time for change: teach first annual review 2011

www.teachfirst.org.uk

ANNUAL REVIEW SEPTEMBER 2010 - AUGUST 2011

TIME FOR CHANGE

2 Annual Review 2010/11 – Time for Change

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.

Teach First 3

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.

I went to a non-selective state school in Islington, and apart from a few individuals each year, students rarely get into a Russell Group university. In year 12, I attained D’s in chemistry and U’s in economics - hardly the grades needed to get into university. However, through the hard work and encouragement of a new Teach First economics teacher and a wonderful Teach First mentor, I managed to get 100% in my economics AS, as well as an A in chemistry AS, ultimately leading to my A2 success and getting into King’s College London to study Medicine.

Teach First’s Higher Education Access Programme for Schools (HEAPS) was a real eye-opener for me as I was originally a really shy student. The programme and my mentor helped me overcome this with interview, debating and presentation workshops, helping me ace my interview and get to where I am now.

From my experience, I do believe there are a few social barriers that prevent students from poorer backgrounds getting into selective universities. For instance:

• Havinganinadequateworkingenvironmentbothatschool and home. This puts students at a disadvantage as it’s harder to maintain a good work ethic in these conditions.

• Havingalargerstudent-to-teacherratio.Notonlydoesthisresultinstudentsreceivinginadequatesupport,butalso results in some students losing the motivation to attend school.

• Havingasmallerexternalsupportnetwork.Thisisessential for getting the appropriate work experience to become a stronger candidate for university applications.

Noteveryoneisluckyenoughtogetthesupportofamentoror 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 encourage you to get involved with Teach First and support the work it does in helping pupils like me achieve academic success and get to where I am today.

A quarter of English universities failed to meet their targets to admit more students from diverse socio-economic backgrounds.

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.

Office of Fair Access, 2011

My name is Ryan Koay and I am a former pupil of a Teach First partner school in London.

Introduction by Ryan Koay


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.

Teach First 5

Youwillstruggletofindapictureofeducationalequalityin 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 youngandtheconsequencescanlastalifetime

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.

Over the past ten years we have worked hard to establish a model that will raise pupils’ achievement, aspirations and access to opportunity in schools in low-income communities. By selecting, training and supporting outstanding individuals to change the reality in the classroom, we are taking a step towards long-term change in society.

This model has proved itself to be an agent of change in the classroom. In a 2011 Ofsted inspection, our teacher training provision delivered in partnership with 14 university partners was rated ‘outstanding’ in all 44 areas inspected. Particularly commended were the calibre of our teachers and their success in reaching outstanding levels of attainment, with a ‘relentless’ focus on the learning and progress of the students they teach.

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 fi nd shocking. We recognise thatinordertoachieveequalityineducationintheUK,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 to achieve our vision. We have made signifi cant progress, but as Ryan Koay explains (page 3), social barriers still exist that prevent students from poorer backgrounds achievingsuccessatschoolandconsequentlyprogressingto university. We believe that we can only change this injustice if we work together with partners at all levels of society. The scale of change needed is so great that it requiresamovementofleaderstomakeadifferenceintheclassroom and beyond. We are relying on every member of our community to help us in our mission.

*Improving levels of social mobility for future generations in the UK would boost the economy by up to £140 billion a year by 2050 (The Mobility Manifesto, Sutton Trust, 2010.)

31% of students receiving free school meals attained the benchmark fi ve 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

Welcome from Dame Julia and Brett

“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


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There is no disputing the fact that pupils from lower socio-economic backgrounds across Yorkshire and the Humber are being failed by the education system. The region has the lowest attainment levels achieved by seven year-olds at Key Stage 1 for reading, writing and maths in the country (DfE). Theconsequencesofearlyeducationalexperiencescanlastalifetime, with a graduate from leading universities earning on average £371,000 more than someone who left school with fewer than five good GCSEs. (The Sutton Trust, 2010).

Taking this a step further and looking at the context of Barnsley and how education can affect health, happiness, and, ultimately life expectancy, Barnsley Metropolitan Borough Council’s Local Investment Plan 2010 - 14 outlined that one-third of the population still live in areas ranked in the 100 most deprived areas in England in terms of health, incapacity and disability. The life expectancy gap between Barnsley and the rest of the country continues to grow.

