aims and objectives of the brilliant club february … and objectives of the brilliant club february...
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edward.watson@teach
Aims and Objectives of The Brilliant Club
February 2013
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erview
S
of privately educated children go on
to study at any university
of state school children go on to
study at any university
of state school children gain a place at a
highly selective university
of privately educated children gain a place
at a highly selective university
Contents
18%
Introduction
The problem we are trying to solve
Organisation overview
Partner School Programme
Professional Development Programme
Impact analysis
Who we are
Contact details
Testimonies
48%
96%
36%
of children eligible for free school meals
secure gain a place at a highly selective university 2%
of children eligible for free school meals
go on to study at any university 16%
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Students whoattend fee-
paying privateschools
Students whoattend non-
selective stateschools
Students whoare eligible for
Free SchoolMeals
Not attendinguniversity
Attend universitiesnot in the 30 mostselective HEproviders
Attend universitieswithin the 30 mostselective HEproviders
Aims and Objectives of The Brilliant Club
Our vision is an education system in which young people from disadvantaged backgrounds are proportionately represented at highly selective universities.
Our mission is to widen access to highly selective universities by placing PhD students in schools serving low participation communities to deliver university-style teaching to high performing pupils.
Introduction
The Brilliant Club is an award-winning organisation working to build a movement that mobilises PhD students
to help widen access to highly selective universities for pupils from low-participation backgrounds. At the heart
of this endeavour is our primary activity of recruiting, training and placing PhD students in low participation
schools to deliver programmes of university-style learning to small groups of high performing pupils. To do this
successfully, we are committed to working in collaboration with schools and universities both to create a
robust and meaningful widening participation and IAG programme as well as a sector-leading training and
support programme for our PhD tutors that develops teaching, transferable and leadership skills. This
document aims to provide an outline of The Brilliant Club’s aims and activities, including the steps we are
taking in our attempts to mobilise PhD students to work as Brilliant Club tutors, as well as outlining our
programmes and calendar of provision for schools and universities.
The problem we are trying to solve
Only 2% of school children eligible for Free School Meals and 7% of non-selective state school children will
secure a place at a highly-selective university, compared to 48% of children who attend fee-paying
independent schools. Furthermore, only 16% of children eligible for Free School Meals and 36% of non-
selective state school children will go on to study at any university, compared to 96% of privately educated
children. These statistics, as illustrated in the graph below, demonstrate the inequality of access to higher
education institutions for children from less privileged backgrounds.
In particular, there is a significant inequality of access to the most selective universities for children from less
privileged backgrounds. Considering these inequalities, it is not surprising that the most competitive graduate
careers are dominated by privately educated people. The Brilliant Club believes that these statistics are
representative of an education system that is not only unjust but also produces a huge amount of wasted
potential every year.
Fig 1. Access ratios to higher education
institutions, according to type of
secondary school provision
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Organisational overview
Primary activity: The simple and scalable way we work to achieve our vision is to recruit, train and place
outstanding PhD students in low participation schools to deliver programmes of university-style tutorials to
small groups of high performing pupils. Offering pupils sustained exposure to outstanding researchers in an
authentic academic environment develops skills, confidence and ambition, and this is supplemented by
traditional widening access activities such as university trips and targeted information, advice and guidance.
We are a non-profit company limited by guarantee and a registered charity and operate a sustainable model,
whereby Partner Schools and Partner Universities contribute some of the cost of our programmes and we pay
all of our PhD tutors a competitive wage.
Collaboration: An important part of our mission is to promote a culture of collaboration amongst schools and
universities, building on the many examples of good practice that each part of the sector can offer. We work
with our partner Teaching Schools as well the universities of Oxford, Warwick, Sussex and Kings College,
London to ensure that pupil learning and progression is at the heart of our programmes and that our PhD
Tutors receive excellent training before beginning to work as tutors. Further, we work with our Founding
Partners, The Sutton Trust and Teach First and our Strategic Partners, Challenge Partners and Goldman Sachs
to ensure our programmes are sustainable and supported by an evidence base of impact and good practice.
Programme: A standalone ‘Scholars’ programme
places a PhD student into a school to deliver
what can be thought of as a ‘short university
module’ including: a launch trip held at a top
university, a programme of six tutorials and
weekly assignments that lead to the completion
of a university-style extended assignment, and a
graduation trip at another top university, where
assignments are marked and returned to pupils.
Activities and demand: There is a high level of demand for our programmes from schools, PhD students and
universities and the organisation is growing quickly. We currently deliver programmes across London and the
South East, and have just begun our planned regional expansion into the West Midlands. Last year we trained
and placed 54 PhD researchers into 34 schools; this year we have already received bookings to work with over
3500 pupils in over 100 schools, placing over 130 PhD students. Our recruitment process remains selective; of
the 143 candidates we have invited to interview since September we have employed less than half.
