our National Initial Teacher Training Partnership (NITTP) and with employees, participants and ambassadors, Teach First’s Initial Teacher Training provision was judged to be ‘outstanding’ in all areas assessed by Ofsted.
APPLICANTS FOR 772 AVAILABLE PLACES
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OUR OFSTED ASSESSMENT
SIX
NEW UNIVERSITIES
Six new universities, (including the two universities in our new North East region), joined the National Initial Teacher Training Partnership (NITTP) and two of our National Partners also became Regional Training Providers as a result of a competitive process led by the Training and Development Agency for Schools (TDA).
GCSE RESULTS
A SIGNIFICANT IMPROVEMENT
350
STUDENTS MENTORED BY HEAPS
Thanks to Goldman Sachs’ support of the Maximum Impact Evaluation, the University of Manchester was able to report in autumn 2010 that schools in challenging circumstances – where Teach First participants were among the school improvement tools deployed by the headteachers – saw a significant improvement in their GCSE results.
350 students were mentored as part of the Higher Education Access Programme for Schools (HEAPS) thanks to the continued support of BlackRock.
323
4.2%
323 ambassadors have moved into positions of increased influence since 1 September 2010, as a result of the dedication and commitment to our mission shown by ambassadors along with the support of Teach First employees and supporting organisations.
Through the generosity and commitment of all our supporters we had 4.2% overall growth of our total voluntary income against the last financial year.
AMBASSADORS INCREASED INFLUENCE
GROWTH OF TOTAL VOLUNTARY INCOME
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Widening university access through partnership Over the course of a lifetime, a graduate from a Russell Group University will earn on average £371,000 more than someone who left school with fewer than five good GCSEs. The Sutton Trust, 2010
In March 2011 we hosted our inaugural Higher Education Access Summit at Corpus Christi College at the University of Cambridge. The aim of the day was to bring together Teach First partners and supporting organisations including business leaders, third sector organisations, universities and teachers, to come up with practical, innovative ways to widen university access for young people from low socioeconomic backgrounds. United by a sense of injustice at the disparity between the number of pupils from rich and poor backgrounds progressing to university and a growing sense of concern at the fact that people aged between 1624 from deprived backgrounds are three times more likely to say they will “end up on benefits”, (Princes Trust Survey 2011) we wanted to inspire collaboration and a sense of shared responsibility across sectors. This will ensure that every young person receives the education that he or she deserves at every stage.
“The Teach First Access Summit was positive and filled with a sense of possibility. It was fantastic to see so many of our friends and supporters working together to address the critical issue of access to higher education. Yet the conversation does not stop here. We want to continue the dialogue with universities, the business world and schools, working together to support pupils to negotiate the shifting landscape.”
Joined by our patron, HRH The Prince of Wales, our new trustee, Lord Andrew Adonis, and the Government Advocate for Access to Higher Education, the Rt. Hon Simon Hughes MP, attendees developed recommendations to support pupils from low-income communities nationwide. The outcome was a set of far-reaching strategies that involve key members of the Teach First community including universities, schools and business. We hope that these strategies will be implemented across sectors to address the critical issue of access to higher education in this country.
To read the recommendations and how our partners have shown their commitment to continuing the conversation around this issue, visit the publications section of our website, www.teachfirst.org.uk, and download our ‘Widening Access Together’ report.