Since expanding to Yorkshire and the Humber in 2009, Teach First has recognised the need to work closely with local partners who share our belief that every child, regardless of their background, deserves the right to a great education. With our partners, we want to build a movement that will make a difference to pupils, schools and communities. Vital elements of these strong, meaningful collaborations are:

• Partnershipsbetweenschoolsthathavetheambition and foresight to want to improve standards

• Headteachersinschoolsinchallengingcircumstanceswho believe that the die has not been cast and that things can be better, and who are confident enough to try something different, even something radical

• Teacherswhoarerelentlesslyfocusedonhelpingtheirpupils raise their achievement, aspirations, and access to opportunity

• Abusinesscommunitythatunderstandsthatithasa moral responsibility to help the most vulnerable in society succeed, and the economic imperative of developing a highly-educated, highly-skilled and highly-motivated local workforce.

While the scale of the challenge facing the education and wider communities in Yorkshire and the Humber is huge, it is more than matched by the desire and commitment of Teach First and its local partners to continue to identify, train and place ever greater numbers of outstanding individuals to be leaders in primary and secondary schools across the region. We are working with Sheffield Hallam and Leeds Metropolitan universities to train our primary and secondary teachers. Through our partnerships with HSBC, P&G, Deloitte and PwC, we are ensuring that these teachers excel in the classroom. The challenge does not end here: 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.

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 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.

The role of partnership in Yorkshire and the Humber

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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.

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.

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.

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.

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).

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.

Only 1 in 10 teachers and 1 in 8 headteachers consider working in a school in challenging circumstances.

All of our teachers choose to work in schools in challenging circumstances for a minimum of two years, 55% stay in the longer term.

Centre for Education and Inclusion Research and Division of Education and Humanities, Sheffield Hallam University, 2009.

Our partnerships with schools

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Suzannah Wake is a Teach First ’09 Ambassador who was placed inDjanoglyCityAcademyinNottinghamassheundertooktheLeadership 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 staffatDjanoglyto“Improvethequalityofteachingbydevelopinga 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 theywouldliketotakeandwritedowntheentryrequirementsoverthe 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.

Nearly 80% of local families live on the lowest incomes and more than a third of students are eligible for free school meals.

“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

“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

CommunitycontextsurroundingDjanoglyCityAcademy,Nottingham

Ambassador impact in the classroom

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In 2009, a group of Teach First ambassadors working at Accenture established the Teach First Community Team - a network of volunteers that promotes the work of Teach First and engages Teach First ambassadors at Accenture, as well as providing opportunities for a wider volunteer group to address the mission. Since then the group has successfully increased awareness of Teach First internally by aligning the Teach First mission with Accenture’s Skills to Succeed goalofequipping250,000peoplewiththeskillstogetajobor build a business by 2015.

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 profi le 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,andworkingtoestablishTeachFirstasoneofthe charities of choice for the analyst community.

“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 along-termcommitmenttoendinginequalityineducationfrom 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.

“I think by far the most exciting aspect of the Accenture Teach First group is the possibilities in years to come when we are in leadership positions at Accenture and might be able to address some of the more systemic issues of educational disadvantage.”Paul Gill, ’08 Ambassador, now at Accenture

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.

Ambassador impact beyond the classroom

Yen Nguyen, ’07 Ambassador, Maths


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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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, theEastandWestMidlands,theNorthWestandYorkshire,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;LiverpoolJohnMooresUniversity,NottinghamTrent 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 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.

The report also found Teach First participants to be of ‘exceptionalquality’,‘reachingoutstandinglevelsofattainment’, 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

In April 2011 there were 326 schools in special measures across the UK

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.

www.ofsted.gov.uk

‘Outstanding’ teacher training provision


2010-11 What we have accomplished together this year

WeexpandedintotheNorthEastwith42participants 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 ofSunderlandandNorthumbriaUniversity.

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 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.

AsaresultofcollaborationacrossourNationalInitialTeacherTrainingPartnership(NITTP)andwith employees, participants and ambassadors, Teach First’s Initial Teacher Training provision was judged to be ‘outstanding’ in all areas assessed by Ofsted.

