Our community
All Of Us Teach First Annual Review
Pupil, Fatima Latunji Page 2
Founder & CEO, Brett Wigdortz Page 4
Secondary teacher, Laura Travis Page 10
Teaching in Wales, John Law Page 12
Ambassador Headteacher, Ed Coogan Page 14
Early Years teacher, Andy Johnston Page 18
Pupil, Luke Davey Page 20
Futures student, Louise Howland Page 22
Headteacher, Rose Hughes Page 26
Achieve Together partner, Fran Craik Page 28
Social entrepreneurs, Charly Young and Becca Dean Page 30
Tough Young Teacher, Claudenia Williams Page 34
Fundraisers, Mike and Ollie Page 36
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Our vision
As a Year 11 student, I’m at the point in my education where there is non-stop revision, constant exams and an atmosphere of stress and hard work. Knowing it will be worth it in the future keeps me going. Not everyone has this mindset, often through no fault of their own. I’m lucky to have teachers helping me to reach my full potential. Many of them have come through Teach First and their training and motivation have inspired me to do my best. Doing work experience at Teach First last year helped me to understand the scale of the problem faced by many young people. Few have access to a truly excellent education, so while I might gain an advantage from it, millions of others don’t. This is why I want to become a teacher or journalist, so I can help make a difference to people’s lives. Teach First’s vision to provide every child with a brilliant education, no matter their background, is not only inspirational, but possible. Every child should have access to a good education and a successful future.
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All Of Us Teach First Annual Review
Our vision
All Of Us Teach First Annual Review
Our year
All Of Us Teach First Annual Review
Our year
All Of Us Teach First Annual Review
Our year (2013 - 2014) We have continued to expand the reach, scope and impact of our work over the past year. In the summer of 2013 we welcomed our biggest-ever cohort of trainee teachers committed to working with the children and communities that could most benefit from their support; 1,261 new participants from a diverse range of backgrounds and professions began their Teach First journey in around 700 partner schools across England and in Wales. With a supportive team behind them – school colleagues, university partners, members of the local community, supporting businesses and employees here at Teach First – their impact on young people continues to grow. It is this collective effort of people who share our vision for young people that helped us to reach a landmark last year – working with over one million pupils from low-income communities.
And with the formation of the Fair Education Alliance we accomplished a dream we’ve had for many years – to bring together dozens of organisations from a range of sectors to collaborate on a common goal, which is for all children to get the excellent education that they need and deserve. To help us progress our impact further we welcomed a new Chair on board in 2014 – Paul Drechsler, who brings with him a wealth of experience and years of active support for initiatives to boost educational attainment across the UK. He will be supported by our former Chair, Dame Julia Cleverdon, who I’m delighted to say will stay on as our Vice Patron to continue the enormous contribution she has already made to our work.
It’s my belief that future generations will look back at the fundamental unfairness in education today and wonder how we could have allowed it to happen. But I also have faith that like many other great civil rights issues, educational inequality can and will be eradicated. This process has already begun, thanks to thousands of dedicated teachers, school leaders and supportive, cross-sector partners. I could not be prouder of the part that all of us at Teach First are playing in this movement for change.
To support this growth and help a wider audience to understand the vital role that teaching can play in overcoming educational inequality, we showcased the work of six of our teachers through the BBC documentary ‘Tough Young Teachers’.
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Why we exisit
All Of Us Teach First Annual Review
Why we exisit
All Of Us Teach First Annual Review
Children live in poverty in the UK
Young people from wealthier backgrounds are six times more likely to go to selective universities compared to their lower income peers
Only 7% of secondary schools in low-income communities achieve an average GCSE grade of B, compared to half of all schools in wealthier areas
Nineteen year olds without five good GCSEs are four times more likely to be not in education, employment or training
Pupils from poorer homes are half as likely to achieve an ‘excellent’ level in English and maths at primary school Of pupils on Free School Meals achieved five A*- Cs (including English and maths) at GCSE, compared to 60.5% of all other pupils
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Only 15 of these schools were outside London
Poverty and inequality are complex problems, but we believe that education has a vital role to play in transforming the lives of young people from the least advantaged backgrounds. We believe it will take a movement of leaders, committed to ending educational inequality, to change society. We’ve started to see change happen. Together, we can make sure this continues.
