The Latest on Social Mobility: An Interview with Tesco Store Director Mathew Fish

Last month, the think tank Demos published a compelling report on the business case for promoting social mobility across the UK. The report highlighted the potential benefits for businesses implementing social mobility strategies and practices within their workforces. According to their calculations, if all businesses invested in social mobility, the economic impact could be as high as £19 billion added to GDP. This would generate as much as £6.8 billion in annual tax revenues and increase profits by over £1.8 billion each year.

Having recently gained the support of Tesco’s Stronger Starts Community Grants scheme, we were delighted to talk to Mathew Fish, one of Tesco’s store directors, about his background and views on social mobility. With a career spanning over 20 years in the UK’s largest supermarket brand, was he aware that social mobility trends in the UK had declined over that time? And how does a company like Tesco ensure that everyone, regardless of their background, has access to opportunities that help them realise their potential? We wanted to know!

We were curious to hear from someone within Tesco who had worked their way up from a young age and would be willing to share some of their career journey. What is your current role at Tesco?

I’m a store director responsible for 24 large stores across Oxfordshire, Buckinghamshire and Northamptonshire. We turn over 1.5 billion pounds across the group and I line manage the store managers. Our job is to build capability from the shop floor up, deliver our financial KPIs, and our core purpose of serving our communities and the planet. 

And you were just 17 years old when you started working for Tesco?

That’s right. I worked 12 hours a week on frozen food after school, 4 – 8 pm. I had a working-class upbringing and my parents worked hard for everything and made many sacrifices.

I went to a state school in Birmingham city centre and received an educational maintenance allowance. £ 30 a week helped support my travel to school and meals. My class of 30 was an even split of white British, Asian and Afro-Caribbean kids and each year my school held a Festival of Cultures event where we all came together and celebrated. The money I got from Tesco enabled me to buy clothes and 23 years later I'm still here! 

Did you go through the Tesco graduate scheme?

No. By the time I decided Tesco was for me, I'd missed the intake for that year, so I came up through Tesco just like anybody else would have without a degree. Although I'm degree-educated now, it didn’t play a part in where I've got to. It’s been down to working hard, networking, and just being reliable. 

I took on all the department-level roles: running the fruit and veg, and then the beers, wines and spirits department. I was then the night replenishment manager so I learned different skill sets. I was also privileged to work alongside brilliant leaders, some of whom have gone on to bigger jobs outside of Tesco. 

Even now, 20 years after I worked with them, the power of networking, mentoring and having great coaches is what opens doors. 

I became a store manager and ran the Metro in Birmingham city centre. That was the most challenging and rewarding job I ever did, working with people from many different backgrounds. There’s a small management structure there and as the store manager, you’re liaising with colleagues as much as management, so in terms of flexing your management style and having brilliant coaching conversations at all levels, those smaller shops are a great preparation for managing the bigger stores. 

What was your motivation? Did you just find that you enjoyed it?

There’s something powerful about becoming part of a team – I gained a social circle and confidence. I’ve learned things that I couldn’t have gotten from textbooks. And promoting people gives me a sense of satisfaction.

For people with or without degrees, it’s a great living. You could be talking to a colleague on the floor about a gap in a shelf, doing a performance review with a manager, or an investigation. Each day is different, which is what is great.

We do work hard. We work Christmas Eve when many families are at home. During the pandemic, too. It was a privilege to keep feeding the nation when pretty much everything else came to a stop. Hundreds of thousands of colleagues stepped up and we grew this sense of infectious community teamwork and spirit. 

If you didn’t need it, what made you decide to do an Economics degree? 

My dream career at the time was to be a stockbroker, but the internships were London-based, and you had to work for free for a year. My parents supported me as much as they could. They bought my university textbooks, and I was lucky to get government support for tuition fees but financially, I couldn’t afford to move to London with the cost of rent and all the other outgoings that would have entailed. 

When I finished my degree, my manager said, ‘Mat, I see something in you. Why don’t you give this a shot?’ That's something I always try and pay back now when I spot talent in someone. I make a point of saying, ‘You could do this, and it could change your life.’

Would you say that person believed in you before you believed in yourself?

Absolutely. Growing up, I was an introvert and socially awkward. I didn’t believe in myself. Just that one conversation with someone who I looked up to made me think – actually, why can't I do this? – which is powerful. 

That's what young people can sometimes miss out on right? They may not have a relatable, positive role model who’s just that little bit ahead to encourage them. Are we talking about a lack of equality and inclusivity within the industry?

Perhaps that used to be the case. That's why in Tesco now we want every colleague within the business to be connected to someone else to whom they can relate. For example, we’ve got many women running stores now, including single mothers. Historically, some people would stereotype them and think ‘You could never run a shop’. Well, they’re wrong because it’s these people now who are doing it brilliantly. Then we have our colleagues on the shop floor – whoever you are – they’ve got a role model in a senior position so they can say, ‘If they can do it, so can I.’

How important to you and your staff is continuous learning for career development?

In today's rapidly evolving competitive working environment, continuous learning is so important. We value employees who demonstrate a commitment to self-improvement, and we use the term ‘staying curious.’ Adapting to a changing world is so important. 

Learning is also about developing critical thinking and problem-solving skills, so continuous learners tend to be more adept at finding innovative solutions to problems and workplace challenges. I'm doing an Open University course on diversity and inclusion in my spare time and hope the learnings will help me lead my team more effectively. 

How do you support employees who take non-traditional paths to career advancement? 

Entry-level colleagues have opportunities to take responsibility from day one, and they get practical experience to build new skills. These quickly develop into shift leader jobs and providing team support. They’re not quite manager roles but the opportunities are there because we give everybody a chance. Anyone could walk into Tesco, apply and quickly find themselves in those jobs.

Then we've got something called Options which is our management training programming. In six months, we will get you ready to do a 12-week management placement. Many directors have taken my journey so we feel bought into what the business is trying to do. Nothing makes us feel better than helping others succeed. There’s access to brilliant online training too, so if you haven't got the right skills but then start the training, suddenly you realise it isn’t as difficult as you first thought. 

What else can companies like Tesco do to promote social mobility and support employees from low socio-economic backgrounds? Thousands of young people leave school without GCSEs in maths or English and then struggle to access higher education or find good job opportunities. 

We’ve just launched a retail apprenticeship for young people from deprived areas. As a director, I'll be getting heavily involved, which is exciting. This is part of our Stronger Starts initiative, so we're working alongside Lifetime Training and the Prince’s Trust to provide that to 150 young people. It’s a 12-month apprenticeship, and once completed, they will be awarded a Level 2 National Standard in Retail, which is equivalent to five GCSEs. 

These are our future customers, so they’re important to us. We take them on with a salary of £ 22,500 from day one, and they don’t need to have maths or English GCSEs.

That’s such a great opportunity. By paying them from day one you demonstrate that they are valued.

Exactly. That they are believed in. One of our core values is we treat people how we wish to be treated ourselves. Tesco is like a family. We want everyone to feel like they belong and are respected. They’ll have a discount card and there’s a colleague scheme whereby food can be taken home for free. They’ll also have paid holidays and pension opportunities.

What advice would you give young people who may not want to attend university or work in Tesco?

10% of FTSE 100 CEOs didn't go to university. It's less about the degree and more about pursuing your dream. Once you're clear about what you want to achieve, set goals.

At the start of each year, I write a letter to myself. So I say, ‘Mat, over the next year I want to achieve this,’ - whether it's a promotion at work or to spend more time with friends or upgrade the car or do something for charity - whatever it is, I write myself a letter and then at the end of that year I open that letter and think, ‘did I do it?’ 

You have to have ambition and be clear about what you want to achieve because if you're not clear, nobody else will be clear to help you achieve it. Uni isn't for everyone; with the choices available now, it's down to personal choice.

University is very different from school. If you don't submit your essay, no one cares. No one rings your parents to complain about you! You just fail the course. So it’s not for everyone. My advice is: don’t be afraid to take on jobs that make you feel uncomfortable and give you that butterfly feeling in your stomach because that's when you’re growing. 

When you feel comfortable in a job, that might feel good sometimes, but you’re only ever growing and getting closer to your ambitions when you’re uncomfortable. An open mindset is what gets you there. So don’t turn down opportunities for continuous learning either. 

That’s brilliant advice. What aspect of coaching has helped you the most?

I’ve been fortunate to have some brilliant mentors and coaches, internal and external to Tesco. I'd urge young people who want to get on in life to think about approaching people they admire within an organisation who can coach them from a technical point of view but also to look for an external person who can help with context and provide a different opinion from the everyday business environment.

Also, the best mentoring relationships give back. Reverse mentoring is so powerful. We're helping young people and their careers but also the biases that we're accustomed to get taken away by having brilliant, down-to-earth conversations with youngsters. As much as it's great for the coachee, it’s equally important for the coach. 

Last year I was part of a mentoring scheme and was matched with a young Asian guy from Coca-Cola. He was a regional sales rep who wanted to advance his career. He taught me loads about Ramadan and some of the things the leaders in his line of work had done around fasting, like people from a Christian background fasting alongside those who were Muslim. I’d never even thought about that and he opened my eyes to that kind of possibility. 

I’m impressed by the support for diversity and inclusion in the workplace. You make me want to work at Tesco!

We could arrange that! If you have a diverse team, then whatever problems you're faced with, where you've got people with different outlooks on life and life experiences, you can find the answer to that problem. When you're all sat there with the same experiences and upbringing, you all have the same approach to a problem, and you might never fix it. 

My family had a very small business in the centre of Birmingham and I watched the way my Grandad led his business and handed it down to my dad. He had time for everyone so although he was the boss, everyone was spoken to with respect. That attitude rubbed off and approachability is so important.

So Tesco isn't like a typical corporation that has that top-down hierarchy?

We used to be hierarchical but I think now we understand how that hierarchy is perceived. It made us less competitive. When you're the biggest in your sector, which we are, it’s easy to become complacent. We had to look at ourselves in the mirror. I think the pandemic helped. So I make an active effort to stay on the ground. Our jobs are big and busy, retail is a 24-hour, 365-day-a-year industry. You can become insular and blinkered if you’re not careful.

Thanks so much for talking to me today. It’s been such a wonderful journey into the world of Tesco, and you’re a great example of upward social mobility and how a young person can climb the income ladder of a huge business. The UK, relative to the rest of Europe, looks pretty terrible on most social mobility metrics, made worse by the pandemic. But this interview just shows how there are important steps that businesses can and do take to help address the problem by creating paths out of poverty and offering continuous learning opportunities beyond school. All of that helps to foster an inclusive and equitable workplace.  On behalf of CoachBright, thanks so much for your kind support of our work with young people too.

Thanks so much for your time too.

Click for the full report on The Opportunity Effect: How Social Mobility Can Help Drive Business and the Economy Forward, by Billy Huband-Thompson (Demos, October 2024).

CoachBright Receives Support from St. Edmund Conclave of Freemasons

Our Development Lead Lesley Naylor was delighted to recently catch up with the Right Worthy Brother Nick Baldwin, Master of the St Edmund Conclave of Freemasons, who presented her with a cheque as part of the ongoing commitment of Freemasonry to help charitable causes. She also took the opportunity to interview him.

Why did you choose to support CoachBright?

It was predominantly in my mind after meeting you; there are so many worthwhile charities and the choice of who to support becomes more difficult every year, but I felt that a charity that helped young people from a disadvantaged background was a special one.

