all of us - teach first annual review 2014-15

1

Our community All Of Us Teach First Annual Review

New teacher, Sophie Perry

Page 10

Our Founder & CEO, Brett Wigdortz

Page 4

Teaching in the East of England, Travis Lilley

Page 12

Pupil, Fatima Latunji

Page 2

Middle leader, Laura Travis

Page 14

Future engineer, Luke Davey

Page 20

Early Years teacher, Andy Johnston

Page 18

Oxford student, Louise Howland

Page 22

Headteacher, Rose Hughes

Page 26

Social entrepreneur, Graeme Duncan

Page 28

Ambassador in business, Alyson Mobey

6

Volunteering in schools, Ilse Bosch Page 34

Director, Fair Education Alliance, Lewis Iwu Page 30

Fundraiser, Enrico Prato

Page 38

2

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.

Our vision All Of Us Teach First Annual Review

Our vision All Of Us Teach First Annual Review

4

Our year (2014-2015)Since Teach First was founded in 2002, not a year has passed that hasn’t been full of exciting changes and valuable lessons helping us to improve the way we do things.

Nonetheless, when I reflect upon the last twelve months, it strikes me that this was yet another landmark year for us.

We continued to grow, welcoming 1,700 trainees in July 2015. Each teacher will reach an average of 125 pupils in their first year alone, with a support network of dedicated university, school and business partners helping them to maximise their impact in schools in low-income communities.

They join an active community of nearly 6,000 participants and ambassadors working to make education fair; but our movement for change is made up of more than just our teachers.

I’m proud to see more and more of our ambassadors leading the way in effecting change; becoming influential middle and senior leaders in schools, devising innovative solutions to problems in education as social entrepreneurs, and advocating for a fair education from a variety of sectors.

Our network of school partners continues to grow in size and strength. This year we expanded to new coastal and dispersed communities in danger of falling drastically behind. We also piloted an enhanced partnership model that brings our partner organisations together to support schools’ improvement goals.

Partners and volunteers led a whole host of game-changing initiatives this year, from active volunteering with young people to advocating for business to play a bigger role in effecting societal change. And we welcomed more members into the Fair Education Alliance, growing this coalition with its great potential to change the national conversation about the education we want our children to receive.

I still believe that future generations will look back at the fundamental unfairness in education today and ask, ‘why?’ The inequality that exists today is not an inevitability. That’s why the Fair Education Impact Goals – adopted this year by even more organisations – focus squarely on the areas where we know change is really vital – and absolutely achievable.

The process of transformation has begun, thanks to the tireless work of thousands of teachers, school leaders and cross-sector partners that are broadening minds and horizons in classrooms every day. I could not be prouder of the part that all of us at Teach First are playing in this movement for change and I hope you’ll join us.

Our year All Of Us Teach First Annual Review

6

Our cause All Of Us Teach First Annual Review

3.7m children live in poverty in the UK

Pupils from poorer homes are half as likely to achieve an ‘excellent’ level in English and maths at primary school

Young people from wealthier backgrounds are six times more likely to go to selective universities compared to their lower income peers

Nineteen-year-olds without five good GCSEs are four times more likely to not be in education, employment or training

One third of pupils on Free School Meals achieved five A*- Cs (including English and maths) at GCSE, compared to 61% of all other pupils

7

Our cause All Of Us Teach First Annual Review

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

Only 15 of these schools were outside London

In 2014 Teach First was joined by other leading organisations who have adopted the Fair Education Impact Goals.

1. Narrow the gap in literacy and numeracy at primary school

2. Narrow the gap in GCSE attainment at secondary school

3. Ensure young people develop key strengths, including resilience and wellbeing, to support high aspirations

4. Narrow the gap in the proportion of young people taking part in further education or employment-based training after finishing their GCSEs

5. Narrow the gap in university graduation, including from the 25% most selective universities

We believe achieving these goals will transform the lives of millions of young people across the UK.

Our teachers

Laura Travis, English Teacher, Thornaby Academy

Our teachers All Of Us Teach First Annual Review

10

Sophie’s story“I joined Teach First because I really believe in the vision of closing the educational gap and the idea of working in schools in disadvantaged communities.