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Our teachers
Laura Travis, English Teacher, Thornaby Academy
Our teachers
All Of Us Teach First Annual Review
Thanks to our 2013-14 Graduate Recruitment Platinum Partners: Accenture, Aldi, Goldman Sachs, PwC and the Civil Service Fast Stream, who support our work on campus and offer valuable career opportunities to the alumni of our programme (our ‘ambassadors’) who choose to move into other sectors after their time in the classroom.
Laura’s story “I teach at the school I used to attend. It’s in Thornaby, in Teesside. It’s a really workingclass area, and the school has a really bad stigma attached to it. I went to a comedy club recently, and got asked what school I worked at, and you should have heard the intake of breath when people heard. “I’m very much a part of the community, my whole family lives there, within three miles of each other. I went to school with the older sisters of some of my pupils. So I feel like when the kids say they can’t do something, I can say: you can do it, because I’ve done it. I want to play a role in making the school the heart of the community. “I can’t remember when it was that I decided to go into teaching. I do remember my mum bringing me an article about Teach First, saying, ‘You should read this, this is really good’ – and that’s where the idea stemmed from. I can’t imagine now working in any other kind of school.”
Recruitment We believe that passionate, inspirational teachers can make the most significant impact on the educational outcomes of young people from low-income backgrounds. So we recruit brilliant people like Laura to train and teach in schools in low-income communities, focusing on boosting pupils’ achievement, aspirations and access to opportunities in higher education or the world of work. Working alongside and learning from other teachers, mentors and tutors from our university partners, they learn their craft over a two-year commitment on our Leadership Development Programme. Since our first cohort of teachers joined us in schools across London in 2003, we have grown our recruitment by almost 25% year-on-year. This year we became the UK’s biggest graduate recruiter and reached second place in the Times Top 100 Best Graduate Employers, further enabling us to attract new applicants to teaching. In June, 1010 secondary trainees and 251 primary trainees attended our largest ever Summer Institute, an intensive six-week training residential marking the beginning of the Leadership Development Programme and lifelong engagement with our cause.
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Of our 2013 cohort were the first in their families to go to university
Were eligible for free school meals when they attended school
Were career-changers, moving to teaching from another sector
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Our teachers
All Of Us Teach First Annual Review
Thanks to the Welsh Government, The Queen’s Trust and The Waterloo Foundation, who made our expansion into Wales possible.
John’s story
Growth to new areas
“I joined Teach First in 2013 and was one of the first participants to teach in Wales.
Ambitious growth is in our DNA. We want to reach as many young people who need our support as possible and know that we need to expand to achieve this.
“I teach Modern Foreign Languages, but this in itself can be challenging in Wales. Because Welsh is compulsory on the curriculum, people often think they’re ticking the language box with this. That can create difficulties as pupils are reluctant to choose another foreign language at GCSE. Therefore, extra work is needed to convince people of the value of a foreign language for their prospects. “I moved to a new school in my second year on the Leadership Development Programme, which is unusual for participants. But it’s given me an insight into how the challenges pupils face can vary in different areas. “My first school was in a very rural area but my new one is an inner-city school that is double the size and has 14% more pupils on Free School Meals. Three quarters of its pupils have English as an Additional Language, often speaking their native language at home (over 40 different languages are spoken at Fitzalan), which brings its own challenges in the classroom. “My vision for my classroom is for each and every pupil to fulfil their potential. If this happens, then no matter what their ability or character, there is no such thing as failure.”
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Our new criteria will change the make-up of our geographical reach and help ensure that we are working with those who need our help most.