What did you tell the conclave members about CoachBright?

I had to sell the idea to members at a recent meeting in Calne because they had five applications to look at and could only choose one. But young people have been hit hard over the past few years, what with Covid and then the cost-of-living crisis, and so a charity that helps young people experiencing financial and educational difficulties was a good choice for us.

What do you think about the education system in England generally?

I’m sure it’s better than it was in my day. But to be frank, at some point, I switch off because apart from grandchildren, which are out of my hands, I have no input. I no longer have children of a school-going age, so education isn’t something that is predominantly in the front of my mind.

What was your education like?

I went to an expensive boarding school, followed by grammar school, followed by college, followed by art university. I enjoyed it, although, at the time, I thought it was a waste of my time! I went on to run my own printing business and then became a full-time artist.

What is the most important message you would give to a young person about their education?

I would say, try very hard to get as much education as you can. No education is wasted, even if at the time, you wonder why you’re learning something. Anything that extends your knowledge is bound to help you in the long term. So whilst it may feel like a waste of time while you are learning - trust me it isn’t!

On behalf of the whole team at CoachBright, thank you so much for your ongoing support of our work. Community support means a great deal to us, and without your kind generosity, we simply wouldn’t be able to reach as many young people. 

An Interview with Jo Owen

An Interview with Jo Owen - author, coach, social entrepreneur and the founder of eight NGOs.

Our senior London Programme Officer, Khaila, recently met up with our new Chair of Trustees Jo Owen, where she had the opportunity to interview him about his passion for tackling educational inequalities and his advice to young people looking to build a career today.

Based on the work you've been doing throughout your career, it’s clear that you are passionate about educational inequalities. Why is that the case, and how does Coachbright fit into that vision?

I got keen on education partly out of my own experience. When I was 13, we were all ranked at school by year group. I came 1,247th out of 1,250 kids at the start of the school year. I wasn't able to use a dictionary because I didn't know the alphabet, and my handwriting was so bad that my work was returned unmarked. Five years later, I had a place at Cambridge University.

So I know what a bad education looks like, and I know what a good education looks like, and I'm acutely aware that there is a huge injustice.

Some people get a good roll of the dice, it's like snakes and ladders, they can climb a ladder and everything's nice and easy, they have a wonderful life, and do whatever it is they want to do. Other people, more talented, more committed, with a better work ethic, get a lousy roll of the dice, and there's just no social justice in that.

Secondly, economically, it is a complete waste of human talent, which we just can't afford as a country. We have to ensure everyone has a chance to fulfil their potential.

For a long time, I couldn't do anything about it because I had to go earn a living, , which I did in various bizarre ways. Then, slightly accidentally if I'm honest, I landed up starting Teach First, which succeeded beyond our expectations, and once that started, inevitably, that drew me into other things like Future Leaders and the Ambition Institute.

It's about trying to give everyone a fair shake of the dice. Systemic change is needed.

I've been at it for 20 years, but if I'm honest the dial hasn't moved. Not because Teach First, Ambition Institute, and all the other initiatives have failed, they've actually succeeded, which makes it worse because what that says is that the baseline isn't a stable baseline of performance, the baseline is declining the whole time.

If it wasn't for all those initiatives, things would be getting far worse, and we'd be in a terrible state. You have to keep at it, that's one thing I’ve learned, and we probably need to be even more ambitious. With any initiative, what I look for is, number one, it's got to have the ability to impact social and educational disadvantage; number two, does it have the potential to go to scale and have an impact at scale? What impressed me about CoachBright is it has both of those.

I was so happy to see that you're committed to serious impact evaluation. Many charities in this space aren't. The second bit is what I learned from Future Leaders and Teach First; the most powerful intervention that you can have, in terms of raising performance, is some form of peer group coaching.

We know that there are significant challenges. No money, no mission, it's that simple. The challenge then is to find a sustainable financial model. Perhaps a new government would invest in this properly, but we can't rely on that. So there's work still to be done on figuring that out, and we've got to have a sense of patience, urgency, and creativity, which is an odd mix.

The urgency is for obvious reasons but we need patience too because we're not going to get there immediately, and creativity because our direction isn't obvious. When sailing against the wind, you have to start zigzagging and get creative. This makes it, in many ways, the most exciting and most rewarding time to be working with CoachBright. The times people remember and learn the most and grow the most are exactly the kind of times that we're facing now. Just as Dickens said, It was the best of times, it was the worst of times.

Let's focus on making it the best of times.

For many people, trustees are quite mysterious. What does your role as our Chair of Trustees involve?

Yes, it can be a bit of a mystery what on earth these odd people do!

There is the formal legal answer, which is that the trustees are the people who are meant to run the organisation. We have ultimate responsibility for the success or failure of the organisation.

In practice, the board delegates day to day responsibility for CoachBright to Joe and the team. The board also tries to ensure that CoachBright is going in the right direction. It’s responsible for the overall strategy and direction, ensuring compliance with all the laws and regulations, and that it is financially viable. It’s all the boring stuff - but if you let it go, within six months you don't have a charity. I've seen that happen repeatedly.

The more interesting stuff is where the board essentially acts as a coach, sponsor, and support for the executive team. A good chair of trustees will coach and support the chief executive quietly in the background. As a board, we have some great talent around the table such as deep HR expertise, deep financial expertise, and deep school expertise, so we have trustees who have real expertise in different areas that the executive can call on.

The early stages of your career were based largely within business and financial services before Teach First. Was there something specific that made you make that U-turn to working within NGOs and charities?

It was a bit of an accident!

I started with a classic business career; I put the blue speckle in Daz, I was the best nappy salesman in Birmingham, then I started a business in Japan, and built that up over a few years.

Around the time of the dot-com boom, I thought I might as well start a bank. After much mucking around, what emerged was an idea for an internet-based bank focused on small corporates with ten to one hundred million pounds turnover, so a small to middle market bank. I convinced Halifax to take this on, which they did, because to build a bank you need about a billion pounds of capital and I was about a billion pounds short. In the end, Halifax bought me out and built the bank themselves.

After that, I was kicking the heels in San Francisco, listening to music, you know, the Doors and Dire Straits. They interrupted the music to broadcast an interview, and it was an interesting interview about how they got great graduates to teach in the inner city.

I thought, that's interesting. I got the name of the project, which was Teach for America, and then had a phone call with the CEO Wendy Kopp.

I said, “Wendy, you must bring it to the UK.”

She said, “No, I'm far too busy.”

But she put me in touch with McKinsey, who were looking into education in London, and after that, we started Teach First.

So, the moral of that tale is that opportunities are thrown at you, and all you have to do is keep your ears and eyes open. Starting Teach First was on one level accidental because it sort of came out of the blue.

Considering that the large majority of volunteers we work with are university students, is there one standout piece of advice that you might give somebody at the beginning of their career?

Go for it.

Just dive in with both feet.

And remember that career is both a verb and a noun. In the past, people used to have a career. It was a noun. You start as a fresh-eyed graduate, and forty-five years later, you retire with a carriage clock, and if you are a loyal employee, you’ve probably died of a heart attack to save the employer on their pension payments.

A career is no longer a noun. It is a verb. For me, it's been a verb, where I’ve careered from triumph to disaster and back again with tedious regularity. But you won’t have the highs without the lows.

Don’t worry about the lows. You’ll learn from them, grow stronger, and build your resilience from them. Over time, the highs will get higher and the lows will get lower, but that is called a career.

So, just go for it. Absolutely go for it. And enjoy the ride.

I am also really interested in your career as an author. How did you get into writing?

I am an accidental author as well, because when we started Teach First, we decided to incorporate a leadership programme. 185 people signed up, but there was just one small problem; we didn’t have a leadership programme, and we couldn’t afford to buy one.

So, I said, right, year one is all about teaching, and then in year two we will do the leadership programme, which gave me one year to build the programme: What is leadership?

I interviewed all these great people, asking them to tell me what made a good leader. The first person would say, leadership is A, B, and C. I went to the next person and they said, let me tell you what makes a good leader, it’s D, E, and F. I went through the alphabet of leadership recipes. All these eminent leaders had completely different ideas about what leadership was, but they were successful; everyone had a different success formula.

So, for the last 20-odd years, I ve been trying to figure this out. I have spent time hanging out with tribes across the world, not to help them, but to understand how they are led. I have worked with extreme mountaineers and special forces. I have been all around the world, living and working in Japan, America and across Europe to try to understand from every different angle what leadership is.

What you find is that there isn’t a single source of success. There are many ways to succeed and many ways to fail, but there are quite a few things you ve got to be able to do.

Is there a standout book that has changed your life, or altered your perspective?

There are lots of books that have helped me.

Being on the board of the Wellbeing Institute at Cambridge University was also transformational for two reasons.

They came up with two findings. One is that optimists live longer and do better than pessimists - which was a disaster because I was brought up to believe that the only reason it's not raining is because it's about to rain.

The second finding was an even bigger revelation, which was that you can choose how you feel. So, optimism, pessimism, anger, or being anxious or anything else, is a choice.

At the time, it seemed unbelievable that we could choose to be angry or not angry because imagine you’re at the end of a long day, things have gone terribly, and there is someone you don't particularly like who just knows which button to press to get a reaction. And they press all the buttons, at which point you have every right to be angry and upset.

But there's no rule that says you have to be angry and upset! That is a choice. Once you realise it is a choice, that is unbelievably liberating and empowering. For me, that was transformational.

I look back on life and I have had endless little transformational moments where I've just been lucky to bump into the right person at the right time who's just given me a nudge in the right direction, perhaps without even realising. Without all of those nudges, where would I be? I have been incredibly lucky.

What are you most excited about for the future of CoachBright?

Over the next few years, CoachBright will create a model which has a high impact, addresses the mission, and is scalable, replicable, and sustainable, so that we can make systematic change, and address the challenge of educational disadvantage.

Even if we only have a 5% chance of changing the system, those are incredibly good odds. We are going to create that legacy for the future, and everyone should take immense pride in being able to do that.

Exam Results Advice from the CoachBright Team

Finding out exam results can be one of the most stressful days in a young person’s life. Whether your results are better than expected or not what you hoped for, it’s essential to recognise that your life path is never fixed. There are so many options out there. In this article, we explore why exam results aren’t the sole measure of your worth, and some practical tips from the CoachBright team.

1. The Bigger Picture

Your exam results are just one snapshot in time. They reflect your performance on a specific day, under particular conditions. However, they don’t capture your growth, resilience, or potential. Life is a journey, and exam results are merely milestones along the way. Remember that success is multifaceted, encompassing academic achievements, personal development, relationships, and experiences.

2. Skills Beyond the Classroom

While exams assess your knowledge of specific subjects, they don’t measure essential life skills such as creativity, problem-solving, communication, and adaptability. These skills are equally valuable and contribute significantly to your overall success. Consider the qualities that make you unique—your passion, curiosity, and ability to learn from setbacks. These attributes matter far more than a grade.

3. Resilience and Perseverance

Life rarely follows a linear path. Challenges, setbacks, and unexpected twists are part of the journey. How you handle adversity matters more than any exam score. Resilience—the ability to bounce back from setbacks—defines your character. Embrace failures as opportunities for growth, and remember that setbacks do not diminish your worth.