PARTICIPANTS

PRIMARYPARTICIPANTS

APPLICANTS

NEW SCHOOLS IN FIVE OF OUR SIX REGIONS

OUR OFSTED ASSESSMENTFOR 772 AVAILABLE PLACES

42 84

OUTSTANDING5,323

20

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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.

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.

350 students were mentored as part of the Higher Education Access Programme for Schools (HEAPS) thanks to the continued support of BlackRock.

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.

Six new universities, (including the two universities inournewNorthEastregion),joinedtheNationalInitialTeacherTrainingPartnership(NITTP)andtwoofourNationalPartnersalsobecameRegionalTrainingProviders as a result of a competitive process led by the Training and Development Agency for Schools (TDA).

AMBASSADORS GROWTH

A SIGNIFICANT IMPROVEMENT

NEW UNIVERSITIES

INCREASED INFLUENCE OF TOTAL VOLUNTARY INCOME

GCSE RESULTS

SIX

323 4.2%

STUDENTSMENTORED BY HEAPS350

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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 socio-economic 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 16-24 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.

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.

“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.”Dame Julia Cleverdon DCVO CBE, Chair of Trustees, Teach First

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.

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 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.

The Sutton Trust, 2010

Widening university access through partnership


“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

“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

Majid Saeed,’08 Ambassador, ICT

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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 fi gures 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 frontmanNoddyHolderandRachelReeves,LabourMPforLeeds 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, Freshfi elds, PwC and RM Education took part in the fi rst 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 fi nancial 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 benefi ts 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 signifi cant 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.

Britain is falling short in its aspiration to provide equal chances for everyone to thrive.

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.

EqualityandHumanRightsCommission,2010

How fundraising can support change:£10 could support a gifted-and-talented pupil without parental history of higher education through a day’s work experience to strengthen their university application.

£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.

£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.

£500 could fund one gifted-and-talented pupil without parental history of higher education to get to university.

£3,500 could fund a participant through the fi rst year of the Teach First Leadership Development Programme, enabling them to reach over 150 pupils.

£10,000 could allow Teach First to reach 600 children - providing them with the education and access to life opportunities that they deserve.

Support in action

Teach First 23

2010 – 11 Performance against our goals

PerformanceGoals737 participants start Summer Institute

2011 participants are placed in 20% of England’s eligible schools

95% of primary participants are placed by the start of Summer Institute

85% of participants agree or strongly agree that they are satisfied with their experience of Teach First

85% of 2009 participants who started Summer Institute graduate to become Teach First ambassadors

All Teach First Regional Training Providers receive an outstanding Ofsted rating

85% of 2009 participants agree or strongly agree that their two-year experience has significantly developed their leadership abilities

300 ambassadors move into positions of influence from 1 September 2010

67% of ambassadors impact the mission through the ambassador initiatives in a core and measurable way

75% of permanent employees meeting or exceeding expectations are retained

90% of employees agree or strongly agree that they have the training,toolsandequipmenttobeeffectiveintheirroles

Unrestricted retained reserves of the previous year’s expenditure at31Aug2011equals25%

£4 million start-up grant from the TDA enables development of infrastructure to support delivery of all new projects as agreed with Government

External awareness of TF increased in: Education community to 53%, Students to 73.5%, Employers to 15%, Parents to 15%

Among policymakers, positive engagement from 75% of our top level public affairs targets

Independent research demonstrates impact of participants and ambassadors at school/national level.

40% of participants achieve pupil impact goals*

772 participants started Summer Institute

2011 participants were placed in 23% of England’s eligible schools

93% of primary participants were placed by the start of Summer Institute

89% of participants agreed or strongly agreed that they are satisfied with their experience of Teach First

83% of 2009 participants who started Summer Institute graduated to become Teach First ambassadors

All Teach First Regional Training Providers received an outstanding Ofsted rating, in all 44 categories of assessment

88% of 2009 participants agreed or strongly agreed that their two-year experience has significantly developed their leadership abilities

323 ambassadors have moved into positions of influence since 1 September 2010

62% of ambassadors have made an impact on the mission through the ambassador initiatives in a way we can measure.