“My school is in an area which serves the bottom 20% of disadvantaged children in the country. We don’t leave any child behind and we personalise our approach to every student.

“Eighty-four per cent of our students speak English as an additional language. Maths is a universal language, so I can help students who might not have much English by modelling and writing things down. It’s a challenge though, as I have to find visual ways to model things because of that language barrier. When using some of the more technical language it is vital to find an approach that they can understand.

“I’m very much involved in extra-curricular activities at the school. I founded an anti-bullying ambassador scheme; any students reported for bullying are put in front of a panel of their peers who ask them why they did what they did and come up with their own consequences.

“Looking forward, I want to become a headteacher. My main aspiration is to help these students, but also to help other teachers reach their potential. I have so many ideas and it’s a case of thinking, how do I go about this and what’s my next step?”

RecruitmentWe believe that passionate, inspirational teachers can have the most significant impact on the educational outcomes of young people from low-income backgrounds.

So we recruit brilliant people like Sophie to train and teach in schools in low-income communities, focusing on boosting pupils’ achievements, 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.

In 2014-15 we remained the UK’s largest graduate recruiter and achieved fourth place in The Times Top 100 Graduate Employers, further enabling us to attract new applicants to teaching in a challenging recruitment environment.

In September 2014, 1,036 secondary, 351 primary and 39 Early Years trainees began teaching after attending our largest ever Summer Institute. This intensive six-week training residential marked the beginning of the Leadership Development Programme and participants’ lifelong engagement with our cause.

Of our 2014 cohort were the first in their families to go to university

Were eligible for Education Maintenance Allowance / Free School Meals (or both) when they attended school

Were experienced professionals, changing career to teach in a low-income community

11

Thanks to our 2014-15 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.


12

Travis’ story “Before I started teaching I was in working on my PhD and also worked as a teaching assistant. It was so rewarding I decided I wanted to devote my time to educating young people.

“My school is south of Great Yarmouth and serves an area that many would consider socially deprived. Many children arrive with low aspirations and expectations of themselves. For some, no one in their family in living memory has had a job. It’s the ethos of the school to overcome this.

“Outside of the school day, pupils are often interacting with people who might not place value on education. Part of my job is to convince them that this stuff really matters and lends itself to opportunities in their future.

“A lot of my students really needed their learning accelerated when I began teaching. They’d spent a sizeable proportion of their education without specialist science teachers – partly due to the challenges in recruiting to this area. They were apprehensive of me at first; they assumed that like previous teachers I’d be gone within a few months. But me being there in their second term this year has established more trust. Having adults that they can depend on to show up every day is something a lot of the students haven’t had at school – or at home. This has been one of the biggest building blocks when it comes to making progress in the classroom.”

Growth to new areasAmbitious growth is in our DNA. We want to reach as many young people who need our support as possible.

In response to a growing national concern about the challenges facing schools in coastal and dispersed areas, we placed trainee teachers in the East of England in September 2014, with a pilot of 34 teachers in 16 schools in Peterborough and Ipswich.

In June 2015 we extended our presence in the region, welcoming Travis and a further 56 new trainee teachers to Summer Institute in the area.

This growth reflects a commitment to escalating our work in the areas of greatest need. Many low-income families are located in coastal areas or market towns but they lack the opportunities and networks available in large cities, exacerbating the effects of deprivation.

The success of many of the UK’s city schools has proved that great teaching and leadership are powerful forces for change. Since 2003 London schools have moved from being the lowest performing, to being the highest performing, and while there is still more to do, it is now the best place in the country to go to school – including for children from low-income backgrounds.

We’re proud to have played a part in this and we will continue our work in urban centres, while also focusing on attracting and supporting more talented leaders in places such as Blackpool, Redcar and the Isle of Wight, as well as the East of England.

13

Thanks to The Queen’s Trust and the Garfield Weston Foundation who made our expansion into the East of England possible.


14

Laura’s story“I teach at the school I used to attend. It’s in Thornaby, in Teesside. I’m very much a part of the community; my whole family lives there and I went to school with the older sisters of some of my pupils. 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.

“Three years in, I’m now Head of Key Stage 4 and Leader of Literacy, which is a very big change. It’s a demanding middle leadership role which involves looking at a lot of data. I’m really enjoying it and I’m developing my skills in leadership.