4. Defying Stereotypes

Exam results often reinforce societal stereotypes. However, they don’t account for the diverse talents and passions that make each person unique. Some of the most successful individuals—artists, entrepreneurs, innovators—didn’t excel academically. They followed their passions, persisted, and created their paths. Your worth extends beyond a standardised test; it lies in your authenticity and the impact you make.

5. Community and Contribution

Your worth also extends beyond self-interest. It’s about contributing positively to your community and the world. Volunteer work, kindness, empathy, and supporting others matter. When you uplift someone else, you’re defining your worth in meaningful ways. Remember that your impact on others far outweighs any exam result. Apprenticeships and internships are great alternatives to university.

REFLECTIONS FROM THE COACHBRIGHT TEAM

In this moment, exam results can feel like the most important thing that has happened in your life, but they are only the most important thing so far. Whether or not you received the results you wanted, those grades will not define your life in the way it may feel like they will right now. Whether you're celebrating, or you're a bit disappointed, that's absolutely fine! But just remember that it won't be long before you look back and think "What was the fuss about? Look what I've done since."

Joe, CEO

Remember not to compare yourself and your results to people you may know! Everybody has different strengths and weaknesses and somebody getting higher grades than you doesn't make your achievements any less valuable or impressive. 

Khaila, Senior Programme Officer

I went through clearing! More than 50,000 students find their way into university through clearing each year. It got me into a top-tier university in London and I never looked back. Missing out on your first choice is always awkward, but see it as an opportunity for you to get to choose again. Take your time to decide what is right for you and don’t panic. https://www.ucas.com/undergraduate/clearing-and-results-day/what-clearing

Lesley, Development Lead

Be kind to yourself. Take some time to think about what you have achieved so far. You might find it helpful to make a list about what you like about yourself and what skills you have. Remember that exams don’t define who you are and what you can achieve!

Charlene, Director of Operations

An important tip to navigating any exam results day is to spend time with your friends, whether the results are what they have hoped for or not.

Simona, Senior Programme Officer

Exam season is tough and can be very stressful. So don't forget to do things that you enjoy to unwind and relieve the stress because it is all about balance!

Imani, Programme Officer

While high exam results can open doors to various opportunities – and we wish all our students the very best of results – it’s essential to recognize that they aren’t the sole measure of success. Employers and universities also look at extracurricular activities, leadership roles, and community involvement. A balanced approach that combines academics with other experiences is valuable. As you await your exam results, celebrate your efforts. Remember, success is multifaceted, and exam results are just one aspect. Embrace your uniqueness, recognise your growth, and know that you are more than a grade on paper. Your worth lies in your character, resilience, and the positive difference you make. So, breathe deep, believe in yourself, and good luck from the CoachBright team.

The First Run in Aid of CoachBright

By Lesley Naylor

The decision to run a 5 km race is not easy for someone who has never done any long-distance running before! Fundraising is also not the easiest of tasks. Luckily I was up for training beforehand and also, I was accompanied by three of my work colleagues, Sarah, her boyfriend Jez, and Elliott, who each decided to run a half marathon in the same Birmingham Fun Run! The one thing that none of us had any difficulty with was choosing which charity to run for. 

We all work for CoachBright Charitable Trust, a charity set up to run coaching programmes for young people from disadvantaged backgrounds so they can become confident, independent and resilient to lead the lives that they want. On the frontlines of education, we get to see it all: how schools are struggling with financial pressures due to funding cuts and rising costs; how thousands of teachers keep leaving the profession due to issues with pay and working conditions; increased anxiety and depression amongst young people; chronic absenteeism and how one in 50 children across the UK miss school because their families can’t afford transportation costs, uniforms, school supplies or school meals. 

There were times when I felt like not doing the run! But I couldn’t let down the people who so generously donated and I can’t unsee and unknow the complex school issues I have just mentioned, particularly when I have a child of my own. So on race day, we were ready - as ready as we would ever be! (And let’s face it, what’s 5 km when compared to a 20 km half marathon?!) 

We all smashed it and the sense of achievement was wonderful.

The entire course is set inside beautiful Sutton Park and we could run with ease along the windy paths. It was the perfect place to test out our abilities! The event is so popular that there are additional dates set too. The next run takes place on Sunday, 22nd December.

CoachBright is a relatively new charity. We’d love more people to support our work in the knowledge that every donation, however small, has a profound effect, enabling us to reach out to and positively impact more young people. 

In the words of one young person, “Being coached was amazing, the best thing that happened to me this year. I feel much better about my future, I just wish all young people could have the opportunity to work with you.”

If you’re tempted to run for us, the CoachBright family will be there to cheer you on. Full details of the next run can be found on our events page here. We’ll adorn you with a t-shirt, encourage you with a training plan beforehand and show you how easy it is to set up a GoFundMe account. I’ll be doing another event for sure.

The Power of Informal Education

Welcome to the third article of our 10th Anniversary Blog Series, written by another of CoachBright’s founding volunteer coaches, Janice Garman. It is a particularly timely piece, aptly titled The Power of Informal Education. 

During a time when so many education stories in the news continue to focus on the ongoing effects of COVID-19, the cost-of-living crisis on our schools and rising school absences, precious little space is given to the positive work being delivered by alternative education service providers.  

This article, written ten years ago, long before COVID-19, reminds us that alternative education provision has been around for longer than most might think. From homeschooling to online learning to tuition centres and coaching organisations, Janice shows us that traditional mainstream schooling isn't the only way to achieve academic excellence.

The Power of Informal Education

by Janice Garman

Education is a topic often spoken about in the media and the academic world.  However, most often it is in a negative way, focusing only on students’ poor performances, behaviours, or grades within standardised tests and exams. What rarely gets the attention of mainstream discussions is informal education, in all its various forms.

Informal education refers to the learning that can occur outside of a formal classroom setting if given the opportunity. It is often driven by experiences and interactions with others.

Informal education is important because it is a continuum of learning which occurs in all kinds of spaces in one’s life. It is most often recognised in the civil society sector where a large amount of positive learning occurs. These learning spaces outside of the school environment are not given the due they deserve.

My opinion on this was largely shaped by my experience of volunteering with CoachBright. As a coach on one of their programmes, I discovered the true meaning and importance of education in a less formal setting and style. It’s a positive and encouraging environment which enables students to discover what they enjoy about certain subjects and how they might be useful for their futures. It’s also been shown to be a successful way of engaging students who have become discouraged by the formal system. 

Students who took part in the programme at Walworth Academy have learned skills that are not necessarily taught within the classroom, but are vital for tertiary education as well as the workplace.  Learning the skills of positive feedback, presentation skills, teamwork, positive competition and essay writing has been a fun experience for both students and coaches.  We did this through informal exercises in an environment which did not demand right or wrong answers, a certain level of competence or confidence.  Over the course of the programme, I saw how the students became much more confident in themselves, unafraid to raise their hands or voice their opinions.

The programme helps students reinvest a sense of purpose into their studies, by learning from young adults like me, who are just a bit older, who have also been through the formal school system and often been through similar stages of shyness, lack of confidence and lack of purpose in studying. This programme helped me to understand that there are many different ways to make learning fun and relevant.  

Learning is a constant process and informal styles deserve a lot more attention. In saying this I would also like to reiterate that although the programme is for students from a disadvantaged background and geared towards academics, I also gained a tremendous amount from the programme by training as a coach. It is essentially an informal way to help students learn the skills already mentioned, but it is so much more than that.  It is about building confidence, not just for the students but also for the coaches.  Speaking from personal experience, I used to be a very shy and quiet person. Although I am no longer as quiet, the programme also helped me tremendously in planting the idea in my mind that I am capable of so much more than I previously thought.  I can facilitate, guide and supervise, skills I never felt particularly confident in doing before this programme.  

I highly recommend becoming a CoachBright coach because it’s a fun and stimulating way for students to engage with academics and a great example of how informal learning can be effective and impactful.

Supporting Over Telling

We are delighted to publish the second article of our 10th Anniversary Blog Series, written by one of CoachBright’s founding volunteer coaches, Catorina Rubens.

In this article, Catorina talks about her motivation for becoming a coach, what it was like working with pupils who were struggling with topics, and how they responded to her coaching techniques. Sometimes we forget about our programmes' impact on the coaches, focusing solely on the young person at the receiving end of the programme. This article is a good reminder of how our programmes also benefit the young people trained and then placed in the coach role.

We extend our heartfelt gratitude to all the incredible coaching volunteers whose unwavering dedication and passion over the past ten years continue to form the backbone of CoachBright's mission today, ensuring we can bridge educational gaps and foster brighter futures for all.

Supporting Over Telling

CoachBright attracted me immediately because of its student-led focus. I wasn’t interested in going into a school and telling kids what to do – they get enough of that from curriculums and teachers. The idea that CoachBright coaches would facilitate and support rather than instruct resonated with me on a personal level.  For me, education should be about allowing pupils to explore topics which interest them, and that’s what CoachBright is all about.

My first CoachBright session was pretty nerve-wracking. I had no idea whether the pupils would see the worth in what we were trying to do, so I was pleasantly surprised by the outcome. They really responded to receiving individual attention and it was rewarding to see the results we got from putting into practice different coaching techniques. I had some fantastic one-to-one sessions with different pupils where I tried to use the active listening approaches we’d learned in training. The pupils opened up more straight away and became far more comfortable discussing what they found difficult about the tasks we were setting. It was like I’d flipped a switch and suddenly they wanted to talk about learning.

A particularly clear-cut memory of CoachBright came in our final session, watching three graduates give presentations on their research topics. Six weeks previously, the idea of public speaking filled these particular students with a deep sense of dread. And yet here they were, standing up and presenting on topics which motivated them, with more confidence and charisma than many experienced adults I know. We gave them feedback on their final presentations and you could see them shining with pride. They recognised how far they’d come. I couldn’t help but think about some of the advantages children who attend certain private schools receive – extra tuition, debating classes, and pronunciation lessons to name but a few – and I smiled at the thought that CoachBright was helping to level the playing field.

Even though CoachBright is only at its inception, it’s clear that the programme is a game changer. I’ve witnessed firsthand how giving young people more control over their learning delivers direct results. These pupils aren’t stupid; they just want a chance to focus their education on stuff that they think is important. The genius of CoachBright is that it enables pupils to achieve this whilst also helping them to develop key skills along the way like public speaking, workshop delivery, communication, self-reflection and research. The participants have been too busy enjoying themselves to realise how they are massively improving in these areas, and that’s thanks to the CoachBright approach.

As a recent graduate myself, CoachBright has been great for me to reach out of my comfort zone and diversify my skillset. The whole programme encourages self-reflection and constructive criticism for both coach and coachees. It’s been an invaluable opportunity to think about how I work with others and communicate. It’s so exciting that this is just the beginning of CoachBright – and I’m very proud to say that I was there at the start. 

CoachBright Marks Ten Years of Transformative Impact

It has been ten years since CoachBright began as a tiny social enterprise in London. We will travel full circle, back to our inception, to commemorate our tenth anniversary. Over the next few months, we will publish CoachBright’s 10th Anniversary Blog Series, featuring articles by ten authors, including the first, written ten years ago, by our founder and my predecessor Robin Chu.

“It seems schools are just too stretched resource-wise to cater for each individual pupil.” 