In September 2013 we placed our first trainee teachers into schools in Wales and the South West of England, having spent the previous year building a vital infrastructure of school partnerships and support in these areas. This year we also revised our eligibility criteria for our school partnerships to ensure that we are working with schools with the greatest need. Previously, eligibility was based on the financial hardship of a school’s pupil population, but now the level of school performance will also be considered. Evidence shows that the schools facing the biggest challenges are often in coastal areas or isolated towns. Many vulnerable families are located in these areas, but they lack the opportunities and networks available in large cities, exacerbating the effects of deprivation. All existing partner schools will remain eligible, but the new criteria will allow us to work with 10% more schools on the South Coast and 6% more schools in the East of England and in Yorkshire and the Humber.
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Our teachers
All Of Us Teach First Annual Review
Senior leadership in schools
Our teachers
Other (inc parenting & travel)
All Of Us Teach First Annual Review
Our ambassadors work in a variety of fields:
Business & not for profit
Ed’s story “I got into teaching to help fulfil Teach First’s mission, and it became clear to me after I started that to improve educational outcomes for disadvantaged pupils, change needs to happen as soon as they enter the education system. So I moved to a primary school to work with them as soon as possible and really make that difference. “At De Beauvoir Primary School, over 60% of our children come from disadvantaged backgrounds, one third is on the Special Educational Needs register and around 70% have English as a second language. Prior to coming here I spent six years at Haggerston School, which is the secondary school that De Beauvoir feeds. “I’ve become very committed to working with children, addressing social disadvantage and ensuring that education plays the role it needs to in raising aspirations and improving opportunities for young people. “I came from a disadvantaged background myself. It was through the hard work of my teachers that I gained the aspiration and confidence to apply to Oxford University. That was partly why I joined Teach First: wanting to give back to an education system that has given me opportunities.”
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Senior school leaders Our teachers are steadfast in their efforts to improve the prospects of the children they work with. And many of them are working to increase their influence and impact within the education system.
Middle leadership in schools
Government & policy
58% of teachers who complete our Leadership Development Programme stay in teaching, and we work closely with them to support them in continuing to overcome educational inequality. In 2013-14, 106 ambassadors were in senior leadership positions in schools across the country. We aim to support 100 ambassadors like Ed to become headteachers by 2018, with hundreds more senior leaders. We’re focused on this because we know the tremendous impact that effective senior leadership has on school culture and performance, particularly for the most disadvantaged pupils.
Study
Teaching
We support their development through events, careers support and coaching, and help them to have the greatest possible impact in the schools and communities they serve. By 2018 our community of ambassadors will be 10,000 strong. We know that whether working inside or outside the classroom, this network of talented and committed leaders is a powerful force to effect lasting change for the future of education.
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Our young people
Luke Davey, Pupil at Alec Reed Academy
Our young people
All Of Us Teach First Annual Review
Andy Johnston’s story
Early Years
“In Early Years education, you can be one of the only consistent and dependable people to these children. To me, it’s about being honest and being someone that they can depend upon - it’s about being there every day and establishing strong relationships with the children that are based on trust and openness. The children need to know that you are approachable but they also need to know that you are in charge.
Educational inequality starts before a child even enters the classroom.
“My school’s ethos is that everybody achieves, we’re all learners here. So the relationship that children have with learning is very important. The children need to know that mistakes are part of the learning process. “My vision for the children is that they’re confident, independent learners and they’re comfortable taking risks with their play. By the end of this year, I want my pupils to be confident to know what they want but willing to try new things as well. And I think if they’re leaving me with those skills, I’m giving them a really solid footing.”
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The vocabularies of five-year-olds from the poorest families are more than 11 months behind those of children from wealthier backgrounds, and as they continue through education that gap widens dramatically. We believe that there is a vital need for more leaders in the Early Years and primary sector, so this year we launched our Early Years pilot in London and the South East. Andy Johnston is one of 16 participants working in a mixture of both key stage one classes and children’s centres with young people aged 0-3, to develop expertise in Early Years care. We are tailoring the training for those who will be working with three- to seven-yearolds to ensure that they are fully equipped to manage the very different demands of the Early Years context and to support the children in their care. In 2014-15, Early Years will continue to be a core area of our work, as we strive to grow the number of trainees by more than 200% and refine our bespoke Leadership Development Programme for those working in this vital area.