“In keeping an overview of our progress at GCSE level, I regularly analyse data on our pupils and their progress. If I see any problems, first of all I look at how teaching could be utilised to make a difference, with after-school intervention being another route. It’s very targeted for individual pupils, but we also look at cohort groups, for instance looking at boys, the SEN (special educational needs) cohort, or those on Pupil Premium.

“I know I want to be in leadership, eventually becoming a headteacher. Teach First has given me access to networks with other teachers and middle leaders to share our experiences and explore the strategies we use in the classroom. And Teach First sees you as a leader from the outset, giving you the opportunity to show and develop those qualities.”

Middle and senior school leadersOur teachers are steadfast in their efforts to improve the prospects of the children they work with. But we know that to support the most disadvantaged pupils to succeed, outstanding teaching needs to be reinforced by innovative, well-run departments and pastoral teams, dedicated and talented senior teams, and passionate, visionary headteachers.

That’s why we work closely with teachers to support them to increase their influence and impact within the education system. 63% of teachers who complete our Leadership Development Programme are currently teaching, and new independent research shows that these ambassadors are eight times more likely to progress to senior leadership positions within schools than their peers, a testament to their leadership skills and commitment to excellence.

In 2014-15, 550 ambassadors like Laura were in middle or senior leadership positions in schools across the country, including 14 headteachers, leading departments or schools, driving results and having far-reaching impact.

We aim to support 100 ambassadors to become headteachers by 2019, with hundreds more senior leaders.

We accelerate their development through events, careers support and coaching, and help them to have the greatest possible impact in the schools and communities they serve.

Ambassador school leaders

Ambassador headteachers

Our pupils

Luke Davey, Pupil at Alec Reed Academy

Our pupils All Of Us Teach First Annual Review

18

Andy’s story“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.

“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.”

Early Years

Educational inequality starts before a child even enters the classroom. Figures show a one year gap in ‘school readiness’ between three-year-olds, and a 15 month gap in vocabulary development between five-year-olds, in the richest and poorest families. As children continue through education the achievement gap continues to widen dramatically.

We believe that there is a vital need for more leaders in the Early Years and primary sector, so this year we grew our Early Years provision in London and the South East and expanded to the West Midlands. Andy Johnston is among the 39 first year and 14 second year 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-year-olds 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 2015-16, Early Years will continue to be a core area of our work, as we strive to grow the number of trainees and further refine our bespoke Leadership Development Programme for those working in this vital area.


20

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 home-grown 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 2014-15, 481 STEM teachers – 45% of our secondary cohort – began training and teaching in schools in low-income communities, collectively reaching more than 72,000 young people with an inspirational STEM education.

Our work to tackle the STEM Challenge is supported by Barclays, Bloomberg LP, BP Foundation, the Credit Suisse EMEA Foundation, the Eranda Foundation, the Gatsby Charitable Foundation, Google, HSBC, the Institution of Engineering and Technology, the Primary Science Teaching Trust, Rolls-Royce, the Winton Capital Foundation and the Worshipful Company of Innholders.


22

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.”

Access to university and careersThe 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.

In 2014-15, 886 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, 82% went on to university, compared to just 17% of low-income students nationally. Almost a third of Futures graduates went to Russell Group universities, including two students, like Louise before them, starting at Oxbridge.

We also support young people to develop skills for the workplace and prepare for their future careers. This year Deloitte Access, a programme run in partnership with Deloitte, has grown to support more than 4,440 pupils with interventions focused on improving access to professional careers as well as university. More than 6,000 hours of support were delivered by 1,616 volunteers.

We also published the policy report ‘Careers Education in the Classroom’, calling for a coordinated effort across society to create effective careers education in schools. We want every school to have a high-quality and trained careers leader.

As a first step towards this vision we are piloting a new programme to train careers-focused middle leaders in schools, and we are also embedding careers education into our Leadership Development Programme.

Futures mentees, supported by:

Schools

Mentors

Additional volunteers

Futures is supported by BlackRock, the Citi Foundation, City of London Corporation, Deloitte, the University of Cambridge and the Wolfson Foundation. Deloitte collaborates with Teach First to deliver Deloitte Access. Our Careers In the Classroom pilot is supported by Goldman Sachs and the KPMG Foundation.