Our first piece centres on a 14-year-old boy, Tim, who was disengaged from school. Robin notes that young people like Tim often lack motivation for many reasons, but a key one is the scarcity of school resources to provide personalised support.

What is striking is that this piece could have been written today. Schools still face an uphill battle in meeting the needs of their pupils, exacerbated by two significant crises: low school attendance, which took an expected hit during the pandemic and hasn’t returned, and ongoing challenges of teacher recruitment and retention.

While these issues intersect with many others, they underscore the importance of our role in supporting schools, universities, and employers to improve social mobility, and how critical it is for us to remain adaptable as we do.

Fortunately, this is something that is in CoachBright’s DNA. Having positively impacted thousands of young people with our unique academic and pastoral coaching models, Robin, the team, and all our many thousands of volunteers should feel immense pride for making it all possible. With major milestones such as transitioning to a fully-fledged charity with an excellent board, branching out with our Lifecycle programme to support young people over the age of 18, creating a robust set of core values that underpin and drive our impact, and most recently launching a pilot Peer to Peer coaching programme at primary phase, I have no doubt this innovation will continue.

Sadly, Robin's thoughts from a decade ago are even more relevant today. But it's been quite a journey. What started as an honest acknowledgement of the challenges faced by students like Tim has evolved into a decade-long commitment to improving social mobility across England. As I reflect on CoachBright's growth, I'm struck by both the progress we've made, and how much more we have to do. I invite you to look back with us, acknowledging both the milestones and challenges, as we reaffirm our dedication to creating a world where every young person’s destination is based on their choices, ambition, and talents - not their background.

Joe McGinn

CoachBright graduates outside Goldsmiths, University of London.

School's out, or is it?

In my first tutoring session with Tim, a 14 year old, I asked him what he thought of school. ‘I hate it… I’m bored… it doesn’t excite me’, he told me.

At the time (a year ago), still fresh from graduating, I thought this was just a classic case of ‘yeah, but it’s cool to pretend school is crap, right?’. After all, plenty of my friends and myself went through education saying the same thing. However, several sessions later, it was clear this wasn’t a front to be fashionable. He was serious. School didn’t motivate him and he didn’t get anything from it.

Surprising? Probably not. A problem? Yes. My question then, is why?

Tim’s bright (on B’s and C’s at GCSE when we started), articulate and personable. And school gives you friends, teachers who got into the profession to inspire and a place to explore interesting content. So, what’s wrong?

Is it because kids don’t want to learn?

Arguably, but let’s consider Sugatra Mitra’s Hole in the Wall experiment. In 1999, Mitra put an internet-connected computer in a New Delhi slum. Without any knowledge in English or how to use a PC, the kids from the slum played around and taught themselves how to browse the web and basic English phrases. No supervision, no instruction, no curriculum. This suggests if pupils are put in an environment where learning can happen, it will happen.

Then, is it because teachers just don’t care?

This point is touted around time and time again. Teachers don’t care so pupils don’t care. The job is cushy and easy. But, one watch of the recent BBC3 series Tough Young Teachers, or going into a secondary school at 7 pm, shows this is absolutely untrue. Teachers definitely care. Most work way beyond office hours marking homework and devising killer lesson plans.

If it’s not teachers and it’s not the pupils then whose fault is it that Tim isn’t engaged?

My personal, if very biased opinion (feel free to slate. I’m @RobinChu1 on Twitter) is that neither are true. Instead it seems schools are just too stretched resource-wise to cater for each individual pupil.

With Ofsted requirements, schools are judged on academic targets. For instance, at a secondary such as Tim’s, the focus will be on getting as many pupils on A*-C’s at GCSE with a few exceptional case studies (e.g. One pupil received 11 A*’s etc). Broadly, this is the criteria schools are assessed on.

Therefore, in practice, top resources and staff time are pushed to those who are either struggling on a D/C grade borderline or those exceptionally talented on an A* grade. Looking through this lens, no wonder there is a demotivated squeezed middle which Tim falls under. After all, like a middle child in the family - the youngest gets the attention and the oldest the glory. In this case though, the ‘parent’ (school) can’t be blamed since they are only doing what strategically makes sense.

Moving forward, you might think I’m painting a bleak picture for the Tims of this world. Maybe – 10 years ago. Now – definitely not. The rise of technology and community engagement means schools are no longer limited to their finite resources. The goal to give each child, like Tim, a supported, personalised and attentive education is no longer a pipe dream anymore.

Some fantastic initiatives are already revealing the potential for lowering school walls to enthusiastic community members. The Brilliant Club are raising ambition and skills by getting PhD tutors to deliver university style seminars for pupils. Future First are bringing alumni back to their old school to share stories about their occupation. This is great in giving not just useful career information but relatable role models.

It’s the same with technology. Even Britain’s most well-known and traditional of schools in Eton, acknowledges that the new digital landscape calls for change. Partnering with Emerge Venture Lab, an education technology accelerator, Eton teachers will mentor the next generation of social entrepreneurs. That way, helping increase the amount of technology-focussed initiatives to tackle the major issues round education.

Likewise, WildSchool, a venture I have co-founded, is a tutoring programme for disengaged students that merges offline workshops and one to one tutoring around a digital world. Based heavily on the US movement round “flipped teaching”, it aims to use technology and volunteers to give each pupil the personalised and attentive support they need to thrive.

So, while the problem of pupils not enjoying school is a very real problem, the solutions are not that far away.

Perspectives on Social Mobility: A Dialogue Between Education Leaders

Last year, our trustee Geoff Lane attended the Annual General Meeting of Richmond Parish Lands Charity (RPLC), an independent charitable foundation. The event was particularly memorable because he heard the Head of Richmond Park Academy, James Whelan, speak. As one of our school partners, we therefore decided to record a dialogue between James and our Head of London, Harriet Chater. James and Harriet reflect on their own experiences of social mobility, both personally and professionally, and how coaching can play a key role in improving it nationally. We hope you enjoy the conversation.

James Whelan and Harriet Chater

Harriet: What motivated you to go into education as a career?

James: When I was a teenager my dad took over a company and we became more wealthy than the average household. It was then that I realised how there are two different sides to life: one of not being wealthy and the other of being wealthy. I saw how the process for my life experience was unfair and I understood how being richer was so much easier. It stuck with me. During my time as a student at the University of Sheffield, I went to a lecture about being a teacher and it worked for me.

I first worked in an inner city school in Sheffield and for me, schools appeared to be one of the only vehicles that could alleviate some of that unfairness that I had noticed so much of when I was younger. Education was one of the few tools where you could level up that disparity in some way.

I saw schools as places that could be useful and I wanted to be a part of that. I have always worked in disadvantaged areas, firstly in Sheffield, then I moved to Peckham in London, where over 50% of the students qualified for free school meals. Then I moved to Mitcham and now I’m at Richmond Park Academy which is very comprehensive; there are middle-class students here but it also takes in consistently above the national average of disadvantaged students.

Everyone is in the school together and in every shape, and I like it like that - everyone’s put in together and everyone is treated, as best we can, the same. That is why I got into teaching and it’s a value that I hold to myself in terms of making things as fair as we can.

Harriet: I went to a state school myself in Durham. It was unusual because there is a university there so you had the children of academics in Durham, but also you had the children growing up in the former pit villages, so in school, you still knew roughly what people would do in life based on their postcodes. This is a bit of a generalisation, but people from DH1 would go to university and people from DH6 often wouldn’t.

James: Those stereotypes undoubtedly still exist and I suppose if you can have schools that incorporate students from everywhere, then hopefully you can change the rhetoric. They can go on to do anything no matter where they are from.

Harriet: Yes, the attitude that ‘we’re all in this together,’ really helps.

James: I don't think the difference between state and private schools is academic anymore. Our results won’t be too far off that of private schools and there are many state schools with as equally good academic results as private schools. But you can never compete with the other opportunities available: the access to sports, music, the arts and the ready-made networks of certain individuals and the opportunities that stem from those networks.

Harriet: Our work at CoachBright centres around improving social mobility. Why do you think that sort of work is so important?

James: It’s unfair that earnings and career opportunities are dictated by wealth at birth, so anything that alleviates that unfairness is a good thing. I don't think you can ever do enough and I imagine social mobility became worse due to COVID-19. So far it is acknowledged by many measures that any redistribution of wealth or opportunities to students from a disadvantaged background has had zero effect in terms of wealth accumulation.

As a whole in this country, the package isn’t working so the inequality gap is getting bigger and bigger. It’s alarming that we haven’t been able to address that. All you have to do is look at what the most disadvantaged people don’t have, and then you do whatever you can to give it to them.

Harriet: You recently spoke at the RPLC event and shared the story of two young people from very different backgrounds which brought home, very powerfully, what we are discussing here.

James: I gave examples of two students whom I based on reality but altered their identity. What many people don't understand is that the effects of disadvantage are so damaging on a cumulative basis, week after week, month after month and year after year. So I shared a week in the life of a disadvantaged student and a week in the life of a student with no deprivation, and the stories illustrated how different their lives were and the sort of damage that creates.

I got people to imagine what that feels like to a young person receiving free school meals after five years of being in school and I think people were then able to have more of an understanding of what that reality is like.

Imagine if a young person simply has to share a laptop. They’re expected to do their homework on it but they have to share it with siblings and the internet isn't very good and keeps cutting out. The long-term impact of consistently not being able to do as much homework as others is massive; they're viewed differently within the school by teachers and other students, for not getting homework in when it’s due. This then reflects on how many detentions they will have, which has a knock-on effect on other activities they could be doing. It’ll influence how many school trips they get to go on to places they may not have visited before and it’ll impact their attitude towards school, for being punished for something they couldn't help. Academically they will also suffer because they don't have the opportunity to do as much of the work that is easy for others to get done.

That’s just one example - having to share a laptop. Now add other factors in. How about if your parents work nights, and you have to cook dinner for younger siblings and get yourself up in the mornings? What if you manage to avoid detention by getting your homework in on time, only to realise that you don’t have the extra money needed to go on the school trip?

Or what if you take longer to get to school because you have to walk in every day? What if you always have to borrow a uniform, because you cannot afford to buy your own? All of these things together create a package of difficulties compared to someone who has never had to think about any of that.

Harriet: My first role after leaving university was with CoachBright as a Programme Officer and I went into schools five times a week. My first school was in Hounslow and I remember someone commenting on how it was getting dark outside. My knee-jerk response was, ‘Oh winter is coming’. One of the girls I was with looked out and said, ‘I’m not meant to be outside my estate once it’s dark.’ 

I asked her why and she said, ‘Someone was killed outside my brother’s bedroom two nights ago.’ And then casually commented, ‘It’s fine though, my room’s at the back so I didn’t hear anything and my brother’s a deep sleeper.’

She was 13 years old, and this was her life and it was normal. Something as basic as the sky growing dark in the evening meant something so different to me compared to what it represented for her. 

I went to a state school and I was friends with lots of different young people who were living on much lower household incomes than me, but still, that level of inner-city poverty in London and the systemic barriers to social mobility that go with that was not something I knew about.

James: When I moved to Peckham there was a side to school life there that I don't think I've ever experienced and wouldn't want to. It was frightening how young adults were being exposed to such violence, danger and criminality at such a young age and the resulting trauma they had to cope with from that exposure.