Our young people
All Of Us Teach First Annual Review
Our work to tackle the STEM Challenge is supported by Bloomberg, BP Foundation, the Credit Suisse EMEA Foundation, Gatsby Charitable Foundation, Google, HSBC, the Institution of Engineering and Technology, the Primary Science Teaching Trust and Rolls-Royce.
Luke’s Story “Science, technology and maths are a big part of my life. They’re in everything. To figure something out, you’ve got to use numbers. Science is important because everything is in some way connected to something else. There are no limits to what you can do with science. “My Science teacher is great because he lets us work out the answers to things ourselves using experiments. I love practicals in lessons. They’re more fun and help you learn as you go along. “Recently we made crystals using sodium, and it was exciting to see how following simple instructions can help you create something. And we’re following in a scientist’s footsteps because they’ve done this too! “A Heathrow engineer came into my school and said that in one of his jobs he had built a motorway. I just thought that’s amazing. To be able to think that you’ve done something that helps millions of people every week – that’s what I’d like to achieve. I'd like to use science to help make people's lives so much easier”
The STEM challenge Children see the universe as a place of infinite possibility, but for those from poorer backgrounds, the opportunities on their horizon are too often shrinking fast. There is a critical shortage of science, technology, engineering and maths (STEM) teachers in UK schools. Schools in low-income communities have been hit especially hard and less than a third of students eligible for free school meals achieve a science GCSE at grade A*-C, compared with 70% of their wealthier peers. There is also a serious shortage of homegrown STEM graduates, creating a worrying skills gap in the UK economy. We believe the answer lies in inspirational teaching. One amazing teacher can inspire children like Luke to pursue a career in STEM. In 2013-14 we recruited 481 STEM teachers to train and teach in schools in low-income communities, collectively reaching more than 60,000 young people with an inspirational STEM education.
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Our young people
All Of Us Teach First Annual Review
The Lead Supporter of Futures is BlackRock. Futures is also supported by the Citi EMEA Foundation, City of London Corporation and Deloitte. Deloitte collaborates with Teach First to deliver Deloitte Access.
Louise’s story “I grew up in Leeds and my dad was a window cleaner. I went to a school which was pretty bad. It wasn’t an environment where being articulate was valued. “I am the first in my school to get to Oxford, in its whole history, which is over 50 years. I knew people that were 100% capable, but were afraid to apply. They were intimidated because of preconceptions that everyone would have gone to top private schools and be really snobby and posh. “I had a history teacher, Mr Rand, who came to my school through Teach First. He’s one of the best teachers I’ve ever had, because he’s so inspiring. His methods are quite university-like – he introduced seminars and things like that. “The best experience I had to prepare me for university was on the Futures programme, when we went for a day at Oxford. We spoke to the students – only they can prepare you. My mentor also gave me a list of resources, told me what university life is like – it was my first real taste of what university entails, what courses I should look into, what careers could come out of it. “What our parents did with their lives shouldn’t limit our opportunities. The field should be level, but it’s not. And it’s good that Teach First is addressing it.”
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Access to Higher Education The move to university or the first tentative steps into a new career can be life-changing moments. We want to see every young person able to access the advice and support necessary to make this leap successfully, no matter where they come from.
Futures mentees, supported by:
In 2013-14, 778 pupils took part in Futures, our mentoring programme designed to help young people from low-income backgrounds access the best universities and careers. Of Futures graduates, 84% went on to university, compared to just 17% of low-income students nationally. A record 37% of Futures graduates went to Russell Group universities and 12 students, like Louise, started at Oxbridge. We have developed a strategy to provide teachers and schools partners with the knowledge, skills and resources to champion access to Higher Education and promising careers. And we formed the Access Alliance, a group of 16 organisations working together to have a greater impact on the higher education landscape. Opening up the world of business and professions is equally important. This year we collaborated with Deloitte to launch the Deloitte Access Programme, designed to raise aspiration, support achievement and provide opportunities for students in low-income communities.