Our partners

Rose Hughes, Headteacher, Yardleys School

Our partners All Of Us Teach First Annual Review

26

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.”

School partnershipsOur work happens in collaboration with hundreds of schools that we partner with across England and Wales. In 2014-15 we worked with 979 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 last six years saw GCSE results improve by a third of a grade, per pupil, per subject.

As our movement for change has grown, so too has our capacity to offer much more than our Leadership Development Programme alone. Over the course of this year, we have piloted a new approach to partnering with schools that includes other support services we can provide through the work we do internally and through other strategic partners. This includes programmes which support schools to ease vulnerable pupils’ transition from primary to secondary, increase the impact of their governing bodies, or work with our Innovation Partners.

The new model packages our work into meaningful ‘Enhanced Partnership’ offers for schools, focusing squarely on their individual needs. In 2014-15 we worked with schools in the East Midlands, West Midlands, West London and East of England to test this new approach.

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 have a real impact.


28

Graeme’s story“I joined Teach First on their first-ever recruitment day for the Leadership Development Programme, when it was a brand new thing and my friends all thought I was daft to join. While teaching I saw the scale of disadvantage facing the children I was working with and dedicated my career to doing something about it.

“Right to Succeed exists to tackle educational inequality – the place where poverty meets system failure in education. Our role is to bring together collaborations of the best organisations working in education to solve the big problems.

“We are about to start work with an entire local authority, taking some of the best deliverers into an area which is very impoverished and has fallen well behind national expectations for how its schools should be performing.

“Teach First’s Innovation Award inspired me to put the Right to Succeed idea on paper in the first place and going through that process was massively formative. Being an Innovation Partner brings credibility to your social enterprise; the political-types, the funders and the delivery partners all pay more attention. It has also provided me with really helpful strategic advice around things like communications, public affairs strategy and basic back office set-up.

“Having a giant like Teach First stand by a minnow like us is helping us to grow very quickly and get our innovation out into the world; that’s why the support is so important.”

Innovation partnersThe 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.

We continue to work with a number of new and developing social enterprises like Right to Succeed that share our aims through our Innovation Unit, which nurtures other great ideas for solutions to the problem of educational inequality.

We work with those who have potential to make the biggest impact. We run bespoke events to continuously develop new solutions to the most pressing problems in education, supporting early-stage social entrepreneurs to progress their ideas. And through a tailored package of support and advice, we help our partners to build their capacity and scale their activities to reach more young people.

Innovation partners

Young people reached

Our Innovation Unit is supported by the Credit Suisse EMEA Foundation and the Esmée Fairbairn Foundation.


30

Lewis’ story“I’m originally from Forest Gate in Newham, one of the poorest boroughs in the UK. But I’ve been very lucky along the way to benefit from a family, teachers and organisations who cared a lot about education, so I became Director of the Fair Education Alliance (FEA) to make a difference in an area I care a lot about.

“I believe social change is more likely to happen when you work in collaboration and partnership. The FEA acts as a collective voice for some incredible civil society organisations who believe that closing the education gap between the poorest students and their wealthier peers is important. The FEA has a unique role to play because we’re a broad coalition that can bring everyone together to work in a holistic way.

“We’re committed to influencing policy to address the system-wide reasons why there’s an education gap. We celebrate what’s working well in education, but use our collective voice to make the public aware of what more needs to be done.

“My ambition for the FEA is that we help the country understand and appreciate why inequality and fairness in education is up there with the great social causes of our time. The theme of education needs to feed into debates about health, welfare and our economy. We have a great opportunity to make a difference together. More and more organisations and influencers are talking about this issue and it can only get bigger.”

Fair Education AllianceOver the year the Fair Education Alliance (FEA) has significantly grown and developed its work and membership. We founded the FEA in June 2014, comprising more than 31 of the UK’s leading organisations working towards ending the persistent achievement gap between young people from our poorest communities and their wealthier peers.

In December 2014 we led the launch of the FEA Report Card designed to raise awareness of the state of educational inequality in the UK. The report reveals how success in the classroom remains the preserve of the wealthy, and how poorer children are often pushed only to meet minimum expectations and end up being left behind. Despite the improvements our work has contributed to in areas like London, the report revealed just how much more we still have to do.