Harriet: Yes, and what that level of disadvantage will teach a young person about daily life outside of school and outside of trying to get school work done. What is a young person thinking about and what are their priorities going to be? It’s not going to be, ‘Oh, I’ll do my homework now and then take a break.’ They’re thinking, ‘How can I get home safely today and what will I be able to eat?’

What do you think are the main barriers to improving social mobility?

James: In schools, it’s the difficulty that disadvantaged young people have in being encouraged to define and establish their interests, hobbies and networking opportunities, which their more affluent peers automatically have access to. That is a powerful thing. The fact that certain groups of people all tend to have been to the same events and go on holidays to the same kind of places. They know who certain people are and how to play tennis and they can play a musical instrument. Having that access and taking it for granted and knowing how to speak a certain way, and how to act in certain situations, is a barrier that is nearly impossible for a school to overcome alone. 

Academically we can level the playing field but it’s not enough. If you’re going into your first job, into a company like Deloitte, and in your interview, you’ve been skiing in the same chalet as your interviewer and your parents have already sorted your work experience because their best friend is a partner there, it’s so advantageous - but it’s a million miles away if you’re not from the same background. That is the biggest barrier. 

The only way you can overcome that is by giving university access to and employing people with very different criteria. So if you are from a highly deprived council estate you can still go to Cambridge, and you do something radical like that. You can change cohorts. I don’t know what that would look like or how it would trickle down over time but you’d have to do something extreme like that to completely change up what is a very established system. 

Harriet: Being interviewed for a job, and simply having the ability to mirror the accent, echo the interests of the interviewer, and read a few things that they might have, is a level of privilege that so many young people don’t have. Being able to perform in a certain way and to present that at an interview. Even having the right shoes is a cost that many people don’t have. 

James: It takes a strong job interviewer to see past that, to give someone a chance based on their character rather than accent or the way someone is dressed or their hobbies. I don’t know how to teach that or even if I’d want to. You’re playing a game.

Harriet: If you teach that then I guess you’re reinforcing that.

James: I admit I’m subconsciously biased toward those familiar to me, who look and dress and have the same interests as me. But it’s about being aware of that and challenging it as much as possible. That’s why the broadness of teams is important in employment and any opportunities that you’re giving people. 

Many people don’t understand how privileged one is to be able to work hard and to feel supported to do that, and to be supported if and when one makes a mistake. All these things are not skills that you choose to have, they are privileges. You are born into a space where you can activate these personality traits. The old argument of, ‘I worked hard so I should keep everything I get’, isn’t right - you are privileged to be in a position where you can work hard - as so many people don’t know how to do that. 

So, social mobility is something I’m passionate about. I see real disadvantages every day and you have to see it all the time to know how tough it can be for others. 

Harriet: It’s impressive that you continue to care and don’t just accept it or feel unmotivated to change it.

James: The only thing we can do is set an example, and the message that our school puts out is that no matter what your background is you can do well here, and also have opportunities to do what you want to after that. You can be whatever you want to be no matter your background. 

Hopefully, that’s a powerful message but whether it sticks or whether there are enough of us working towards the same thing, remains to be seen.

Harriet: Thank you very much for talking to me today.

In Conversation with Professor Emerick Kaitell at the University of Roehampton

In this conversation, we were delighted to speak to Professor Emerick Kaitell from the University of Roehampton about his experiences of coming from a low socio-economic background, his career path and why he wanted to partner with CoachBright.

What is your current role at the university?

I am an Associate Professor at the University of Roehampton and a programme leader for the undergraduate Sports Coaching degree. I have also written a new degree programme called Education and Youth Studies which I will be leading.

What do you like about CoachBright’s mission and work?

CoachBright offers an exciting programme for underprivileged young people to engage with.  What drew me was the way CoachBright helps young people who may not have strong support mechanisms in their lives, by going into schools. 

I resonate with the young people that CoachBright works with. I came from a low socioeconomic, one-parent home. My mum worked long hours to keep a roof over our heads. School had low aspirations for my future, they were just happy that I behaved. I didn’t even learn about university whilst at school. The only guidance was to work with my hands. Every young person has their own story and their own experiences. Enabling young people to identify possibilities they haven’t considered before is vital for their growth and to be inspired and fulfilled.

Why did you want to partner with CoachBright?

It was from hearing about students' experiences of working with CoachBright and learning of young people who wanted to support younger students in school to succeed, regardless of their background, affluence, gender, ethnicity, or religion. It was also about CoachBright's drive to offer schools a supportive programme to ignite aspirations, something that enables children to aspire to be more significant than they believe they can be. That's what connected with me. Secondly, it sits well with my work. We strive to enable our students to make a difference within their communities. Our aspirations are similar so it made sense to partner together. 

We can continue to enhance the opportunities on offer for Roehampton students. Engagement with CoachBright programmes helps our students grow and develop. Seeing students implement the learning from the university courses and then implement that learning in their local community is priceless. We have a highly diverse group of students, many of whom will understand and relate to some of the challenges that CoachBright beneficiaries face. Again, it makes sense to bring the two together to help unlock potential.

Social mobility underpins the Education and Youth Studies degree as the modules implement the latest thinking on the topic and how, as future educators, we are change agents.

What does your current partnership with CoachBright involve?

Predominantly, students are recruited as volunteers and trained to become CoachBright coaches. For the new Education and Youth Studies degree, I formed an employability advisory group. I contacted CoachBright as I saw synergy between your work and the degree students that we aim to bring in. 

CoachBright contributed to the degree design, ensuring that our assessment and the content we're looking to put in are relevant and meaningful for the students but also meaningful for employers. The aim is now to have CoachBright contribute to modules, bringing in their expertise, empowering our students, and inspiring them to participate in the programmes CoachBright provides. I aim to have a student or two whom Coach Bright might even employ after graduation as CoachBright's aims and aspirations also grow.

What impact have you seen the CoachBright programmes have on both the pupils in schools and your students?

I have seen students who started off being on the receiving end of coaching, who have then grown and become CoachBright employees. Within the university, I've met students who volunteered on programmes and gained valuable life experience whilst negotiating career options. The programme’s impact includes students gaining the confidence to attempt more ambitious life moves. So we see benefits to all parties, not just the children in the schools you're working with, but the young people placed in the coach role.

Why do you think other universities should partner with CoachBright?

There are several reasons:

* CoachBright supports underprivileged children in schools. In terms of widening participation, this should align with the values of all universities in the UK.

* They provide a robust experience for undergraduate students as they gain essential training before delivering support in schools. The opportunity to gain real-life experience, develop employability skills and give back to their community is invaluable.

* The programme enables universities to connect students with the community in ways we can't. Students can then talk about university life and demonstrate to schoolchildren what they can aspire to.

* Engaging with CoachBright supports our performance for the Office for Students metrics. CoachBright is connecting with degree programmes and modules that can inspire our students to higher performance. So, working with CoachBright can improve our retention, continuation and progression of students from disadvantaged backgrounds.

* The staff that work for CoachBright are enthusiastic, professional, and driven.

How important is education to social mobility?

Education is vital and schools are just one of many sources of education. Recognising that school can be challenging for children as they navigate societal challenges (health, caring, ethnicity, finance, culture, religion and sexuality, to name a few) is also vital.

Where your postcode is, who your parents are, and what school you attend affect your chances of success and the opportunities on offer. We all – from the privileged to the less privileged – have a responsibility to help reduce barriers to social mobility by making education fairer.

I left school with one usable qualification. I came from a single-parent family and I was a black child whose parent had a low socioeconomic status. I had the energy, passion and drive to succeed, but I didn’t have anyone to mentor me, as my community did not look like me, and their image of me was negative. I was in my mid-twenties when I returned to college to gain my BTEC HNC (Higher National Certificate). This enabled me to acquire a place at a university. The teaching environment was so different to that of school and challenged me on multiple levels. I am only here today due to gaining these educational experiences.

Thank you very much for talking to us and we look forward to seeing students from diverse backgrounds engage with the new and very exciting Education and Youth Studies degree.

Professor Emerick Kaitell

An Advocate for Social Mobility: Meeting Mr. Paul Bassi CBE

Our Development Lead, Lesley Naylor, was delighted to recently meet Mr Paul Bassi, the co-founder of Bond Wolfe, an award-winning property business and the Chief Executive of Real Estate Investors (REI) Plc. As a businessman, mentor, author, philanthropist and father, Paul makes an interesting role model for young people today. And he genuinely believes that every young person can be everything they’ve ever wanted to be.

You’ve always championed improving social mobility. Why is that important to you?

My father arrived in England as a Punjabi immigrant with just £ 2 to his name and found work helping the UK rebuild its battered post-war economy in 1957. Like most immigrant groups, the work-as-hard-as-you-can ethic that is characteristic of the Sikh community shaped my life early on.

You don't ask to be a role model but I like helping youngsters improve. I genuinely enjoy it so I’ve mentored for colleges and universities, and it's just good to feel good. I felt good doing that, much more so than making a lot of money and that is actually where my book ‘Brick by Brick’ (2019) came from, because I thought, well, how do I share this?

Have you received formal coaching yourself?

Like many people, I’m well-read. I had coaching in how to speak publicly in a boardroom, but not life coaching. I’ve just learned a lot along the way. The thing that I try to impress upon people - rather than impress them with - is that honestly, anyone can be successful. Young people in particular just need to: 1. Believe. 2. They have to want it, and when I say ‘want’, it isn't a casual liking of something; it's got to be an all-encompassing need, almost an obsession.

What inspired you to found Sandwell Valley, the specialist school for young people with additional social, and emotional support needs?

Someone I knew from college, who I remembered but didn't see again for about 20 years, rang me in the financial crisis out of the blue. Her name is Mim and she was working for the local authority but had a vision for a school. I put her in touch with one of my tenants which was also an education charity. We gave them some accommodation and it got more momentum until the accommodation wasn’t big enough.

So I bought the building up the road and offered the building rent-free along with some capital support until the school was on its feet and quite quickly it was on its feet because the need for that particular provision was strong.

So now there’s a school, a board of governors and their finances are in good shape and the truth is they could probably open up a few more schools.

Why do you think those children's needs weren't being met elsewhere?

I think most big cities have the same problem. These children are a bit lost, but it's not because they've landed from Afghanistan, India, Pakistan, China or wherever. They could just as well be born in Birmingham, white, Scottish or Irish. But their parents move around, and so these children go from house to house, to school to school, with their parents, and never really settle. Their education and their achievement start to drag, so they fall a year behind in the first couple of years, and then they’re two years behind, and then three and then they've lost their confidence. It's lost at that point but if you get them back into very small groups and work with them, they can quite quickly catch up.

How does Sandwell Valley School help with that?

Some of these kids have gone from not wanting to speak to or meet anyone, and not being able to read or write, to then going to university because they now want to be a surgeon. So it does prove everyone's got it in them and it's a good project.

Also, they keep to small classes of 6-10. Often, in a big, mainstream school, they’re just sat in the back of the class and written off. And their parents then keep them at home because they don't want to go to school, and so they're just lost. But bring them into Sandwell Valley and they start going to school and they like going to school.

Now they've suddenly got a purpose. I've read a lot about the subject of purpose. There’s a Netflix documentary called ‘Live to a Hundred, Secrets of the Blue Zones’. The number one reason why people live to a hundred and beyond is down to purpose; having a reason to get out of bed. The ones who retire and stop doing anything tend to fall ill and die. There are people in these blue zones, five or six around the world, who might finish one job as a teacher, but then they immediately start a new job - it might not be a job but it's got a purpose. It’s just like that for these children. They had no purpose and that's what school can give them. Also, if you help one member of a family, there’s bound to be a positive knock-on effect on other family members.