Background: The Brilliant Club was founded in 2011 by two classroom teachers, Simon Coyle and Jonny
Sobczyk. After an initial research and consultation phase, they designed and delivered a series of successful
pilot programmes in 2011. As a result, Simon and Jonny subsequently left their roles working for educational
charities to set up The Brilliant Club with the support of an esteemed Board of Trustees, chaired by Dame Sue
John, and backing from key individuals in government departments including the Departments for Education
and Business, Innovation and Skills.
Recognition: Over the last academic year Simon and Jonny were named in the 'Top 10 Young UK Social
Entrepreneurs' by Ernst & Young, included in The Observer's 'Britain's 50 New Radicals' and shortlisted for The
Sunday Times ‘Social Enterprise of the Year’. In September 2012 The Brilliant Club was listed in the ‘Top 5
Start-up Companies of 2012’ by Social Enterprise UK. The programme has received positive endorsements
from outstanding Headteachers, PhD students and school pupils, as well as both the Secretary of State for
Education, Michael Gove MP and the Shadow Secretary of State for Education, Stephen Twigg MP.
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Partner School Programme
Working with National Teaching Schools and OFSTED rated ‘outstanding’ schools that serve low participation
communities we have developed a Partner School Programme which places multiple PhD students to work
with pupils at Key Stages 2 to 5. Up to eight PhD students are placed in a Partner School over the course of an
academic year, with placements aligned at specific times in the calendar to ensure a clear pathway for
progression. We believe that working closely with schools to embed our programmes over the long-term is the
most effective way to increase the number of pupils from low participation schools who progress to highly
selective universities. We also find that this is a productive way to build lasting, meaningful links between
schools and universities that are underpinned by a commitment to widening participation and sharing of best
practice. We currently ask schools to contribute £150 per pupil on an individual scholars programmes and
typically work with up to 24 pupils at each Key Stage. The Secretary of State for Education has stated that
schools should feel confident in putting Pupil Premium funding towards the cost of the programme and it is a
good allocation of resources.
School year overview
September - December January – April April - July
HT1 HT2 Break HT3 HT4 Break HT5 HT6 Break
Seco
nd
ary
Sch
oo
l
Brilliant Club led
Y1
3 G
rad
uat
ion
Y1
2/1
3 U
CA
S C
on
f
Y8
Lau
nch
tri
p
Y8 PhD Placements Tutorials 2-5
Y8 essay
Y8
Gra
du
atio
n
Y
10
Lau
nch
tri
p
Y10 PhD Placements Tutorials 2-5
Y10 essay
Y1
0 T
uto
rial
5
Y1
0 G
rad
uat
ion
Y1
2 L
aun
ch t
rip
Y12 PhD Placements Tutorials2-5
Y1
0 C
aree
rs C
on
f
Y12 essay
Liaison Teacher led
OP
TIO
NA
L
Y13
AC
CES
S SO
W
Supervised Study
Once a week 4 sessions
Supervised Study
Once a week 3 sessions
Sup
ervi
sed
Stu
dy
OPTIONAL Y10
CAREERS SOW
Supervised Study
Once a week 4 Sessions
Primary & Transition
Programmes
Lau
nch
PHD Placements Once a week
4 sessions
Y6/7 essay
Gra
du
atio
n
Working With Universities, Widening Participation:
The Brilliant Club works in collaboration with a growing number of universities to deliver widening
participation activities, including the University of Cambridge, the University of Oxford, the University of
Sussex and the University of Warwick. These universities support our in-school provision by hosting our launch
and/or graduation trips, which are always a highlight of the programme for pupils, but are also a great
opportunity for universities to promote their courses and opportunities. The numbers for trips currently range
from 70-200 pupils (depending on the capacity of the universities) and as we expand our provision with
schools we hope to broaden the range of universities we partner with to host trips and deliver outreach
activities. Indeed, we are already being approached by several highly-selective universities who are interested
in working with us. Our Partner Universities also support the design and delivery of our information, advice
and guidance programme that supports our in School PhD placements. For example, we have recently run
UCAS and Careers conferences, as well as produced a SOW for teachers to deliver around securing a place at a
highly-selective university.