In the run up to the General Election 2015, the FEA hosted a debate which put tackling this inequality at the heart of the educational plans of the three main political parties.

Nicky Morgan (Conservative), David Laws (Liberal Democrat), and Tristram Hunt (Labour) debated ‘Can education ever be fair for all?’ representing one of the major education interventions of the General Election campaign. Crucial as a galvanising moment, it showed what we could achieve in the future as an alliance with cross-party support.

UBS is the founding corporate supporter and lead sponsor of the Fair Education Alliance.

Our champions

Enrico Prato, London Marathon runner

Our champions All Of Us Teach First Annual Review

34

Ilse’s story“Deloitte Access is an education programme delivered in collaboration with Teach First in 18 schools and is designed to raise aspiration, support achievement and provide opportunities for students in low-income communities.

“Working with St Mary Magdalene Academy, my role is to look at improving employability skills among pupils. I organise different events – a menu of activities which can change according to the school’s needs.

“Among the key skills that professional firms find are lacking are the ‘soft skills’. Probably the most important thing to firms like Deloitte and most importantly to the programme is that we add value and help pupils to develop those skills. There’s no point in volunteers just doing what teachers might do anyway; we want to complement them and really make a difference because of who we are and the experience we have. It has to be really targeted and impactful.

“Although it has been four years since I was working in the classroom, I’ve retained an intuitive sense of what pupils want and need. It’s important that, as people become more senior in organisations, they continue to recognise the needs of schools, academies and other educational institutions.

“When I go back into schools now, I enjoy the opportunity to be creative: getting involved, designing lessons and producing ideas, meeting the pupils and feeling that we are making a difference to them. We’re offering opportunities they might not otherwise have had.”

Our volunteersWe 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.

Working closely with a host of committed corporate partners, we have seen first-hand the difference that business in particular can make – both in upskilling and inspiring young people and helping us to create responsive and in-depth partnerships with schools.

In 2014-15, employees from our corporate partners spent more than 11,000 hours volunteering in our partner schools through programmes such as Deloitte Access, our volunteer-led employability skills programme The Workplace, or by leading a lesson in a school.

And 350 volunteers from business joined our Coaching Programme, working for a whole year to provide one-to-one support and guidance to over 410 teachers.

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. Collectively, our volunteers have reached more than 7,000 pupils, including 1,000 pupils in one week alone, supported by Barclays volunteers to aspire to careers in STEM.

Volunteering hours

Volunteer coaches


Our corporate volunteering programme is supported by KPMG (The Workplace) and National Grid (Coaching Programme). The Deloitte Access Programme is a partnership between Deloitte and Teach First.


36

Alyson’s story“I taught science for two years at a school in Bolton. I decided to pursue another career path after the Leadership Development Programme, but wanted to find a way that I could continue my commitment to helping young people like those I’d taught.

“I’ve helped to set up the Professional Services Network, which brings together close to 200 ambassadors working for major consultancy firms. Our aim is to work together to mobilise businesses to take more action towards tackling issues in education.

“Through a speaker series event programme we have generated interest, ideas and action towards issues that prevent pupils from disadvantaged backgrounds from reaching their full potential – issues like careers guidance in schools and supporting the development of STEM subjects.

“We aim to make our impact more tangible and expand our activities to host workshops for teachers and school leaders, using our commercial experience to upskill educators and encourage them to make their pupils more commercially aware.

“Our employers allow us time, funding and resources to enable the success of our events. They know that education plays a critical role in economic success. It’s in the interest of business to support social mobility and enable all pupils to access a fair education – ensuring a diverse, highly skilled workforce in the future.”

Ambassadors in businessWe know that system-wide change is needed to bring an end to inequality in education. Our community of ambassadors is leading the way in bringing about this change.

With a wealth of knowledge of the education sector and a lifetime commitment to our vision, our ambassador network has evolved into a powerful and dynamic force for social change – some of them in policy and research roles, some within charities and social enterprises and further afield.

Like Alyson, around 550 ambassadors work in business and 46% of them work for organisations that support Teach First. United by their shared experience and insight into the challenges schools face, as well as their practical knowledge of what works in the other sectors, they are energetically advocating for business to play a leading role in transforming education.