How did you personally develop confidence?

I think being brought up in a Sikh family helps because of various cultural traits. I was told from a young age that I was strong, and that I should respect everybody but also that everybody should respect me; no one was better than me and no one was worse than me. So I got confidence from my family, being Sikh and being good at sports which was an advantage at school.

What are the most important core skills for a young person?

Number one is confidence. Number two is to give them a goal. Number three is to encourage them to educate themselves.

Have you ever felt impostor syndrome?

Not at all! I was in business with someone for a long time, who sadly passed away. He used to feel uncomfortable about the way people perceived us because we weren’t quite where people perceived us to be. But in my case, I thought, well, if they’re positively perceiving us, let’s keep our heads down and get on with it and we’ll get there. And we have got there.

There are times when people upset you or disappoint you and it can be hurtful and it's nearly always massively inaccurate. We’re all human beings and it registers but then brush it off if it’s not true. And wish people good luck. Manage the manageables.

You said in your book that we need a healthier definition of success. What would you do to encourage that?

If I could encourage the educational system to do anything, it wouldn't be to improve their geography, IT, maths or any other subject. I would have personal development classes where you teach young people how to believe in themselves and how to have and set goals. If I was a teacher it would be the one lesson in the week when everybody would look forward to seeing me!

I had a teacher in my 6th form called Mr Levitt; he was a Buddhist who always wore black and he was always encouraging and helping young people to develop themselves. I used to listen to everything he said and the worst behaved kids in the school were always the best behaved in his class.

How would you engage them?

The worst behaved kids in school tend to be those who just lack a purpose, so they will run with whatever is annoying them if they don’t have anything else. They might not allow themselves to be tucked away quietly in a corner. They’ll stand up and be heard. They’ll make a noise and be a nuisance - but what if we just harnessed, and engaged with that energy instead?

I do a lot of sports and the most troublesome footballers in the team, whether it’s Georgie Best or Paul Gascoigne, two very good examples, are the most talented as well. You’ve just got to manage that talent, and when you do, you end up with a Beckham. Who probably had less talent but has achieved more.

Young people need role models, coaches, and mentors to show them how to have and achieve goals, then when they experience a little bit of success they need to be reminded of that feeling of success whenever they hit a rough patch, which spurs them on. We need to guide young people a bit more until we can get every young person to understand that they can be everything they’ve ever wanted to be and that it isn’t just someone else’s domain. That they can have it as well.

Thank you very much Mr. Paul Bassi.

In Conversation with Footballer & CoachBright Coach Mary McAteer

We are delighted to feature our Programme Officer Aishwarya in conversation with the increasingly renowned footballer Mary McAteer. Mary recently volunteered as a CoachBright coach and has just made her senior debut for Wales against Germany in the Nations League international window. We are so proud of Mary’s achievements and thank her for being such an incredible role model - to young and old alike!

What inspired you to volunteer at CoachBright?

I'm always interested in helping people, especially in and around schools. Both my parents were in education, and my dad is still a teacher. So, I learned quite a lot about the education system and its flaws. Volunteering was an awesome opportunity to maybe just make that little bit of difference myself. During the recruitment process, I was like, "Oh, it's everything I've been saying for years!"

What are some of your favourite memories from your time at CoachBright?

My favourite moment was seeing maths click with kids. My dad is a maths teacher, so maths sort of makes sense to me. It was cool being on the other side of it and watching kids go through the steps to the point where it makes sense! 

Another favourite is when they started teaching each other. I remember going around and I had probably about seven students one day because one of the other coaches wasn't in. My usual group had finished their subject just before. So I was like "Aww, would you mind explaining that question whilst I help these guys?" They were straight on it, bang, and I was thinking, wow, these kids just took over! I could’ve got a cup of tea or something! So yeah, that was cool.

Did you develop any new skills from volunteering at CoachBright?

It certainly developed my abilities to communicate and teach. You're always on the receiving end as a student, so to get a chance to be on the other side was cool. 

And it's quite funny because midway through coaching, we were talking about football. And I told them "I'm in the Under 19s", and they're like, "You're only 19 Miss?!" They were thinking I was older. And I was like "Oh my gosh!"

The ability to pass on what I know is special; coaching has quite similar skills to football, which made it a cool overlap. Before CoachBright, I'd been in a senior role in the national Under 19s team. So I used some of those skills for coaching. But also I had the opportunity to be Captain for Wales back in February, and I think coaching with CoachBright helped me to apply the leadership and communication skills needed. It all just went hand in hand and helped me with that experience as well.

What do you think sets CoachBright apart from other organisations?

It’s the grassroots level of working directly with young people. Lots of organisations have a top-down approach whereas I think the bottom-up approach is massively effective. And in some ways, it’s more effective for individuals. I know it's hard to reach everyone, or it's practically impossible, but I think just having that small but measurable impact on as many young people as possible is what sets CoachBright apart. It's the individual touch.

How did you get started with your football career?

I was fidgety as a kid! I couldn’t stop moving - my parents said I’d even climb out of the car like a ninja. I must have been four or five years old and my mum sent me and my little sister to a Saturday club. There were two activity options for us: ballet or football. So my sister chose ballet and I chose football. And I just loved it. I took to it like a duck to water. Kicking a ball! At that point, it wasn’t competitive. I was just learning football, playing with my friends. Then I played football every break time at primary school. 

I didn't realise I was good at it until I went to a competitive grassroots team and joined them. In my first game, I scored a hat trick! Then the second game I scored a hat trick! I went on to Bristol Academy and was there for a long time and then moved to Villa. Again, another brilliant team. I sort of broke through into the first team and made my debut. Then went out on loan to Coventry, where I've been this past season. Now I'm off to the top. It's exciting! It's a team in the Championship, which I'm looking forward to. 

I’ve always loved playing football. I've never played football for anything other than enjoyment. And I think I've just kept progressing. And I thought, well, why stop? I don't know what my identity would be without football. I live and breathe it. And I still love it as much as I did when I was five.

How do you balance studies with your football commitments?

A lot of it is time management. I went to a high school halfway between where I live, and my football club. It was an hour and a half in distance, which is huge when you’re 11 - 15 years old. So a lot of the sacrifice made was social time. I couldn't easily go and meet school friends, and I couldn't do things at the weekend as I’d be off playing football.

But then I’ve made such great football friends. I could go anywhere in the country and probably know someone about an hour away, which is just brilliant. And they know exactly how I feel because they’ve made those same kinds of sacrifices. 

I always got to school early and left later than everyone else. It was like, “Okay, I've got maths homework, I'll do that in the hour before.” I don't think I ever missed a deadline for homework! So a lot of it is time management but also the work ethic to do it. 

I was just so focused on doing both the things I wanted. I'm also highly competitive, which is perfect for football. But it creeps into my academics too! The support as well, from my friends and family, is amazing. And I wouldn't be where I am without them. Nowhere near.

Before you start a game, what is your pre-game ritual or routine?

I don't have a ritual! But I don't like being late. So I've got to be there either half an hour early, or 20 minutes. I don't like being anywhere near late. We always have a meeting time. And I'm always there before that because I like to be. So then it's sort of just listening to music, getting my head in the right space, chatting with people in the changing rooms and coming in to talk to the coaches. Getting to a place where I'm relaxed, but also pumped, like I want to be not worrying, not nervous, but also ready to go and ready to win because that’s what it is about at the end of the day. 

What would you say were the challenges in a competitive sports environment?

Pressure can get a little bit overwhelming sometimes. If we have a bit of a bad run, it's like, “our manager's jobs are on the line” or “our jobs are on the line”. It can be quite scary. You need to be aware of the pressure that you put on yourself. There are internal and external pressures, something we all have to deal with individually. People have different ways of doing that. 

Other challenges include injuries. I picked up quite a nasty injury. In this last season, I was out for about nine weeks, which was horrible, because I think again, mentally, it stopped me from doing what I loved. Football is part of my identity. So without it, I was a bit lost. 

What are some of the common misconceptions about football as a sport that we should know?

I’d probably just say that footballers aren’t as dumb as you think! There’s some sort of misconception that they’re not all the brightest sparks - there are some very interesting people with interesting knowledge. I speak to many people that are in football but we don’t speak about football, and it’s really interesting to hear people’s different stories and what their world views are. Everything isn’t all football! So, yeah, I’d probably just say, try and see the person behind the footballer. There’s this quote: person first, footballer second.

What advice would you give to young aspiring footballers who are thinking of sports as a career?

I’d just say - for football or any other activity that you’re into - if you love doing it, continue doing it,  and make the sacrifices to keep doing it. Keep working hard and your talent will shine through. The work you do will feed that potential and take you as far as you’re going to go. If you stop loving it, because people do fall out of love - don’t force it. I think lots of people stay at football, and other activities, and jobs - because they’ve done it for so long - and I think it’s a waste because if that’s not your true passion then that’s not something you should force. Otherwise, keep on enjoying it, work hard and keep on making the sacrifices to help you keep on doing it better and better.

Mary McAteer

Mary McAteer | Image by Alan Hawkins

CoachBright wins the support of The Eveson Trust

CoachBright is delighted to have received £ 15,000 in funding from The Eveson Trust towards the social and emotional benefit of disadvantaged young people and their families living in the West Midlands.

The Eveson Trust is funded by one of the largest bequests in Great Britain, made by Violet Mary Eveson, whose grandfather owned the largest hop farming area in Britain and possibly the world.

The grant will cover some of the core costs incurred from coaching disadvantaged young people to become more confident, independent and resilient so they can lead the lives they want.

Joe McGinn (CEO) said: “We are delighted to have received this grant, particularly as there are still only a few pioneering grant-making bodies that will support specific infrastructure costs. To have the support of The Eveson Trust at this stage of our development, when we are experiencing unprecedented demand but ever tighter budgets, helps us to maintain our support to young people at a critical time.”

“CoachBright is also supported by more than 1,000 volunteers, who are trained and then give their time to support vulnerable young people who are struggling at school. This coaching support enables young people to develop their social and emotional skills, aim for and achieve higher grades, and ultimately, realise the only ceiling on their achievements is their ambition. We provide an essential early intervention system for those who have experienced adversity, to keep young people engaged, included, and empowered to reach their full potential.”

If you would like to donate or volunteer, please visit: www.coachbright.org

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Notes:

1. Disadvantaged young people are 50% less likely to achieve good grades in maths and English GCSEs than their more affluent peers.

Data Source: Department for Education, National curriculum assessments at key stage 4 in England, 2022

https://socialmobility.data.gov.uk/intermediate_outcomes/compulsory_school_age_(5_to_16_years)/attainment_at_age_16

2. The majority of suspensions at school are given to young people from disadvantaged backgrounds - those living in poverty, or allocated a social worker - with the numbers rising by 75 per cent post-pandemic, analysis of recent Department of Education data has found.

https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england

3. 50% of mental health problems are established by age 14, according to the Mental Health Foundation (2023).

These challenges can manifest or escalate during the secondary school transition period, emphasizing the need for early intervention. Young people need regular, safe spaces where they can discuss their concerns and anxieties and promote their emotional well-being, and this is what high-quality coaching programmes can provide.