Schools
Mentors
Additional volunteers
Our partners
Rose Hughes, Headteacher, Yardleys School
Our partners
Rose’s story “Yardleys is in one of the most deprived areas in Birmingham. And many of our pupils’ parents don’t speak English. “We’ve been working with Teach First for seven years. The difference they make is huge – they come with the expectation that every child has the right to a good education, no matter their background. That’s their reason for going into teaching. “The partnership with Teach First came through looking at what was missing from our pupils’ lives. We realised we needed to better train them to be independent and resilient learners. It has been so successful – we now have all staff pledging to teach independent learning strategies in their lessons. “The children are responsive, they’re asking articulate questions, they’re finding out about what else they can do. I’m proud that we’re trying to address the gap that sometimes exists with young people and helping them to be more independent. “I never want Yardleys to be a school which says that we’re okay on our own. You need engagement with the wider community and with professionals who are interested in the same aims, which is why Teach First is such a fantastic organisation.”
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All Of Us Teach First Annual Review
Partner schools Our work happens in collaboration with hundreds of schools that we partner with across England and Wales. In 2013-14 we worked with nearly 700 schools, going beyond simply the placement of teachers in these schools. Together, we are committed to ensuring no child’s success is limited by their socio-economic background and we’re beginning to see the results. Schools that partnered with us in four of the previous six years saw their GCSE results improve by a third of a grade, per pupil, per subject. During 2013-14 we also worked to strengthen the voice of our partner schools – ensuring that their invaluable experience and expertise fed into the direction of our Leadership Development Programme. Each of our Local Areas and Wales have been hosting a number of school advisory group meetings which provide partner headteachers the forum to have their voice heard. Next year, we will continue to work with schools with the greatest need as we grow our work in rural and coastal areas while continuing to ensure our partnerships are meaningful and make a real impact.
Our partners
Fran’s story
All Of Us Teach First Annual Review
Achieve Together
“Staff from Teach First, Teaching Leaders and Future Leaders are collaborating on the Star Project at St. Wilfrid’s. This is a highquality mentoring programme targeting Year 11 students.
We were founded on a belief that individuals and organisations working together,united by a common vision and shared goals, can have the greatest impact on ending educational inequality.
‘We start by using our data to identify up to 50 students in the year group who are highachieving but currently under-performing and who we believe would really benefit from the intervention.
We face a particular challenge in improving teaching and leadership in concentrated areas of high deprivation. And so, this year, we partnered with Teaching Leaders and The Future Leaders Trust to launch Achieve Together – an initiative exploring different collaborative approaches to school improvement.
“Our Teach First participants then work with up to seven students each, providing a mix of coaching and pastoral support over a six to eight month period. The impact we were able to gauge was that 60% of the cohort of 50 pupils achieved 3+A/A*’s in the 2014 GCSEs, which was bang on target. “It’s been incredibly fulfilling to work together to drive up standards not just for St Wilfrid’s, but for students from a range of schools. The project has attracted the attention of four other schools, which are now working with us to roll out the intervention to their own students.”
Drawing upon our respective experience in running high-quality training or development aimed at different levels of staff, the initiative will test how far a wholeschool focus on teaching and leadership can accelerate closing the attainment gap for children from low-income communities. Forty two schools from across the North East and the North West are participating in the initiative and the evidence will be used to influence government policy on eradicating educational inequality.