The ambassador-led Professional Services Network has held a number of events within businesses this year to increase understanding of the education gap and inspire positive action towards addressing educational inequality.

Next year the network seeks to further develop programmes which utilise business expertise to support pupils’ work readiness and grow their community of advocates for change in all fields.

This year we also saw 50 ambassadors return to teaching after a period of working in another sector, taking the skills and experiences gained back into the classroom.

Work in business

Of ambassadors work in the third sector and education outside of teaching

Work in government and policy

Ambassadors are working towards the vision in a voluntary way including as school governors and mentors on our access programme Futures


38

Enrico’s story“Run the River is an amazing opportunity to enjoy some of the best parts of London, while challenging your friends and colleagues and, most importantly, doing something good for others. The run distance is accessible, so lots of my colleagues took part, making it really fun and enjoyable.

“I also completed the London Marathon for Teach First. I’d always wanted to run it and I felt privileged being able to help less fortunate students while realising one of my dreams.

“Raising money was easy – I just explained to relatives, friends and colleagues what I was raising money for. Colleagues in the office started to bet on my finishing time and that created a knock-on effect of popularity and donations. And training and fundraising go together; the more you train, the more opportunities there are to ask people to support you.

“Education is the foundation of a civil society and a brighter future for everyone. All students should have the same access and possibilities to become the adults and professionals that will take the world to a better place tomorrow. I was so proud that during the London Marathon people were tapping on my shoulder to congratulate me for the cause I was supporting.”

Our fundraisersOur 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.

This year saw 3,300 people taking part in a range of events to raise money for our work. In September 2014 we almost doubled the size of our flagship fundraising event, Run the River. Over 3,100 runners like Enrico took to the riverside paths of the Thames, with the support of headline sponsor, Citi.

Our exciting portfolio of events including runs, treks, cycles, swims and skydives attracted a further 168 fundraisers to take on a challenge in the name of educational equality.

Thrill-seeking fundraisers have jumped out of planes at 10,000ft, cycled from London to Paris, trekked 100k in 24 hours and raced through muddy lakes and fields to support our work. And supporters from our partner businesses and universities across the country have organised their own innovative events, from bake sales and pub quizzes to art exhibitions and poker tournaments, all to raise the profile of our work and much-needed funds.

Fundraised through challenge events

Pupils supported through fundraising challenges

Run the River is proudly supported by Citi.

40

Our future All Of Us Teach First Annual Review

We will launch a brand new three year Graduate Recruitment Partnership with the Royal Navy, supporting us to recruit and train teachers in schools serving low-income communities.

We will begin an exciting partnership with the National Citizen Service to help expand the number of 15-17 years-olds volunteering with them to learn about responsibility and serving their communities.

We will welcome on board the global engineering and technology services company, Siemens, who will help us to recruit and train 18 new science and maths teachers, reaching over 3,500 pupils.

We will begin a national partnership with Trinity Mirror Group, Britain’s largest newspaper, magazine and digital publisher, joining forces to encourage more young professionals to ‘Change Career, Change Lives’.

We will launch the North West Business Leaders Council, bringing together regional leaders from businesses across the North West to urge local businesses to support schools and pupils and nurture a more equal and sustainable economy in the region.

Funded by the DHL UK Foundation, our partnership with the global logistics company DHL will help to inspire pupils’ interest in careers in the logistics industry and deliver business volunteering programmes in more dispersed communities across England and Wales.

We will launch our 2015 – 2019 Strategic Plan, the next phase of our ten year strategy. Responding to a changing landscape, it will focus growing our community and our impact by mobilising more participants, ambassadors, partners and supporters to work actively towards ending educational inequality.

We will place teachers in new areas of England and Wales, with a focus on the areas of greatest need. From September 2015 our teachers will work in Blackpool, Great Yarmouth, the Isle of Wight, Thanet and South Wales for the first time.

We will support more than 20 Innovation partners, including five Innovation Award-winners: Grub Club, Graduate School of Education, Mindful Music, Tales Toolkit and Thinking Reading.