Nurturing Success: From Pupil to a CoachBright Coach

Embarking on a transformative journey, transitioning from being a student coached by CoachBright to becoming a coach within the same school, is a testament to the profound impact that coaching can have on one’s life. This journey signifies not only personal growth but also a dedication to empower and uplift others. In this conversation, we dive into the story of one individual whose path is characterised by support and a determination to make a positive difference in the lives of other young learners.

It must be quite a journey, going from being coached by CoachBright to becoming a coach yourself at the same school. Can you share a bit about what inspired you to take on this role?

What inspired me to be a CoachBright coach was the thought of being able to support other students with their educational journey the way I was supported by a coach during my GCSEs. I was prone to exam stress and struggling with maths, so being able to get reassurance from my coach that I would get the grades I wanted, and to get that 1-1 coaching in Year 11, felt amazing. From that moment, I knew that I wanted to do the same for others so that they, too, could feel reassured and confident about doing well.

Reflecting on your time as a pupil coached by CoachBright, are there any specific moments or experiences that you feel have had a lasting impact?

Yes, when CoachBright supported me during the coronavirus pandemic and GCSEs got cancelled. It led to many of us feeling incredibly anxious about what the outcome was going to be for our GCSE grades. My anxiety was particularly in maths, but with CoachBright’s support, we did online sessions, which also helped in case GCSEs were suddenly back on. The fact that CoachBright had remained available to help us during a time when most were just celebrating the fact that school was closed, was heart-warming and it was that coaching support that contributed to my passing. In addition, they also provided support towards A-level courses. So I was also able to gain much more insight into my A-level subject English Literature which was very helpful when I got into year 12.

How did your experience as a former pupil shape your approach as a coach? Are there any lessons from your own journey that you tried to pass on to pupils?

My experience as a former pupil shaped me to be incredibly patient. When I was a pupil I always asked questions, and my coach was always patient and made me feel so comfortable. I implemented that when I became a coach, because being patient and listening to your pupils with their own particular needs, ensures that they are engaged and getting the help that they need. It also helped me when it came to making session plans so they were able to have tailored sessions.

As someone who has now seen both sides of the CoachBright programme, what aspects did you find most rewarding as a coach?

When I was a pupil, I struggled immensely with geometry. There was a time when I always got questions wrong despite my coach coaching me really well. Due to my coach’s constant support, I was then able to get the questions right! Seeing my coach smile and congratulate me on that one singular question I got right, made me realise it is truly the smallest accomplishments that have a huge impact. It was so rewarding. This was exactly the same when I became the coach; seeing my students thank me for helping them just as I thanked my coach for helping me - that was the most rewarding aspect.

CoachBright aims to empower young people. How has your personal experience influenced the way you empowered and supported pupils? Are there any strategies you found particularly effective?

I made sure pupils didn’t feel low about making mistakes. At school, we had top and bottom sets and I was in the bottom set until Year 10. But I didn’t let that get me down because your set does not define you. My group of pupils believed that being in the lower set meant you would get bad grades - absolutely not. As someone who had dealt with those thoughts, the strategies I used with my students were always positive reinforcement - making sure I congratulated the smallest achievements and not letting mistakes be seen as a huge thing. Instead, I always told them that making mistakes was their ‘bridge to success’ because making mistakes is the way we learn, advance and improve.

Are there any similarities or differences you’ve noticed between your own coaching experience and the coaching you received as a pupil?

I wouldn’t say there have been any differences between when I was a coach and when I was a pupil. A similarity, however, was the support that was given. When I was a pupil, I received a lot of support from CoachBright and when I became a coach, I was given that same amount of support.

Can you recall a specific breakthrough or proud moment you’ve had with pupils that made you feel like you’ve truly made a positive impact, similar to how you were impacted during your time with CoachBright?

I was so happy and proud when my pupil thanked me for helping them with their anxieties around exam practice and perfectionism. I was a perfectionist during my time in school, and it always stressed me out whenever I used to get lower grades and I didn’t ever want to get help either. Being part of CoachBright made me acknowledge that it’s okay to make mistakes, it’s okay to ask for help, and knowing that I can make a student feel better about themselves, is heart-warming. You are not defined by your grades, but rather by your perseverance and your personal accomplishments.

Has CoachBright influenced your personal and professional goals? If so, how?

CoachBright influenced my personal and professional goals of helping others. I always considered myself an altruistic person, and have loved the thought of helping people by any means necessary, especially with a child’s educational journey. Since sixth form, I noticed the lack of opportunities experienced by people of lower backgrounds, and being part of CoachBright helped me with the goal of helping disadvantaged people reach their potential.

In terms of my professional goals, I was studying social work at university. However, I decided to change courses and I am now studying to become a teacher! It is all thanks to CoachBright which helped me find my true passion, which is to educate young lives. I want students from disadvantaged backgrounds to know that your background does not define where you go - you can be whoever you want to be.

Have you ever shared your story of being coached by CoachBright with your pupils? How did they react, and did it seem to inspire or motivate them in any way?

I did share my story with my pupils about being a pupil with CoachBright. It motivated them and helped them realise that they too can succeed.

As you move forward in your journey, what lasting impact do you envisage for yourself and the pupils you’ve coached during your time with CoachBright?

As I move forward in my journey, I envisage that my pupils will continue to try their best, and not feel like they always have to feel low about themselves and should strive to try their best and to always ask for help.

A CoachBright Team Away Day!

Sometimes it’s good to take a break from your usual working day to do something different. Last week, CoachBright ran a captivating Team Away Day, designed to be inspirational, enjoyable, and memorable. It certainly was! 

We were treated to a facilitation and improvisation training workshop by our brand new Head of West Midlands, Elliott McDowell, who knew we would bond well whilst performing spontaneous drama scenes during a game of Freeze Tag * in Pigeon Park, Birmingham! This, as well as other improv games certainly encouraged our creativity and quick thinking and were a great tool for building team spirit. Elliott ensured that the workshop was full of tools and techniques that we could all use going forward (see below for more information on these) so, on behalf of the team, a huge thank you, Elliott.

Returning indoors we heard from our Chair of Trustees, and headteacher of King Edward VI Handsworth Wood Girls Academy, Qamar Riaz. He spoke of the disparity between the most and least advantaged pupils with the recent A-level results, as well as the deepening North-South divide despite years of levelling-up rhetoric from the government. He also cited university as still being one of the most important paths to subject mastery, work experience and higher earnings for young people. 

Qamar then spoke about stuck schools – those who have produced consistently weak Ofsted outcomes over a long period. He explained that the demographics and geography of such schools had led to multiple generations of children growing up filled with frustration because school appeared to have been of little benefit, and hadn’t offered a path to better opportunities.

Finally, he encouraged the team to look at how schools interpreted the term ‘disadvantage’, and to determine the characteristics of children who were being permanently excluded, coupled with the intersectionality of their protected characteristics (e.g. socioeconomic status, gender, race and disability). He said there was a need for more data from schools and that the most hard-to-reach, disengaged and underperforming group in communities today were most often white working-class boys living in some of the most challenging parts of the country.

Qamar ended his talk by reiterating the importance of educators working to break multi-generational cycles of low attainment and why he felt CoachBright’s work over the next ten years would be essential as we play our part in tackling these growing inequalities.

Following this thought-provoking talk, the team took off for a well-deserved curry at Asha’s, the Birmingham restaurant that has hosted a raft of A-list celebrities at its tables on Newhall Street in the city centre. Stylish, delicious and owned by the one and only Asha Bhosle, we were thrilled to be served their award-winning Indian cuisine and to meet the restaurant manager Nouman Farooqui. It was a wonderful end to a very different working day.

* AN EXAMPLE OF AN IMPROV GAME & ITS IMPORTANCE: https://www.hooplaimpro.com/freeze-tag

The iconic Asha’s Restaurant in Birmingham.

Our CEO Joe McGinn with Restaurant Manager Nouman Farooqui

FURTHER INFORMATION BELOW ON IMPROV TECHNIQUES & HOW THEY RELATE TO WORKING WITH YOUNG PEOPLE

The kinds of feelings we all need to work on from time to time!

Our coaches are trained to encompass a growth mindset and to pass this valuable tool on to others.

What Social Mobility means to me, a Coach Lead and International Student

I don’t come from a country with abundant opportunities and financial resources, so for me, social mobility holds profound importance. Leaving my home country to pursue higher education in a foreign land represents a significant leap of faith and a quest for a better future.

Education is my beacon of hope because it represents the promise of a fair chance to succeed based on my efforts and abilities, rather than being constrained by the limitations of my background. It embodies the idea that with hard work, dedication, and access to opportunities, I can transcend the circumstances of my upbringing and create a brighter future for myself and my family.

I often face unique challenges in navigating a new culture, academic system, and social environment. But my awareness of my efforts to become a social mobility success story reassures me that I can adapt and excel and that my hard work will be recognized and rewarded, irrespective of my nationality or socioeconomic status.

Social mobility is a powerful motivator during difficult times. My pursuit of education and personal growth is not just for myself but for the betterment of my home country and its future generations. By gaining knowledge and skills in a foreign country, I aspire to contribute to my homeland's development and to help create opportunities for others back home in the future.

Being far away from family and familiar support systems, the prospect of social mobility becomes a source of my strength and determination. It instils in me the belief that hard work knows no borders and that my journey towards success is not defined by where I come from but by where I want to go.

I am also a Coach Lead at CoachBright and this has been a thrilling journey of transformation and inspiration. It's about lighting the path for young minds, igniting the spark of potential within them, and watching it blaze into brilliance. As a coach leader, I get to be both a navigator and a cheerleader, guiding students through challenges while cheering loudly for their victories. In this role, I don the cape of empowerment, helping these future leaders harness their strengths, overcome obstacles, and embrace their unique voices.

Being a coach leader also means crafting a safe space where dreams can be nurtured, questions embraced, and where growth is not just a destination, but an exhilarating ride. Within CoachBright's vibrant community, I have the privilege of witnessing young talents evolve into confident problem solvers, critical thinkers, and compassionate collaborators. It's the electrifying buzz of witnessing a student's ‘aha’ moment and knowing that I played a part in it.

In conclusion, as an international student hailing from a country with limited opportunities, the concept of social mobility holds immense significance. It represents the promise of a more level playing field, the potential to overcome challenges, and the ability to create a brighter future. Being a Coach Lead at CoachBright isn't just about mentorship; it's about fostering a movement of empowerment and creating ripples of change that extend far beyond the classroom. It's about being a catalyst for a brighter, more promising future, one young mind at a time.

By embracing the values of social mobility, I am driven to make the most of my educational experience here in England, with the ultimate aim of making a positive impact in both my host and home country.

By Anastasia

My Coaching Experience at JQA (Jewellery Quarter Academy) by Elliott McDowell

Being a Programme Officer at CoachBright usually entails organising coaching sessions with schools and making sure pupils and volunteers have the best experience possible. However, there are times when we get to step into the shoes of the volunteers and actually do some coaching ourselves!

During the Spring term of 2022, I was drafted in to help out on a programme taking place at Jewellery Quarter Academy, a stone’s throw away from Birmingham city centre. My colleague Ugbaad (currently doing a PhD at Cambridge so shoutout to her!) was responsible for the programme and placed me with a small group of Year 8 pupils who needed more support with English. I was excited to get the chance to coach but perhaps a little nervous - our volunteer coaches do a fantastic job so I knew I had big shoes to fill.