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Our partners
All Of Us Teach First Annual Review
Our Innovation Unit is supported by the Credit Suisse EMEA Foundation and the Esmée Fairbairn Foundation. Charly and Becca with Joel Davis of Tutors United, joint winner of the Innovation Award 2013
Charly and Becca’s story “We set up The Girls’ Network after seeing the bright and brilliant girls in the secondary schools that we taught in seriously limited by their own, and society’s, expectations of what they could achieve and where they could go. “We always felt strongly that we wanted to empower and inspire girls across the UK, from city dwellers to those in more remote, rural or coastal areas where opportunities are often even more limited, and girls’ hopes for themselves much lower. “We won the Teach First Innovation Award in 2013, which gave us the financial support, the platform and the connections to experts and influencers, to grow and begin to meet some of the huge demand that has sprung up, far beyond the boundaries of London, down onto the South coast and up to the North East of England. “Since then we’ve worked with more than 400 girls and women this year. We have seen girls across the country grow in confidence and resilience, watched them seize incredible work experience opportunities and begin to work networks and relationships that will open doors for them for a brighter future.”
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The Fair Education Alliance and our Innovation partners
Last year our Innovation Unit
The problem of educational inequality is multifaceted and complex. We know we cannot solve it alone and we believe we have a better chance by working in partnership with like-minded, passionate and expert partners. In June 2014 we launched the Fair Education Alliance, a coalition for change in education comprising 27 of the UK’s leading organisations. Its aim is to work towards ending the persistent achievement gap between young people from our poorest communities and their wealthier peers. We also continued to work with a number of new and developing social enterprises like the Girls’ Network that share our aims through our Innovation Unit, set up in 2012 to find and nurture other great ideas for solutions to the problem of educational inequality. We work with those who have potential to make the biggest impact. Through a tailored package of support and advice, we help our innovation partners to accelerate their growth and impact and run a series of innovation events to continuously develop new solutions.
Partnered with 17 social enterprises
Reached more than 66,000 young people
Reaching out
laudenia Williams, Science Teacher C at Crown Woods School
Reaching out
All Of Us Teach First Annual Review
Claudenia’s Story
Tough Young Teachers
While Claudenia Williams initially had reservations about being featured in Tough Young Teachers, after talking to her mother she decided to go ahead with it.
A vital part of our work is raising awareness of the unacceptable achievement gap between poor children and their wealthier peers in the UK. In January 2013 we opened up the doors of our classrooms to achieve just that.
“I asked her for her opinion, and she reminded me of the reasons why I went into teaching,” the science teacher and 2012 participant told us. “She thought it was really important for me to share that message with other young people. They can see that if I can do it, they can do it too.” Despite at times finding it tough teaching in front of both a class and a camera crew, Claudenia believes that her TV appearances have helped achieve that goal, particularly when it comes to her own pupils. “I’ve had messages from people who want to join Teach First now, and even my own students are thinking about teaching and what it is to be a teacher,” she said. “They’ve never seen teachers in that way before, and it’s great to see them thinking about joining the Teach First programme so early on in their lives.”
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BBC Three documentary series Tough Young Teachers followed six of our participants during their first two years of teaching in schools serving low-income communities. It was a bold move for us, and not without risks. But it gave us an unprecedented opportunity to generate discussion about educational inequality and reach out to new audiences. Our priority was to work respectfully and responsibly, especially with pupils and their families, to ensure that what was a small snapshot of a national problem encouraged more people to understand its complexities and take action. The series sparked huge interest in our work, challenged stereotypes of the schools and pupils we work with and opened eyes to the difficulties pupils face. It also helped to shift people’s opinions about what it is to be a teacher – and highlight the amazing job that all teachers are doing up and down the country.
Viewers tuned in live to the first episode and many more watched via BBC iPlayer
Increase in unique visitors to our website compared to the same period 2012 – 13, far outstripping our target of a 20% increase
Press mentions, of which 93% were positive or neutral and 86% mentioned educational inequality
Reaching out
All Of Us Teach First Annual Review
Run 10k was proudly supported by Citi.
Mike and Ollie’s Story
Fundraising events
Despite raging storms the night before, in February five State Street employees took on the Brighton Half Marathon to support Teach First, raising £4,600 for our Futures programme.
Our movement for change isn’t just made up of our teachers, alumni and education partners. We couldn’t do any of it without the incredible contributions of our supporters, whose funding and advocacy make it all possible.
