Building a Better Future: Innovations for Learning

Article written by Sarah Taylor, Innovations for Learning UK        

At Innovations for Learning (IfL) we want all children in the UK, regardless of background, to be confidently reading to learn, grow and thrive throughout life. But sadly, even before Covid-19, 36% of 11-year-olds from disadvantaged backgrounds in England left primary school each year unable to read to the expected standard. And the disruption to schooling caused by the pandemic was devastating for these children who fell even further behind.

Our TutorMate online reading programme was launched in the UK in 2018 and this year will connect over 2,000 corporate volunteers with struggling young readers in areas of deprivation. Every week, during term time, each of these 5- to 7-year-olds will receive a phone call into their classroom that is just for them. Their reading support volunteer dedicates 30 precious minutes, listening to them read, coaching them, helping them when they stumble, encouraging their passion for stories. For many of these children, it’s the first time that a grown-up has been able to focus time on them in this way. This very human connection is facilitated by our bespoke internet platform and a voice connection to link – from the volunteer’s workplace or home – to a dedicated classroom laptop, which we provide.

The success of the programme

On the basis of data we have collected in recent years and feedback from teachers, we expect at least 70% of the children we support to be reading at the expected national standard by the time they are 7 years old. 80% will increase their reading confidence and enjoyment and 90% will achieve reading progress of at least two out of nine levels. Most importantly, we aim to encourage a love of reading which inspires these children to learn and to raise their career and life aspirations.

We know that small changes in the early years of school can make a big difference for children by the time they reach 11 years old.

And our volunteers get as much out of TutorMate as the children. Some of them say it’s their favourite half hour of the week. Our recent survey of our volunteer tutors found that 98% welcomed the opportunity to make a direct impact on the life of a child, 50% said volunteering with TutorMate had increased their sense of wellbeing, 45% felt their ability to empathise with others had improved, and 41% said their communication skills had been sharpened.

Dom Rooney from Wates Residential has been reading with a child in Hastings, “I have found the TutorMate programme massively rewarding, and it is already my favourite half-hour of my working week. The software is easy to use and the chat support function is very quick to help if you do come across any technical issues. The student I have been paired with is so engaged and clearly enjoys our weekly session too. He even said last week that “we’re so lucky to be doing this” and “I love this”. I’m already looking forward to next week!”?

How you can help

The need for our work is greater than ever. The cost-of-living crisis will increase then numbers of children living in poverty in the UK, and we know that children from socially disadvantaged backgrounds are behind their well-off peers by about 11 months when they start school (The Sutton Trust).

We partner with over 90 local and national businesses which recruit their own employees as reading support volunteers and as well as contributing funding for the programme. This enables us to support over 2,000 struggling young readers across the UK, giving them a better chance in life.

In 2021 we were invited by East Sussex County Council to launch TutorMate in the region and we are now supporting 60 children in Eastbourne, Hastings and Newhaven. But we have more schools in East Sussex and elsewhere who would like their children to take part this year. If you think your company could help in East Sussex or in one of our other locations across the UK, do get in touch.

“I would urge businesses to support their staff to volunteer. The difference you make is real: it’s almost immediate. It’s transformative to a child’s educational experience.” Hina Shah, Headteacher, Earlsmead Primary School, London.

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