Dame Julia Cleverdon DCVO CBE, Chair of Trustees, Teach First
The Office For Fair Access (OFFA) has endorsed a recommendation that universities should work with Teach First as a means of most effectively widening access to young people from low socio-economic backgrounds. Teach First 19
“We are really excited to be given the opportunity to combine our creativity with the passion we have for our schools. The School Bag Challenge gives us the chance to think outside the box, engage people with our experience of teaching in schools in challenging circumstances, and help raise awareness and funds so that Teach First can encourage graduates to be part of great social change.” Hannah Farrar Moffatt, PwC
“Having Olympian Tim Brabants in our class was a once-in-a-lifetime opportunity. It’s given me a different perspective on things - that I can achieve anything if I am determined enough.” Gabriella Barzyk, pupil at Haggerston School, London
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Majid Saeed, ’08 Ambassador, ICT
Support in action Britain is falling short in its aspiration to provide equal chances for everyone to thrive. Equality and Human Rights Commission, 2010 We cannot break the link between low family income and poor educational attainment single-handedly. This year, more than 80 organisations and individuals have demonstrated their commitment to this goal by joining participants, ambassadors, university-based partners and employees in a growing movement dedicated to bringing about change in the education system in the UK. In March, we held Teach First Week – a chance for successful figures from business, sport, politics, journalism and the world of entertainment to experience life as a Teach First participant in a partner school, tasked with raising the aspirations of a classroom full of pupils for one lesson. Pupils in our partner schools across the country were treated to inspirational lessons from the likes of Sainsbury’s CEO Justin King, legendary Slade frontman Noddy Holder and Rachel Reeves, Labour MP for Leeds West and Shadow Chief Secretary to the Treasury. When they’re not giving up their time to engage and inspire a classroom full of pupils, our supporters have taken it upon themselves to raise nearly £9,000 in just one day. This year teams from Accenture, Freshfields, PwC and RM Education took part in the first ever Teach First School Bag Challenge. Each team was given a school bag and set the challenge of raising as much money as possible – both financial and in-kind for Teach First in just one day. From cycling around 46 Oxfordshire schools and climbing 53,928 steps to selling hundreds of home-made cakes and washing cars around the community, the teams battled it out to show their support for the work of Teach First and grab the number 1 spot on
the Challenge leader board. But there could only be one winner, and with their slogan of “You don’t need to be in the Capital to raise capital”, Oxfordshire-based RM Education proved just that as they raised an impressive £2,618 in one day - almost enough to fund a participant through an entire year of the Teach First Leadership Development Programme and to reach over 200 pupils in a school in challenging circumstances within a low-income community. Another way that our supporters and friends help us achieve our goal is by coaching a Teach First participant on a one-to-one basis during the second of their two years on the Leadership Development Programme. This provides participants with valued support as they develop their professional goals and enhance their leadership skills both inside and outside the classroom. With the support of over 950 volunteer coaches over the last seven years, Teach First participants have been able to make an impact on the lives of hundreds of thousands of children. Our volunteer coaches have also reported the personal and professional benefits of supporting a participant on their leadership journey. If you feel passionate about our mission and are able to give up some of your time or encourage your organisation to support the work we do, please get in touch. We have made significant progress over the last ten years but the fact remains that the link between low family income and poor educational attainment is greater in the UK than in almost any other developed country. It doesn’t have to be this way. With your help we can change things.
How fundraising can support change: £10
could support a gifted-andtalented pupil without parental history of higher education through a day’s work experience to strengthen their university application.
£500
could fund one gifted-andtalented pupil without parental history of higher education to get to university.
£80
could provide one teacher with a Leading Learning training session to ensure that they are able to have maximum impact on children in their classroom.
£3,500
could fund a participant through the first year of the Teach First Leadership Development Programme, enabling them to reach over 150 pupils.
£200
could allow Teach First to assess one individual through our rigorous assessment centre to ensure they are able to have a profound impact on their pupils.
£10,000
could allow Teach First to reach 600 children - providing them with the education and access to life opportunities that they deserve.
We work with over 80 partner organisations and individuals who are committed to giving every young person equal chances in life in collaboration with Teach First. Teach First 21
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2010 – 11 Performance against our goals Goals
Performance
737 participants start Summer Institute
772 participants started Summer Institute
2011 participants are placed in 20% of England’s eligible schools
2011 participants were placed in 23% of England’s eligible schools
95% of primary participants are placed by the start of Summer Institute
93% of primary participants were placed by the start of Summer Institute
85% of participants agree or strongly agree that they are satisfied with their experience of Teach First
89% of participants agreed or strongly agreed that they are satisfied with their experience of Teach First
85% of 2009 participants who started Summer Institute graduate to become Teach First ambassadors
83% of 2009 participants who started Summer Institute graduated to become Teach First ambassadors
40% of participants achieve pupil impact goals*
47% of participants reported that they were on track to achieve pupil impact goals*
All Teach First Regional Training Providers receive an outstanding Ofsted rating
All Teach First Regional Training Providers received an outstanding Ofsted rating, in all 44 categories of assessment
85% of 2009 participants agree or strongly agree that their two-year experience has significantly developed their leadership abilities
88% of 2009 participants agreed or strongly agreed that their two-year experience has significantly developed their leadership abilities
300 ambassadors move into positions of influence from 1 September 2010
323 ambassadors have moved into positions of influence since 1 September 2010
67% of ambassadors impact the mission through the ambassador initiatives in a core and measurable way
62% of ambassadors have made an impact on the mission through the ambassador initiatives in a way we can measure.