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Researcher Development Programme
Whilst we do recruit PhD students to deliver standalone Expert Learners programmes, we believe that the
benefits for pupils and tutors are far greater when tutors commit to delivering a series of programmes that are
accompanied by a training and support programme that builds upon their accumulated experience across all
age groups. We offer a one-year Researcher Development Programme, which requires the following of PhD
tutors: (i) deliver a ready-made programme at either Key Stage 2 or 3 during autumn, (ii) a second programme
(this can be ready-made or tutor designed) at Key Stage 4 during spring, and (iii) complete the year by
designing and delivering a programme based on their own research project to Key Stage 5 pupils in summer. In
addition to this, we run a Knowledge Transfer Project which coincides with a ‘Best Practice Sharing’ event (held
in the summer) to promote tutor reflection, peer-review and the opportunity for tutors to engage with
teachers and ambassadors from other educational organisations.
Year 1 September – December January - April April – July
HT1 HT2 Break HT3 HT4 Break HT5 HT6 Break
Seco
nd
ary
Sch
oo
l
Delivery
Y6
/8 L
aun
ch T
rip
Y6/8 PhD Placements
8 tutorials
Y6/8 Essay
Y6
/8 G
rad
uat
ion
Y1
0 L
aun
ch T
rip
Y10 PhD Placements
8 tutorials
Y10 Essay
Y1
0 G
rad
uat
ion
Y1
2 L
aun
ch T
rip
Y12 PhD
Placements
8 tutorials
Y12 Essay
Training
Ass
ess
me
nt
Ce
ntr
e
Trai
nin
g se
ssio
ns
1&
2
Observation and feedback
Mar
kin
g
Trai
nin
g se
ssio
ns
3&
4
Observation and feedback
Mar
kin
g
Trai
nin
g se
ssio
ns
5&
6
Eval
uat
ion
1:
KTP
Observation
and feedback
Mar
kin
g
Eval
uat
ion
2: F
inal
Working with Universities, Researcher Development:
The Brilliant Club has worked closely with the Graduate School at King’s College, London to develop the one-
year programme, which gives PhD students the chance to engage and communicate with low participation
communities through a high-quality training and support programme that develops teaching, professional and
leadership skills. In order to create a sector-leading programme within three years, we aim to work in
partnership with universities to refine our existing training and support, and to expand the range of
opportunities that we offer to tutors. In the long-run, we hope that this will attract applications from a large
number of outstanding PhD students, driving the growth of a movement to mobilise the postgraduate
researchers to engage with low participation schools.
PhD students delivering standalone Expert Learners programmes will take part in two half-day training
sessions that focus on introductory educational theory and aspects of pedagogy and classroom management,
as well as an induction to the context of low participation schools and working as a professional in the school
environment. Tutors on the Researcher Development Programme begin by taking part in the same two initial
sessions, but the following sessions will ask them to draw upon their accumulated experience in order to
develop their skills, including more advanced aspects of teaching including planning, questioning, assessment
and self-reflection.
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Impact analysis
Our pilot programmes showed a significant impact on student attainment. For example, over the course of one
Key Stage 4 Expert Learners programme, the number of pupils working towards 5 A*-A grades in their subjects
increased from 3/19 at the start to 13/19 at the end. From this group two pupils went on to secure places at
Oxbridge and in total 14 went on to Russell Group universities. Now we are working with over 3500 high-
performing pupils aged 10 -18 it is imperative that we take a long-term approach in our efforts to address a
deeply engrained social issue, and it will take years for a clear picture of the impact that our programmes have
on pupil outcomes to become apparent. This is particularly true of pupils who participate in The Brilliant Club
across more than one Key Stage before applying to university, with Key Stage 2 pupils who we work with not
finishing their A-Levels until 2019.
Nonetheless, we are putting in place a rigorous process of quantitative and qualitative analysis in order to measure our impact on pupil performance. In doing so we are receiving support from The Sutton Trust and Vera Solutions, who are ensuring that our analysis is well conceived and well executed, and are implementing a Salesforce system to record contextual data and track pupil progression. We are tracking all pupil baseline data and comparing it to their performance before, during and after our programmes to measure for improvement. Further, the table below illustrates the type of qualitative data that we collect. This particular survey of over 100 pupils is designed to assess whether pupils are developing the skills (BA01-05), confidence (BA06-10) and ambition (BA11-15) that help secure places at highly selective:
Further, we continue to receive positive feedback from pupils, teachers and PhD tutors. Most of our growth is
organic and driven by Head Teacher to Head Teacher recommendation. For example, according to Carly
Mitchell, a Head Teacher we work with:
“The Brilliant Club has helped develop in our pupils a thirst and a desire to graduate from top universities,
including Oxford and Cambridge. The project has acted as the beginning of their journey to this success and has
made our young people believe it is possible. There is a sense of pride and raised self-esteem amongst them,
which has correlated directly with their attainment at GCSE level.”