85% of permanent employees meeting or exceeding expectations have been retained

90% of employees agreed or strongly agreed that they have thetraining,toolsandequipmenttobeeffectiveintheirroles,as reported in the Organisational Health Index survey results

Unrestricted reserves at 31st August 2011 were 26.1% of unrestricted expenditure for the year ending on that date

The key elements of the first year projects of the two year grant programme have been established, including delivery of Primary participantsandtheset-upofanewofficeintheNorthEast

External awareness of TF increased in: Education community to 59%, Students to 82%, Employers to 16%, Parents to 13%

Among policymakers, positive engagement from 90% of our top level public affairs targets

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).

47% of participants reported that they were on track to achieve pupil impact goals*

*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.


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 refl ect 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:

• PlanstoexpandTeachFirsttoregionsnotcurrentlycoveredbytheprogramme. This is being discussed with the Department for Education (DFE) and the Training and Development Agency for Schools (TDA)

• Therecruitmentof1,000outstandingindividualstoleadintheclassroomsofschools in challenging circumstances across the country in September 2012

• Participantsandambassadorsteachingin37%ofeligiblesecondaryand3%of eligible primary schools in England by September 2012

The year ahead

Save the date10th Anniversary Summit

22 September 2012

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Before, many believed that…• Mosttopgraduateswouldnever choose to teach in schools in challenging circumstances.• Itwouldnever be possible to successfully train teachers in this way. • Teacherswouldnever be able to make a meaningful impact in their fi rst or second year

of teaching to bring about change.• AlumnimovementsintheUKdonotstayconnectedandarerarely able to come together

to affect social change.

And now…• TeachFirstisbecomingthelargest 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).

• In2011wepartneredwithover360primary/secondaryschoolsinsixregionsacrossEngland. Teach First’s Initial Teacher Training delivered by our university partners was awarded 44 out of 44 ‘outstanding’ ratings in the 2011 Ofsted report.

• EvaluationbytheUniversityofManchestershowsthatschoolswithTeachFirstteachershad statistically signifi cant 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.

The next ten years: A time for change.

A roadmap to achieving our Statements of Intended Impact will be launched in full at the 10th anniversary summit in September 2012.

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?


PatronHRH The Prince of Wales KG KT GCB OM PC ADC

Governance (Year ended 31 August 2011)

Board of TrusteesDame 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 OBERic Lewis (to 7 April 2011)Lou McCrimliskMary MeaneyVanessa OgdenJo OwenTom Ravenscroft, ’07 AmbassadorJohn Rink (Deputy chair)Alex Shapland-Howes, ’07 Ambassador (to 8 Dec 2010)Sarah Shillingford

Teach First 27

Company SecretaryAnesta Broad

Finance and Audit committeeSarah Shillingford (Chair)Dame Julia Cleverdon DCVO, CBE Alison Grieve Jo Owen John Rink (from 25 January 2011)Peter Sullivan

Nominations committeeJohn Rink (Chair)Dame Julia Cleverdon DCVO, CBELou McCrimliskMary Meaney

Impact Committee (established in July 2011)Vanessa Ogden (Chair)Lord Andrew AdonisClare Darley, ’03 AmbassadorJen Hall, ’03 AmbassadorChris HusbandsJo Owen

Senior Leadership Team (as at 31 August 2011)Brett Wigdortz, Founder and Chief ExecutiveJohn Colenutt, Chief Operating OfficerSarah Connor, Director, Ambassadors (on maternity leave from April 2011)Chris Bell, Interim Director, FinanceJames Darley, Director, Graduate RecruitmentWill Davies, Director, Human ResourcesBelinda Lester, Director, Ambassadors (maternity cover for Sarah Connor from May 2011)Amanda Timberg, Director, Leadership DevelopmentJames Westhead, Director, External RelationsProfessor Sonia Blandford, Adviser to the CEO

Participant President 2010 – 11Jason Arthur, ’08 Ambassador

Founding AmbassadorsLord Andrew AdonisDr John Dunford OBEGeorge Iacobescu CBERona KileyStephen O’Brien CBEJo OwenRalph TabbererDame Mary Richardson

