providing references

Before you are able to start volunteering with ReachOut you will need to provide us with details of two referees who can inform us of your suitability for the role.

You must provide details of two referees who have known you for at least two years. At least one referee must be from Category 1 below. The other can be from Category 1 or Category 2.

Category 1: a) Teacher/tutor at university/school b) Current/previous employer c) Other professional who knows you (e.g. social worker, solicitor – non-family member & not a friend)

Category 2: a) Character reference (non-family member)

If you have any questions about this please or would like to discuss who you can use as a referee do not hesitate to contact us, either by email at Rebecca.Waite@reachoutuk.org or by phone on 020 3489 9797.

Reference 1
Reference 2

 

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Schools

ReachOut works in partnership with schools By working in a true partnership with schools, at ReachOut, we are able to help the young people more

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CASE STUDY

“At first, I was really hesitant to take on the Project Leader role, despite having mentored with ReachOut. However, with the support of the team I’ve really developed my skills. For example, at the Mentee Graduation, I stood up in front of 200 people and presented an award which is something I would never ever have been able to have done before, and isn’t an opportunity I could gain in my other situations.”

Amy McCutcheon, Project Leader at ReachOut Academy, Dean Trust Ardwick, Manchester.

CASE STUDY 03

“Being able to spend the summer working at Rede Partners, was an amazing experience. Whether it was working in HR or Finance, I learned so much about the world of private equity, made great connections with fantastic people and I got to learn first-hand what it would be like to work there! I really believe that I can go onto build the career I want now I’ve been a part for a workplace for real”

Victor Adekunle, 18 years old, ReachOut Ambassador, London

CASE STUDY 02

“When I first my mentee, she was very reluctant to participate in the sessions. Now, I see a completely different person! Her confidence has grown and she is happy to join in! She still has some self-doubt when it comes to academic work, but that’s what I hope to help her overcome, because she is a very bright person!

Through mentoring, I’ve learnt I’m a lot more patient than I realised. There will be days where she refuses to participate and those are the days that I really see the importance of the character strengths, for both the mentees and the mentors. It also makes it easier for the mentee to understand the character strengths, when I use them myself”

Myrtle, ReachOut Club mentor at Tufnell Primary School, London

CASE STUDY 01

“There are more distractions than ever outside of school, and the commitment of our students to attend ReachOut sessions is testament to the value they place on the relationships they foster there, and the challenge and enjoyment they provide.

ReachOut’s focus on communication skills and character development has become an important aspect of our provision of support for these students. The opportunity to relate to a positive role- model other than their usual teachers is key to the programme’s impact, and the evidence of this has been seen in the students’ attendance, resilience and to their overall progress across all the subjects in the school.”

Thomas Janvrin, Assistant Vice Principal at the Petchey Academy London