Two of the runners, Mike and Ollie, said, “We acknowledged that people are often asked for donations, but using the fundraising materials provided to us we were able to show that Teach First is a worthwhile cause. “Another key to success was starting our fundraising early and importantly timing our requests and emails around payday. With the great fundraising materials we had and because the work Teach First does is so worthwhile, it was easy! “The Brighton Half is one of the largest running events in the South East, but the whole experience was well organised by Teach First. The atmosphere was electric and a lot of fun. A great day, I really enjoyed the whole thing!”
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This year saw more than 2,500 people taking part in an event to raise money for our work. In September 2013 our flagship fundraising event, Run 10k, brought more than 1,700 runners to the riverside paths of the Thames, with the support of headline sponsor Citi. And in December we expanded our events programme to launch an exciting portfolio of challenge events designed to inspire people to run, trek, cycle, swim or skydive in the name of educational equality. Fundraisers have jumped out of planes at 10,000ft, cycled from London to Paris, summited mountains and raced through muddy lakes and fields to rake in more than £100,000, all for our Futures programme. One fundraiser even studied for and retook their Maths GCSE, improving from a D to an A, more than 20 years after leaving school.
Reaching out
All Of Us Teach First Annual Review
Our corporate volunteering programme is supported by KPMG (Careers Insights Days) and National Grid (Coaching Programme). The Deloitte Access Programme is a partnership between Deloitte and Teach First.
Pupils from Ark Elvin Academy
Our volunteers
The Career Insight Days we run with KPMG offer sixth-formers a chance to learn about career prospects and employability skills at sessions run by KPMG employees. Laura Megaw, one of our ambassadors teaching at Ark Elvin Academy, has been bringing her pupils to Insight Days for two years.
We believe that it takes a community to educate a child; that everyone has a role to play in ensuring children fulfil their potential and lead happy, healthy lives, regardless of their background.
“It’s important for them to meet employers so that they’ve got some idea of the variety of jobs that are available,” she told us. Forida Islam, from KPMG’s Attraction and Outreach team, believes that the Insight Days are beneficial for the profession as well as the students.
Working closely with a host of committed corporate partners, we have seen first-hand the impact that business in particular can have on school improvement and the prospects of young people. In 2013 – 14, employees from our corporate partners spent more than 5,000 hours volunteering in our partner schools through our corporate engagement programmes such as our mentoring schemes and the Career Insights programme.
“We want to open up the accountancy sector to those from disadvantaged backgrounds,” she said. “And beyond talking about opportunities in the profession, there are transferable skills that our volunteers pass on to the pupils.”
And more than 300 volunteers from business joined our Coaching Programme, working for a whole year to provide one-to-one support and guidance to over 400 teachers.
Sixth former Omar Abdelnaeim agreed, saying, “The session has given me an insight into the way that these companies operate, and helped me with many things, such as interview skills. Also it’s made me think about coming into this sector, which I wouldn’t have thought of before.”
Our corporate volunteering programme is at the heart of our efforts to accelerate the impact that our teachers can have in schools, helping to develop them as leaders and open up the world of business to pupils, raising their aspirations and fuelling their achievement.
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Looking forward
All Of Us Teach First Annual Review
Our finances
All Of Us Teach First Annual Review
The following is an extract from our accounts for the year ending 31 August 2014.
We will recruit our first teachers to work in a new local area, the East of England. 34 teachers will start teaching in Peterborough and Ipswich in September 2014.
We will launch Generation Education with Barclays, supporting more than 700 teachers to work with over 100,000 children over two years. The partnership will focus on addressing the shortage of core subject teachers delivering STEM subjects and English.
We will launch our biggest ever fundraising event, with more than 3,000 people taking part in Run the River, proudly supported by Citi.