75% of permanent employees meeting or exceeding expectations are retained
85% of permanent employees meeting or exceeding expectations have been retained
90% of employees agree or strongly agree that they have the training, tools and equipment to be effective in their roles
90% of employees agreed or strongly agreed that they have the training, tools and equipment to be effective in their roles, as reported in the Organisational Health Index survey results
Unrestricted retained reserves of the previous year’s expenditure at 31 Aug 2011 equals 25%
Unrestricted reserves at 31st August 2011 were 26.1% of unrestricted expenditure for the year ending on that date
£4 million start-up grant from the TDA enables development of infrastructure to support delivery of all new projects as agreed with Government
The key elements of the first year projects of the two year grant programme have been established, including delivery of Primary participants and the set-up of a new office in the North East
External awareness of TF increased in: Education community to 53%, Students to 73.5%, Employers to 15%, Parents to 15%
External awareness of TF increased in: Education community to 59%, Students to 82%, Employers to 16%, Parents to 13%
Among policymakers, positive engagement from 75% of our top level public affairs targets
Among policymakers, positive engagement from 90% of our top level public affairs targets
Independent research demonstrates impact of participants and ambassadors at school/national level.
External research by the University of Manchester was published earlier in the year demonstrating impact at school level (Maximum Impact Evaluation Final Report October 2010).
*Final pupil data was only obtained from 29 Teach First teachers (994 pupils) in 2011. Due to the small data set, we feel this figure is our best proxy for performance against this measure, but should be seen as illustrative only. The approach for 2012/13 pupil impact data is in development and will yield more reliable data.
Teach First 23
The year ahead In 2012 we will reach our 10th Anniversary year. Working in partnership over the last decade we have changed some pupils’ lives, we have been part of changing some schools, but we have not yet achieved long-term systemic change. We would like you to join us in looking at what we need to do to achieve our goal of closing the gap in achievement, access and aspiration between Britain’s poorest and wealthiest children. We believe that our vision is achievable, but we need your support to get there. Our 10th anniversary year will launch our Statements of Intended Impact - measurable, time-limited and evidence-based statements of the progress we would like to see towards achieving our vision. We will also launch our strategic plan for the next ten years, laying out the impact we intend to make with our partners. Throughout 2012 we will be running a series of activities, campaigns and events to launch our 2022 strategy and Statements of Intended Impact, maximise and reflect upon our impact on addressing educational disadvantage so far, and inspire a movement for change in education. The year will culminate in a summit on 22 September 2012 bringing together 3,000 delegates at the Southbank Centre, London, all of whom are committed to achieving long-term change. We hope to use this year as a springboard to move the UK closer to our ultimate vision of ensuring that no child’s educational success is limited by their socio-economic background. So that we can make the maximum impact on the pupils we seek to support from low-income communities, we are committed to expanding our work over the coming year. Key organisational goals for 2011 - 12 include: • Plans to expand Teach First to regions not currently covered by the programme. This is being discussed with the Department for Education (DFE) and the Training and Development Agency for Schools (TDA) • The recruitment of 1,000 outstanding individuals to lead in the classrooms of schools in challenging circumstances across the country in September 2012 • Participants and ambassadors teaching in 37% of eligible secondary and 3% of eligible primary schools in England by September 2012
Save the date
it 10th Anniversary Summ 22 September 2012
24 Annual Review 2010/11 – Time for Change
The next ten years: A time for change. Over the last ten years together with our partners we have already pushed the boundaries of what many believed possible. What can the next ten years hold? Before, many believed that… • Most top graduates would never choose to teach in schools in challenging circumstances. • It would never be possible to successfully train teachers in this way. • Teachers would never be able to make a meaningful impact in their first or second year of teaching to bring about change. • Alumni movements in the UK do not stay connected and are rarely able to come together to affect social change.
And now… • Teach First is becoming the largest graduate recruiter in the UK, with a target of recruiting and placing 1,000 new teachers in 2012, and is ranked as the 3rd most prestigious organisation for graduates (Guardian 300). • In 2011 we partnered with over 360 primary/secondary schools in six regions across England. Teach First’s Initial Teacher Training delivered by our university partners was awarded 44 out of 44 ‘outstanding’ ratings in the 2011 Ofsted report. • Evaluation by the University of Manchester shows that schools with Teach First teachers had statistically significant GCSE result improvements. • 85% of Teach First ambassadors actively engaged with the ambassador network in 2010-11 and the majority of ambassadors are continuing in education.
