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Grants


their peers. And A-level students make six months more progress if they attend 23 or more tutorials, according to independent research institute FFT Datalab. School mentors are trained and


employed by the charity. While schools contribute pupil premium allowance towards the cost, this is match-funded by TAP (from a donor mix of company sponsors, high-net- worth individuals and grants). Often PhD graduates with an


interest in education, mentors are typically based in school for two days a week. They work alongside school staff on a targeted


programme to equip students with the knowledge and support to make strong university applications. TAP also organises and trains


personal tutors – usually volunteers employed by large corporations (such as the BBC and international law firm Slaughter and May), with a background in the subject they are tutoring. Students see their tutor for an hour a week (at the tutor’s place of work, when coronavirus restrictions aren’t in place). In autumn 2020, TAP began


working with the newly formed National Tutoring Programme – a national effort to support students


CASE STUDY: TAP AT THE SHIREBROOK ACADEMY ‘Being tutored online is really easy and the


equipment TAP provides means I can access the free tuition. Without the


programme, I wouldn’t have been able to do extra learning and fully understand my


‘I set up our partnership with TAP because of my belief in the need for students from disadvantaged areas to be given assistance in raising their aspirations. I was the first person in my family to go to university, so I know that many students living in a traditionally working-class town such as Shirebrook can grow up thinking that university is not a place that people from Shirebrook go to. As such, they may not approach their learning with the same attitude as somebody who sees higher education as a natural next step. Our school’s mission is to encourage students to break


free of their assumptions by giving them the education and aspiration they need to exceed their own expectations. However, we needed specialist input to help students whose academic promise may not be matched by the necessary learning resource or cultural capital at home. The past three years of working with TAP have been


very positive. We have been able to give our students the resources and support they need to excel at their studies and receive a huge boost to their self-esteem. Although our students leave us at 16, we know that many are indeed going onto Russell Group universities once they have finished their A-level studies. There is a definite trickle- down effect too. Students in school are aware of how the project has helped other year groups and want to benefit from the same experience.’ Mark Cottingham, principal, Shirebrook Academy, Nottinghamshire (839 pupils)


capabilities. I would have shied away from going to university because it’s such a big step, but TAP encourages you to believe you can get to top universities.’ Beth, Year 11 student tutored in maths


most affected by the pandemic. Designed by a collaboration of five charities – the Education Endowment Foundation, The Sutton Trust, Impetus, Nesta and Teach First – working in partnership with the Department for Education, the NTP aims to support schools in England by providing high-quality tuition to close the attainment gap.


n For more information, visit theaccessproject.org.uk, or email info@theaccessproject.org.uk n Find out more about the National Tutoring Programme at nationaltutoring.org.uk


‘No one in my family has been to university, so my


parents are really supportive of me taking part in TAP. I think young people here know there might be a possibility of getting to a top university, but the workload is


daunting and it’s knowing how to go about it. You need to be guided through it and it takes


a lot of time and effort. The Access Project makes a difference because you get extra help, you feel supported, and it boosts your skills on top of what you’re learning in school.’ Keira, Year 10 student tutored in Spanish


40 SPRING 2021 FundEd


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