Our total income for 2013-14 was £50m
Our total expenditure for 2013-14 was £47.1m
1. Government grants: £12.4m
1. Costs of generating voluntary income: £1.3m
2. Corporate, trusts and other contributions: £6.3m
2. Charitable activities - community impact and ambassador programme: £2.7m
3. Donations in kind: £0.3m 4. Fees paid by schools: £8.1m 5. Initial Teacher Development contract: £22.9m
We will introduce an additional strand to Achieve Together, partnering with 11 schools in Bournemouth to develop a community-wide solution to improving outcomes for pupils.
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We will welcome 20 new ambassador-led Innovation partners on-board, including Innovation Award-winner, Right to Succeed.
3. Charitable activities - participant leadership development: £36.7m 4. Charitable activities - graduate recruitment: £6.2m 5. Governance costs: £0.2m
The Fair Education Alliance will release its inaugural Report Card, outlining an assessment of the educational landscape in the UK. The report is supported by UBS, building on our longstanding partnership.
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All of us
All Of Us Teach First Annual Review
Innovation Partners
All of us
All Of Us Teach First Annual Review
Ambassador-led social enterprises
Over one million young people
More than 6,000 teachers recruited
Working with 700 schools
Young people mentored with Futures Fair Education Alliance members In partnership with 22 university partners
School governors
Major funders
Volunteer mentors Corporate volunteers
Ambassadors
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Senior school leaders
Headteachers
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Our supporters
All Of Us Teach First Annual Review
Without the generosity and commitment of our community of supporters, we couldn’t begin to overcome the problem of educational inequality in the UK.
Being part of a movement for change means always being open to feedback, innovation and a diversity of viewpoints.
Platinum Supporters
Silver Supporters
Other Valued Supporters
Accenture AKO Foundation ALDI Ashurst Bank of America Merrill Lynch Barclays BCG BlackRock Bloomberg LP BP Foundation Canary Wharf Group Citi Foundation Clifford Chance Credit Suisse EMEA Foundation Deloitte Education Endowment Foundation Esmée Fairbairn Foundation Garfield Weston Foundation Goldman Sachs Google HSBC JP Morgan KPMG Lloyds Banking Group Lone Pine Foundation McKinsey PwC The Queen’s Trust Rolls-Royce Royal Bank of Scotland UBS
Asda BlueBay Asset Management City of London Corporation CGI EDF Energy Eranda Foundation The Haberdashers’ Company John Laing Charitable Trust Man Charitable Trust The Mercers’ Company Pearson Primary Science Teaching Trust Western Union Business Solutions State Street
1989 Willan Charitable Trust The Basil Samuel Charitable Trust Clugston Group The Portman Foundation The Ravensdale Trust The Sackler Trust The Society of Merchant Venturers The Winton Charitable Foundation Wragge Lawrence Graham & Co Yorkshire Young Achievers Foundation
Gold Supporters Independent Franchise Partners LLP Institution of Engineering and Technology National Grid Salesforce.com Foundation The Waterloo Foundation Wellcome Trust The Wolfson Foundation
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Bronze Supporters The 29th May 1961 Charitable Trust Allen & Overy Arup The Bernard Sunley Charitable Foundation Capital Group Centrica Cognizant Technology Solutions UK Limited Costa Coffee EY Evans Property Group Freshfields Bruckhaus Deringer LLP The Gatsby Charitable Foundation GTI Media IP Group Kirby Laing Foundation The Liz and Terry Bramall Foundation Meridian West Network Rail Neuberger Berman Owl Tutors Pace Proctor & Gamble Rothschild Sainsbury’s Sir James Knott Trust Tata Consultancy Services Thales ThisCity Unilever Weil Gotshal & Manges William Shelton Educational Charity The Worshipful Company of Butchers
If you have an idea for how to help overcome the problem of educational inequality in the UK, or are inspired to work together with us to do this, please get in touch. Return to:
or send an email to:
External Relations Teach First 4 More London Riverside London SE1 2AU
communications@teachfirst.org.uk
Our teachers
teachfirst.org.uk 4 More London Riverside, SE1 2AU
Teach First is a registered charity, no. 1098294 46
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