By 2022, we would like to see the following achieved in the UK by working with our partners: • All children, regardless of their socio-economic background, have the same chances of academic success in primary school and secondary school. • All children, regardless of their socio-economic background, have the same chances of developing high aspirations and the competencies to realise them in primary school and secondary school. • All children, regardless of their socio-economic background, have the same chances of success beyond school in whatever route they choose.
A roadmap to achieving our Statements of Intended Impact will be launched in full at the 10th anniversary summit in September 2012. Teach First 25
Governance
(Year ended 31 August 2011) Patron HRH The Prince of Wales KG KT GCB OM PC ADC Board of Trustees Dame Julia Cleverdon DCVO, CBE (Chair) Lord Andrew Adonis (from 7 April 2011) Clare Darley ’03 Ambassador (from 7 April 2011) Dr John Dunford OBE (to 14 July 2011) Glenn Earle (from 14 July 2011) Peter Lambert OBE Ric Lewis (to 7 April 2011) Lou McCrimlisk Mary Meaney Vanessa Ogden Jo Owen Tom Ravenscroft, ’07 Ambassador John Rink (Deputy chair) Alex Shapland-Howes, ’07 Ambassador (to 8 Dec 2010) Sarah Shillingford
26 Annual Review 2010/11 – Time for Change
Company Secretary Anesta Broad Finance and Audit committee Sarah Shillingford (Chair) Dame Julia Cleverdon DCVO, CBE Alison Grieve Jo Owen John Rink (from 25 January 2011) Peter Sullivan Nominations committee John Rink (Chair) Dame Julia Cleverdon DCVO, CBE Lou McCrimlisk Mary Meaney Impact Committee (established in July 2011) Vanessa Ogden (Chair) Lord Andrew Adonis Clare Darley, ’03 Ambassador Jen Hall, ’03 Ambassador Chris Husbands Jo Owen Senior Leadership Team (as at 31 August 2011) Brett Wigdortz, Founder and Chief Executive John Colenutt, Chief Operating Officer Sarah Connor, Director, Ambassadors
(on maternity leave from April 2011) Chris Bell, Interim Director, Finance James Darley, Director, Graduate Recruitment Will Davies, Director, Human Resources Belinda Lester, Director, Ambassadors (maternity cover for Sarah Connor from May 2011) Amanda Timberg, Director, Leadership Development James Westhead, Director, External Relations Professor Sonia Blandford, Adviser to the CEO
Participant President 2010 – 11 Jason Arthur, ’08 Ambassador Founding Ambassadors Lord Andrew Adonis Dr John Dunford OBE George Iacobescu CBE Rona Kiley Stephen O’Brien CBE Jo Owen Ralph Tabberer Dame Mary Richardson
National Advisory Council Professor Mel Ainscow Jason Arthur, ‘08 Ambassador Gill Bal John Bangs Ruth Carney, ‘05 Ambassador Paul Cohen Robert Crothers Rebecca Eastmond Lynn Fabes Andrew Fisk Steve Garnett Jania Geoghegan Max Haimendorf, ‘03 Ambassador Sir Geoff Hampton Kirstie Hawkes Carrie Heiss Hilary Hodgson Steve Hodkinson Graham Holley Maggie Hughes Pam Jervis Lesley Lyon Neil Makin OBE Simon Martin John May Jill May Charlotte McCormick, ‘07 Ambassador Michelle Mendelsson Ruth Miskin Heath Monk Baroness Estelle Morris Stephen Nelson Jacquie Nunn Ndidi Okezie, ‘03 Ambassador Tony Perry David Rendel Jim Richardson Karen Robinson Peter Smitham Sonja Stockton Andrea Sullivan John Tate David Thomlinson James M Townsend, ‘03 Ambassador James E Townsend, ‘09 Ambassador Baroness Jo Valentine David Wasp Lord Nat Wei Graham Wessel Sir Michael Wilshaw Gary Wood
Teach First 27
28 Annual Review 2010/11 – Time for Change
Finance
The following is an extract from our accounts for the year end 31 August 2011. To read the full financial statements and auditors reports, please visit www.teachfirst.org.uk Total income 1. 2. 3. 4. 5.
TDA expansion grant Other government grants Voluntary contributions^ Fees paid by schools Other income
5.
£16,613,201 £4,180,000 £4,923,671 £3,725,432 £3,569,503 £214,595
4.
1.
3. 2.
Total expenditure* 1. 2. 3. 4. 5.
Cost of generating voluntary income Graduate recruitment costs Participant leadership and development costs+ Ambassadors programme Governance costs
*Programme costs include allocated central overheads +Includes funding to University partners to deliver Summer Institute ^Includes donations in kind
£15,320,324
5. 1.