Sample Data Report, Summer 2012
Q-ID Question: Before After Change
BA01 I am able to carry out independent research and use it to support my written work. 2.67 3.88 1.21
BA02 I am able to understand and think critically about challenging material. 3.43 4.19 0.76
BA03 I am able to verbally communicate my ideas in an effective way. 3.71 4.38 0.67
BA04 I am able to complete extended essays to a university standard. 3.29 4.29 1.00
BA05 I am able to work independently to meet deadlines on time. 4.62 5.00 0.38
BA06 I feel confident expressing myself verbally amongst my peers. 3.33 4.24 0.90
BA07 I feel confident discussing my ideas with a university teacher. 3.57 4.24 0.67
BA08 I feel confident discussing my ideas in writing. 3.62 4.57 0.95
BA09 I feel confident that I have the ability to go on and study at university 3.95 4.67 0.71
BA10 I feel confident that I have the ability to go on and study at a top 30 university 2.76 4.14 1.38
BA11 I see how The Brilliant Club will help me to improve my performance in class. 4.10 4.76 0.67
BA12 I know the steps I need to take to improve as a learner. 3.57 4.52 0.95
BA13 I plan to take the steps necessary to improve as a learner. 3.76 4.38 0.62
BA14 I plan to go on and study at university. 4.29 4.86 0.57
BA15 I plan to go on and study at a top 30 university. 3.86 4.67 0.81
A01 This programme has been an enjoyable experience for me overall.
4.48
A02 This programme has provided a challenge that goes beyond normal lessons.
4.81
A03 This programme has made me work harder than I normally do.
4.43
A04 This programme has changed my opinion about what excellent learning is.
4.29
A05 This programme has made me feel more motivated to succees in my studies.
4.48
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Who we are
The Brilliant Club is a non-profit organisation that is a registered charity and a Company Limited by Guarantee. Our outstanding Board of Trustees is chaired by Dame Sue John, Head Teacher at Lampton School, Hounslow and a non-executive Director at The Department for Education. She is supported by her senior management team: Vice-Chair: Adrian Percival, CEO Haberdashers’ Aske’s Federation Secretary: Mathew Hood, North East Regional Director of Teach First Director: James Turner, Director at The Sutton Trust Director: Russell Hobby, General Secretary of the National Association of Head Teachers Director: Ben Williams, Manager in Transaction Services, KPMG Director: Sally Boyle, Managing Director, Goldman Sachs Founder and CEO: Jonny Sobczyk, Teach First Ambassador Founder and COO: Simon Coyle, Teach First Ambassador Jonny and Simon, who were both graded as outstanding teachers as part of their training on the Teach First
graduate scheme, left their roles working for educational charities to set up The Brilliant Club and pursue their
vision of an education system where young people from disadvantaged backgrounds are proportionately
represented at highly selective universities. They employ five other members of staff full time in their central
office and will be recruiting for four more over the next six months.
Contact Details:
Postal Address:
The Brilliant Club
4 More London Riverside
SE1 2AU
Telephone:
0203 117 1986
E-mail:
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Carly Mitchell Principal, Oasis Academy South Bank
The Brilliant Club has helped develop in our students a desire to graduate
from a top university. It has acted as the beginning of their journey to this success and has made our young
people believe it is possible.
Yr 12 student
You should offer The Brilliant Club to as many people as you can – it can really change someone’s
outlook on life.
Babak Somekh
PhD Candidate, Oxford University
The Brilliant Club is an excellent programme that has the potential to transform the UK education system.
I have enjoyed my experience tutoring and am proud to be associated with
such a worthwhile cause.
Yr 9 student
You shouldn’t change the fact that you let us think for ourselves.
Michael Gove MP
Secretary of State for Education
Placing PhD students into challenging schools is a great way to raise aspiration and attainment. The pupil premium was
introduced to ensure that targeted programmes like The Brilliant Club are made available to the students
who deserve them most.
Brett Wigdortz CEO, Teach First
By building a movement to mobilise the postgraduate community and engage them
with challenging schools, The Brilliant Club is already improving access to top universities.
More than this, they are taking real steps towards a cultural shift in this country’s
education system that helps address educational disadvantage by bridging
the gap between school and university.
Testimonies?
Lord Adonis
Director, The Institute for Government
The Brilliant Club does a simple but profoundly important thing. It enables some of our best young
university researchers to apply their skills in schools. Nothing does more to encourage teenagers to go on
to university than seeing dynamic university researchers and teachers in action.
The Brilliant Club makes that possible.
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www.thebrilliantclub.org