41

Our finances All Of Us Teach First Annual Review

Our total income for 2014-15 was £60.6m1. £15.1m: Government grants

2. £8.2m: corporate, trusts and other contributions

3. £0.4m: donations in kind

4. £10m: fees paid by schools

5. £26.7m: Initial Teacher Development contract

6. £0.2m: other incoming resources, including investment income

Our total expenditure for 2014-15 was £57.4m1. £1.5m: costs of generating voluntary income

2. £2.7m: charitable activities – community impact and ambassador programme (work to increase access to higher education, develop high-impact partnerships with other charities and social enterprises and support ambassadors to work towards the vision)

3. £46.1m: charitable activities – participant leadership development (training and supporting participants to achieve a PGCE and become effective classroom leaders)

4. £6.9m: charitable activities – graduate recruitment

5. £0.2m: governance costs

42

Teachers recruited

Corporate volunteers

University partners

Major funders

Fair Education Alliance members

All of us All Of Us Teach First Annual Review

Ambassadors

43

Young people mentored with Futures

Ambassador-led social enterprises

All of us All Of Us Teach First Annual Review

School governors


School partners

Volunteer mentors

HeadteachersMiddle and senior school leaders

44

Platinum Accenture AKO Foundation AldiBank of America Merrill Lynch Barclays Boston Consulting Group BlackRock Bloomberg LP BP Foundation Citi Citi Foundation Clifford Chance Credit Suisse EMEA Foundation Deloitte DHL Education Endowment Foundation Esmée Fairbairn Foundation Garfield Weston Foundation Goldman Sachs Google HSBC Huo Family Foundation KPMG KPMG Foundation Lloyds Banking Group Lone Pine Foundation PA Consulting PwC The Queen’s Trust Royal Bank of Scotland Royal Navy Rolls-Royce SiemensUBS

GoldCH2M Foundation EY Institution of Engineering and Technology Independent Franchise Partners LLP National Grid Oliver Wyman PZ CussonsSalesforce.com Foundation Waterloo Foundation Wellcome Trust Wolfson Foundation

Silver BlueBay Asset Management City of London Corporation Eranda Foundation The Haberdashers’ Company ICAEW John Laing Charitable Trust Man Charitable Trust The Mercers’ Company Primary Science Teaching Trust Sparx Western Union Business Solutions

Bronze 29th May 1961 Charitable Trust Allen & Overy Arup Ashurst Bernard Sunley Charitable Foundation Bibby Line Group LtdCapital Group Cognizant Technology Solutions UK Limited Costa Ltd EDF Energy Evans Property Group Freshfields Bruckhaus Deringer LLP Gatsby Charitable Foundation GKN IP Group Kirby Laing Foundation Liz and Terry Bramall FoundationNeuberger Berman Network Rail Pace Procter & Gamble Rothschild Sainsbury’s Sir James Knott Trust Slaughter and May Tata Consultancy Services Thales William Shelton Educational Charity The Worshipful Company of Butchers The Worshipful Company of Innholders

Other Valued Supporters Ashtead Group PLC Clugston Group Meridian West Owl Tutors Pearson The Portman Foundation Record Currency Management Limited Sackler Trust Society of Merchant Venturers TVML Foundation Unilever Weil Gotshal & Manges Winton Charitable Foundation Wragge & Co Charitable Trust Yorkshire Young Achievers Foundation

Support for our Leadership Development Programme We would like to thank our university partners for playing a vital role in the delivery of our Leadership Development Programme and enabling our participants to maximise their impact on the lives of children and young people from disadvantaged communities in England and Wales.

Birmingham City University Canterbury Christ Church University Northumbria University Sheffield Hallam University UCL Institute of Education University of Bristol University of Exeter University of Manchester University of Nottingham University of Wales Trinity St David’s

Our work, and its positive impact on children and young people, wouldn’t be possible without the support of:

National College of Teaching and Leadership Welsh Government

Our supporters All Of Us Teach First Annual Review

Being part of a movement for change means always being open to feedback, innovation and a diversity of viewpoints.

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.

Until 30 June return to: External Relations Teach First 4 More London Riverside London SE1 2AY or send an email to: [email protected]

From 1 July return to: External Relations Teach First The Mitre Building Greenwich Peninsula London SE10 0ER


46

teachfirst.org.uk4 More London Riverside SE1 2AUTeach First is a registered charity, no. 1098294

all of us - teach first annual review 2014-15

Documents