4.
2.
£546,894 £3,782,749 £8,533,550 £2,327,501 £129,630 3.
Kafilat Agboola, ’06 Ambassador, Science
Teach First 29
Acknowledgements and Governance: We would like to acknowledge our Founding Ambassadors for their contributions and continued support – Stephen O’Brien CBE, George Iacobescu CBE, Ralph Tabberer, Lord Andrew Adonis, Dame Mary Richardson, Rona Kiley, Jo Owen and Dr. John Dunford OBE.
After ten years of supporting Teach First and seven years on the Board of Trustees, Dr John Dunford OBE stepped down from the Board in July 2011. John’s contribution has been invaluable, navigating us through the educational landscape and developing our understanding of the challenges of educational leadership. We are immensely grateful for the time, knowledge and expertise John has shared with us over the years.
In July, the Board approved the formation of the Impact Committee as a formal sub-committee of the Board, to work alongside the Finance and Nominations Committees. Chaired by Trustee Vanessa Ogden (Headteacher of Mulberry School for Girls, London), the Committee has been established to support the Executive team to achieve our Statements of Intended Impact by defining the metrics, tools and strategies that will be used to measure, access and demonstrate impact.
We welcome Glenn Earle to the board, who joined us in July 2011 for his first three-year term in office. Glenn is Managing Director and the Chief Operating Officer of Goldman Sachs International. He brings a wealth of experience to his position with Teach First as he is currently a board member and trustee of the Royal National Theatre and Chairman of the Advisory Board of Cambridge Judge Business School. He is also a member of the advisory board of the educational charity, the Sutton Trust, and of the Development Advisory Forum of Emmanuel College, Cambridge.
Vanessa Ogden previously chaired the Maximum Impact Board which was part of the research funding by the Goldman Sachs Foundation. The Committee held its fi rst formal meeting in November 2011.
30 Annual Review 2010/11 – Time for Change
Tim Rothwell, ’08 Ambassador, Geography
Supporters Our supporters are the backbone of our movement – without their commitment to breaking the link between low family income and poor educational attainment, we simply could not continue to progress towards achieving our vision.
Platinum Accenture Barclays Capital BlackRock Breakthrough Social Investment Fund CfBT Education Trust Civil Service Fast Stream Credit Suisse EMEA Foundation Deloitte Department for Education Garfield Weston Foundation Goldman Sachs HSBC Lone Pine Foundation Man Charitable Trust McKinsey & Company Procter & Gamble PwC The Nomura Charitable Trust Training and Development Agency for Schools Gold Aon Hewitt Citi Foundation Cheshire Employer and Skills Development Group Clifford Chance Experian Institution of Engineering and Technology Mr Kevin McDonald OBE Mrs Donna McDonald National College for School Leadership NESTA Salesforce.com UBS Silver AstraZeneca Science Teaching Trust City of London Corporation Google The Dulverton Trust The Gatsby Charitable Foundation The Mercers’ Company The Venture Partnership Foundation
Bronze Aircelle Allen & Overy Arup Bentley Bloomberg LP BT CAA Foundation Capital International Ltd City&Law Ernst & Young Financial Services Authority Freshfields Bruckhaus Deringer LLP GTI Media RM Education Rothschild Sainsbury’s Shell Squire, Sanders & Dempsey Tesco Texas Instruments Transport for London The Haberdashers’ Company The Ogden Trust The Sutton Trust The Trust for Education United Learning Trust Uxbridge United Welfare Trusts William Shelton Educational Charity Yorkshire Young Achievers Foundation
THANK YOU... TO ALL OUR SUPPORTERS
Adam Rogers, ’08 Ambassador, ICT
Teach First 31
“Teach First is a truly inspiring organisation. A passionate organisation, driven forward by passionate people, all centred on a common goal of improving the lives of under-privileged children across the UK.� Irwin Lee - Vice President and Managing Director, P&G UK, Lead Supporters of the Teach First Primary Programme
To keep up to date with the latest news and events from Teach First, please visit our website www.teachfirst.org.uk Teach First is a registered charity, number 1098294 Telephone: 0844 880 1800 National Office and London Regional Office 4 More London Riverside London SE1 2AU
North West Regional Office 3 Piccadilly Place, Floor 11 Manchester M1 3BN
East Midlands Regional Office Riverleen House Electric Avenue Nottingham NG80 1RH
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Yorkshire and the Humber Regional Office 1 City Square Leeds LS1 2ES
Join us: @TeachFirst
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