National Advisory CouncilProfessor Mel AinscowJason Arthur, ‘08 AmbassadorGill BalJohn Bangs Ruth Carney, ‘05 AmbassadorPaul CohenRobert CrothersRebecca EastmondLynn FabesAndrew Fisk Steve GarnettJania Geoghegan Max Haimendorf, ‘03 AmbassadorSir Geoff HamptonKirstie HawkesCarrie HeissHilary HodgsonSteve Hodkinson Graham Holley Maggie HughesPam JervisLesley Lyon NeilMakinOBESimon MartinJohn May Jill MayCharlotte McCormick, ‘07 AmbassadorMichelle MendelssonRuth Miskin Heath MonkBaroness Estelle MorrisStephenNelsonJacquieNunnNdidiOkezie,‘03 Ambassador Tony PerryDavid RendelJim RichardsonKaren Robinson Peter SmithamSonja StocktonAndrea SullivanJohn TateDavid ThomlinsonJames M Townsend, ‘03 AmbassadorJames E Townsend, ‘09 AmbassadorBaroness Jo ValentineDavid Wasp LordNatWeiGraham WesselSir Michael WilshawGary Wood

Teach First 29

The following is an extract from our accounts for the year end 31 August 2011. To read the full fi nancial statements and auditors reports, please visit www.teachfi rst.org.uk

Total income £16,613,201

1. TDA expansion grant £4,180,0002. Other government grants £4,923,6713. Voluntary contributions^ £3,725,4324. Fees paid by schools £3,569,5035. Other income £214,595

Total expenditure* £15,320,324

1. Cost of generating voluntary income £546,8942. Graduate recruitment costs £3,782,7493. Participant leadership and development costs+ £8,533,5504. Ambassadors programme £2,327,5015. Governance costs £129,630

*Programme costs include allocated central overheads+Includes funding to University partners to deliver Summer Institute^Includes donations in kind

Finance

1.

3.

4.

5.

2.

2.

3.

4.5. 1.

Kafi lat Agboola, ’06 Ambassador, Science


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.

We welcome Glenn Earle to the board, who joined us in July 2011 for his fi rst three-year term in offi ce. Glenn is Managing Director and the Chief Operating Offi cer 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 RoyalNationalTheatreandChairmanoftheAdvisoryBoard 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.

In July, the Board approved the formation of the Impact Committee as a formal sub-committee of the Board,toworkalongsidetheFinanceandNominationsCommittees. 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 defi ning the metrics, tools and strategies that will be used to measure, access and demonstrate impact.

Vanessa Ogden previously chaired the Maximum Impact Board which was part of the research funding by the Goldman Sachs Foundation. The Committee helditsfirstformalmeetinginNovember2011.

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.

Tim Rothwell, ’08 Ambassador, Geography

Teach First 31

PlatinumAccentureBarclays CapitalBlackRockBreakthrough Social Investment FundCfBT Education TrustCivil Service Fast StreamCredit Suisse EMEA FoundationDeloitte Department for EducationGarfi eld Weston FoundationGoldman Sachs HSBCLone Pine FoundationMan Charitable TrustMcKinsey & CompanyProcter & GamblePwCTheNomuraCharitableTrustTraining and Development Agency for Schools

GoldAon HewittCiti Foundation Cheshire Employer and Skills Development GroupClifford ChanceExperianInstitution of Engineering and TechnologyMr Kevin McDonald OBEMrs Donna McDonaldNationalCollegeforSchoolLeadershipNESTASalesforce.comUBS

SilverAstraZeneca Science Teaching TrustCity of London CorporationGoogleThe Dulverton TrustThe Gatsby Charitable FoundationThe Mercers’ CompanyThe Venture Partnership Foundation

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.

TO ALL OUR SUPPORTERS

THANK YOU...

BronzeAircelleAllen & OveryArupBentleyBloomberg LPBTCAA FoundationCapital International LtdCity&LawErnst & Young Financial Services AuthorityFreshfi elds Bruckhaus Deringer LLPGTI MediaRM EducationRothschildSainsbury’sShellSquire,Sanders&DempseyTescoTexas InstrumentsTransport for LondonThe Haberdashers’ CompanyThe Ogden TrustThe Sutton TrustThe Trust for EducationUnited Learning TrustUxbridge United Welfare TrustsWilliam Shelton Educational CharityYorkshire Young Achievers Foundation

Adam Rogers, ’08 Ambassador, ICT

“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

Design: www.elbow-creative.co.uk

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

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time for change: teach first annual review 2011

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