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 effectively and help them to go on to achieve their full potential.

We help schools support their pupils

ONE-TO-ONE MENTORING IN PARTNERSHIP WITH SCHOOL

At ReachOut, we provide one-to-one mentoring programmes developing character and Maths and English skills for young people in Years 5 – 11.

The young people who attend ReachOut programmes are referred to us by their school, for one or more of the following reasons: low attainment, low confidence, low self-esteem, behaviour issues and being in need of an additional role model.

We work in a true partnership with the school. ReachOut provide weekly updates and hold termly meetings with the school to ensure the development of each young person on the programme. Our mentoring sessions are delivered on the school site and we recruit, train, and vet all ReachOut staff and volunteers’ who are part of these. The commitment needed from the school is to refer young people, support with attendance and provide ReachOut with information on the young people for them to be supported in the best way possible through the sessions.

We help schools meet Gatsby Benchmarks and the DeF Character Framework

As schools face ever greater demands on their resources, ReachOut is an ideal partner to help support their most disadvantaged pupils’ personal development and understanding of the world beyond school. By working with schools to address the Gatsby Benchmarks and build pupils’ character, we give these young people the best chance of succeeding in education and life.

OUR IMPACT AND THEORY OF CHANGE

Our theory of change informs our programme design and allows us to focus on identifying the type of activities that will lead to achieving our overall aim for young people to go on to lead good, happy and successful lives. ReachOut collects impact data from our projects to inform decisions about adapting our intervention to best support our young people and ensure the best possible outcomes for them through one-to-one mentoring.

“Teachers have noticed that pupils have become more confident, vocal and are now more involved in school life. For example, a few mentees have now taken up positions on our sports teams as well as being a part of the debate team, where issues are discussed with passion”

St Luke's Church of England Primary School,
Manchester

PRACTICAL INFORMATION

REACHOUT DELIVERS ITS PROGRAMMES IN LONDON, GREATER MANCHESTER AND LIVERPOOL

ReachOut is a charity, and we rely on the goodness of people to fund our projects. We ask for schools to make a contribution toward to the running costs.

£1000

The cost cost per young people to ReachOut

£200

Contribution required per school is 20% of this

£2000

The cost of ReachOut Club per project for schools

£3200

Cost of ReachOut Academy per project for schools

ReachOut is aware of the current financial strain on schools. Please discuss any concerns around the cost of the programme during your initial information meeting.

HOW DOES REACHOUT HOME WORK?

  • 10 - 16 young people per group
  • 10 - 16 volunteer mentors per group
  • 20 - 30 sessions throughout the academic year
  • We work with pupils in Year 5 through to Year 11.

A CLASSIC SESSION:

  • 18:00 - 18:15pm:
    Mentees and mentors join the Zoom call for a fun group icebreaker activity with a character focus. Some weeks this time would be used to allow volunteer mentors to present career talks
  • 18:15 – 18:35pm:
    Mentees and mentors one-to-one time in breakout rooms to set goals for the week, complete paired activities and reflect on character
  • 18:35 - 19:15pm:
    The group discusses topics and completes activities that young people are passionate about, based on the group's curriculum preferences

HOW DOES REACHOUT CLUB WORK?

  • 10 young people per group
  • 10 volunteer mentors per group
  • 20 sessions usually starting in October until the Easter holidays
  • We start from Year 5, we aim to continue with the same group in Year 6.
  • ReachOut Club Graduation is usually the last Friday before May half-term

A CLASSIC SESSION:

  • 3:30 – 3:45 pm:
    Mentees and mentors catch up about their week, discuss how they used the character strengths
  • 3:45 – 4:00 pm:
    The group completes an icebreaker activity that has a character focus
  • 4:00 – 4:40 pm:
    Mentees and mentors work together to complete an English or Maths activity
  • 4:40 – 5:20 pm:
    The Project Leader leads an extra-curricular activity (e.g. dodgeball, arts & craft, public-speaking) keeping a focus on character development
  • 5:20 – 5:30:
    The Project Leader announces the mentee Character Legend for the week and the mentor Character Legend for the week. Mentees thank their mentors and wait to be collected by their parents/guardians

HOW DOES REACHOUT ACADEMY WORK?

  • 16 young people per group
  • 16 volunteer mentors per group
  • 30 sessions, usually starting in October until the end of June
  • We start from Year 7 until Year 11. We aim to follow the same group through each year in secondary school.
  • ReachOut Academy Graduation is usually at the end of June

A CLASSIC SESSION:

  • 6:00 – 6:10 pm:
    Mentees and mentors catch up about their week and discuss how they used the character strengths in the last week and worked towards their goals
  • 6:10 – 6:20 pm:
    The group completes an icebreaker activity that has a character focus. Some weeks this time would be use for volunteer mentors to present Career Talks
  • 6:20 – 6:45 pm:
    Mentees and mentors work together to complete an English or Maths activity
  • 6:45 – 6:55 pm:
    Mentees and mentors reflect together on the session and set goals for the week
  • 6:55 – 7:00:
    The Project Leader announces the mentee Character Legend for the week and the mentor Character Legend for the week. Mentees thank their mentors and greet their extra-curricular coach
  • 7:00 – 8:00 pm:
    The young people take part in an activity lead by the extra-curricular coach e.g. sports, dance, robotics

DO YOU HAVE ANY QUESTIONS?

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