Once I’d gotten to know the pupils a little bit, learning about them and what made them tick, we decided for the next few weeks that we’d like to do some work on speech writing as this would complement what they were covering in class. I spent some of the following week wracking my brain about what speaker might be worthwhile studying and gaining inspiration from. We eventually settled on JFK and his Massachusetts twang. I’ve always found the American optimism of the ‘60s appealing (the Space Race, Civil Rights Movement etc.) and JFK’s 'We Choose To Go To The Moon' speech encapsulates that perfectly. We went through the speech together the following week, looking at the various persuasive techniques that made the speech so impactful, picking out the use of repetition and inclusive language as its cornerstones.

The next week we turned our hand to writing our own speeches, crafting speeches about something that each pupil cared deeply about and wanted to convince others of its importance. The group dived straight into it, choosing to share some really meaningful parts of themselves, and having the bravery to be vulnerable. For pupils from low-income backgrounds, showing vulnerability can be especially tough, so it was a real privilege to see the group open up so willingly. The pupils wrote speeches about the value of story-writing, the dangers of rugby, and, in true JFK-style, why you should follow your dreams.

Have a read of some of the speeches pictured below, as they’re a good reminder of the creativity and passion within our young people if we give them the chance to express it on their terms.

The following week, we took things one step further and practised delivering our speeches! We discussed some of the key aspects of public speaking beforehand, like maintaining eye contact and pausing for effect. In particular, I remember the speech of a boy called Mumen. In our sessions thus far he had been quite reserved but his speech championing the benefits of faith revealed a tremendously thoughtful and enthusiastic young man. To see him stand in front of his classmates and deliver a speech with confidence about something that mattered to him was honestly one of the highlights of my time working with CoachBright. You could see at the end of the speech just how proud he was of himself; Mumen had found his voice.

At CoachBright our mission centres around this goal - creating the conditions for young people to realise their potential and develop into confident, independent, and resilient learners. My time with the Year 8s at Jewellery Quarter Academy was far too short, but I was grateful to get to see a snippet of their journey and receive a timely reminder of why we do what we do.

My Neurodiversity is a Strength

Bel Lunson talks about her school days and how she became a Coach Lead for CoachBright.

During my second year at university, I had the pleasure of volunteering at Queen Elizabeth’s School in Devon. Now, I am completing a placement year in London, working for an international conflict resolution NGO. I also had the honour of being the Coach Lead at Paddington Academy, a CoachBright programme affiliated with the charity West London Zone (WLZ). As Coach Lead, I led a team of volunteer coaches delivering English intervention sessions.

What initially led me to work with CoachBright traces back to my school days. The school I attended in West Sussex ranked as one of the most underfunded state schools in the UK. I am filled with admiration for the incredible resilience exhibited by the teachers. They faced immense daily struggles, yet they always showed up, pouring all the energy they had into giving their students the best shot at a better future.

Still, many of my year group didn’t pass maths and English. A significant proportion of those who did had access to private tuition, a luxury that most families, including mine, couldn't afford. But as a dyslexic student, I managed to navigate through despite the cuts to Special Educational Needs (SEN) budgets. I wouldn't wish this experience on any young person, and unfortunately, I know that for some, the situation is far worse. SEN students are five times more likely to face exclusion in secondary school, and 83% of primary school exclusions are pupils with SEN needs.

Those stats are really scary. They show how easily my circumstances could have changed had I not had angels in my life that supported me. I was given a book called ‘Toe by Toe’[1] by the SEN Coordinator (SENCO) in primary school. It’s an incredible phonetic reading manual. Whenever they had time, they took me slowly through each section, one-to-one with the SENCO and then my beautiful mum after school. This gradually took away my intense anxiety about reading. There is so much pressure on kids in large classes and barely any one-to-one time. When it was just me, one-to-one, I didn't feel judged, and this is really what saved me from forming a negative image of myself. Dyslexia will never leave, but over time I learned to embrace my neurodiversity as a strength.

At university, I learned about CoachBright and jumped at the opportunity to volunteer. I enjoyed teaching English to a wonderful small group of year 7 girls. Then, during my placement year in London, I was encouraged to interview for the role of Coach Lead, and I was recruited! I loved facilitating this programme and guiding new coaches through the challenges and rewards.

CoachBright gives all of us the chance to make a tangible impact and effect real change on the ground. It would have been a lifeline during my school days. The collaboration with WLZ, and seeing their incredible network of partners has shown me the power of nonprofits driven by passionate and caring individuals. It fills me with so much hope for the future.

I witnessed so many beautiful moments. One memory that stands out is a student who initially showed little interest. He just wanted to be a footballer. In the launch session, after sitting down and ranting about how badly Messi did in the World Cup against Saudi Arabia, I got the chance to explain that learning subjects like English would help him achieve his life goals, not just his exams. Later, during a goal-setting activity, he wrote that he intended to try hard at maths and English so that he could become a football coach. I shared this with his teacher which was a great boost for the student.

I also remember when I gave a past paper to a student to work on with me. This was the first time he’d been able to do something like this, and he smashed it. I also got to share this with a teacher he had a good bond with. Having his dedication and effort recognised elevated his confidence.

Back when I was in Exeter, the Programme Officer in Devon purposely matched me with girls that were neurodivergent, and I used fidget toys with them during the sessions as well as many different learning style techniques. One of the girls said they found CoachBright sessions much easier than school and I told them that we were planning the sessions based on how I learnt and that I was dyslexic and faced difficulties in school too. After I shared this, they opened up to me about their neurodiversity.

It felt so great to give these girls confidence and the understanding that there was nothing wrong with the way they learned. I was a role model, someone that faced similar struggles but made it to university. I showed them that they could achieve whatever they wanted. These young people had some hard things going on outside of school too, so little touchpoints like these have more of an impact than we will ever be able to fully see.

There’s this warm feeling you get, like when students are reluctant to leave when the session ends. You just know they’ve upped their self-belief and confidence and they are now far more likely to find a way through. I love how CoachBright is such a welcoming community. This is a testament to the model of creating a stress-free environment where young people can open up about their struggles without fear of judgement. For many, participating in a CoachBright session is the first time since primary school that they've genuinely enjoyed studying their subjects.

Being a coach that shows young people how they can enjoy their subjects is so rewarding. After the Paddington programme finished, all the coaches messaged me saying how much they were going to miss their students.

My dream is to see a future where our state schools receive adequate funding, with teachers that are valued by receiving a fair salary, and where all young people have an equal opportunity to receive one-to-one or small-group support. CoachBright is part of making this a reality. Witnessing the collaboration among partner organisations working together for the benefit of young people is literal hope in action and being part of this team is invaluable, as we strive to make education fairer.

1Toe by Toe: A Highly Structured Multi-sensory Reading Manual for Teachers and Parents, K & H Cowling, 1993

Bel giving insight into her educational experiences, during CoachBright’s Annual Celebration evening, 7 June 2023.

In conversation with Dr. Ilija Rašojić, Outreach Lead at the University of Birmingham

What is your current role at the university?

I'm a Lecturer in Materials and Natural Sciences, and the current Director of Natural Sciences, with a 50:50 split position between the Liberal Arts and Natural Sciences (LANS) department and the College of Engineering and Physical Sciences, with a home in the School of Metallurgy and Materials. I work with CoachBright in my role as Outreach Lead for LANS.

What do you like about CoachBright’s mission and work?

Widening participation in higher education is something I firmly believe in and is close to my heart. It is a tough goal but one that CoachBright tackles with an admirable, open attitude leading to successful outcomes.

Why did you want to partner with CoachBright?

CoachBright reaches school pupils we simply couldn’t reach by ourselves as a small departmental team. I am impressed with CoachBright’s enthusiasm and the energy their team brings to the table, and I can see how their coaching programme would be a great opportunity for many of our students, as well as for the department’s goal of helping the university’s civic mission by engaging more with local communities.

What does your current partnership with CoachBright involve?

CoachBright provides exclusive training to LANS students to become student coaches. Excitingly, I have also worked with CoachBright to embed a bespoke LANS experience into the coaching programme for students in Years 10 and 12 at two schools in the West Midlands.

Within this, school pupils and LANS students used a framework we developed to work collaboratively, dissecting a complex problem affecting their local communities before coming up with solutions. We gave the pupils a launch event experience on campus before they then returned at the end of the programme to pitch their ideas to a panel of LANS academics and CoachBright staff, who selected the best solutions to receive funding in order to realise their solutions.

What impact have you seen on both the pupils on the CoachBright programmes and your own students?

It was so heartening to see the school pupils use the problem-solving framework to think clearly and critically about complex, and often emotive, topics. Their final presentations showed they had developed some confidence, both in realising the empowering nature of this way of working and in stepping up to present to a large group of their peers, teachers and guest academics.

Our students have come away with their eyes opened to a wider meaning of what higher education is and does, and a greater sense of responsibility. I thank them for their maturity to reflect on these valuable experiences and also thank CoachBright for really helping the students along the way.

Why do you think other universities should partner with CoachBright?

CoachBright offer an easy and successful way of getting your most valuable outreach assets—your students!—to engage with those local audiences that matter most: the younger generation of under-represented communities. For a small amount of effort, you can not only help your department’s/university’s outreach mission, but also provide your students with an invaluable experience and, most importantly, positively influence the lives of young people in your local area.

An Interview with Oliver Peachey, Volunteering Partnerships Manager at UCL

What is your current role at the university?

I manage the Partnerships team in the Volunteering Service at UCL (University College London).

What do you like about CoachBright’s mission and work?

CoachBright’s programmes in Primary and Secondary schools are well thought through and tailored appropriately. I particularly like CoachBright’s focus on building young people’s independence, self-reflection and resilience through coaching – and I value the flexibility their programmes afford to our students who apply to volunteer with them.

Why did you want to partner with CoachBright?

I value volunteering opportunities that are explicit from the off about what’s expected, what’s involved and the impact our students will have. CoachBright makes the full volunteering journey clear and supports those that successfully apply throughout their time with them. UCL students who do volunteer with CoachBright consistently tell my team they’ve had an excellent experience.

What does your current partnership with CoachBright involve?

CoachBright regularly engages with our service – they’re great at updating their opportunities on our platform, notifying us of who they’ve selected to volunteer and requesting targeted communications to specific academic departments. They’re always very engaging at our volunteering fairs on campus, are active participants at our networking events and can always be relied upon to join us on request at relevant panel talks and departmental events ran through my team. This year they’ve been selected out of a highly competitive field to host a team of our students on our UCL Consultancy Challenge this summer.

What impact have you seen on both the pupils on the CoachBright programmes and your own students?

Our CoachBright volunteers tell us they’ve felt comfortable and supported from the beginning of their volunteering journey to the end. They’ve praised CoachBright’s regular communication and support – and come across as confident volunteers that can clearly articulate the impact they’ve had through their volunteering, on themselves and others.

Why do you think other universities should partner with CoachBright?

All the CoachBright staff who’ve been in touch with my team over the years have been friendly, attentive and keen to develop our community partnership to our mutual benefit. Their navigation of our systems, their positive representation at our events and their constant professionalism make them a real pleasure to work with. Their opportunities are flexible, have clearly defined impacts, are well supported and always generate a high level of interest and engagement amongst our students.