PARENTS

ReachOut works with young people to help them go on to lead good, happy and successful lives

WHAT IS REACHOUT?

ReachOut provides one-to-one mentoring

We are a charity who provide weekly one-to-one mentoring for young people in Years 5 – 11.

At ReachOut, we believe that academic skills and character strengths go hand-in-hand to help our young people to achieve positive outcomes and to go on to lead good, happy and successful lives.

During each session, young people have the chance to work one-to-one with their mentor on Maths and English as well as goal setting and the whole group also take part in character building activities like sport and drama together.

There are a range of benefits to attending ReachOut for young people:

  • Improved Maths and English skills
  • Increased confidence and self-esteem
  • A sense of achievement and belonging
  • Raised aspirations and improved attitude towards learning
  • Improved ability to exercise character strengths such as fairness or staying power
  • Positive relationships developed with new adults and peers
“My daughter has been attending ReachOut for the last two years. In this time, I have seen her grow in confidence and learn how to overcome challenges with a more positive attitude. As a parent, I am so grateful for the help and peace of mind ReachOut gives us. Thank you ReachOut for all that you do.”

Parent of ReachOut Academy mentee
Lilian Baylis Technology School, London.

WHY WAS MY CHILD CHOSEN?

The Opportunity

Your child has been selected by their school to join one of the ReachOut programmes, either ReachOut Club or ReachOut Academy, to have the opportunity to work one-to one with a volunteer mentor to develop character and improve their academic attainment.

ReachOut is a safe space for young people to learn more about themselves and think about their goals and aspirations for life after school with the help of their mentor. The programme is designed to encourage young people to learn and think about character, and how the decisions they make and the actions they take can help them to fulfill their full potential and go on to lead good, happy and successful lives

“The programme has numerous benefits from the academic focus and support with numeracy and literacy to providing a meaningful activity for young people in the evenings where alternatives might place them at risk.”

Olivia Cole
Principal, The Petchey Academy

ABOUT OUR APPROACH

AFTER SCHOOL SESSIONS

ReachOut takes place during weekly 2 hour sessions after school led by a trained ReachOut Project Leader.

Young people in Year 5 & 6 join the ReachOut Club.

Young people in Year 7 – 11 join the ReachOut Academy.

We help young people develop character strengths

We help young people to develop four character strengths through individual and group activities coupled with weekly reflection. Mentors are excellent role models during sessions and support young people to set themselves termly goals to take their character development into their everyday life.

Staying Power

resilience, grit, the ability to stick at something, to honour commitments, to see tasks through to the end.

Self-Control

the ability to keep emotions in check and to choose to act (or not to act) in a certain way despite how we may feel.

Fairness

to treat others with respect and empathy, honouring rights and responsibilities, and being honest.

Good Judgement

the ability to consider consequences and make decisions that benefit both ourselves AND those affected by our choice.

To learn more about our approach and theory of change visit here.

WORKPLACE EXPERIENCE VISITS

Each group is offered a Workplace Experience Visit and Classroom Career Talks. These activities allow the young people to develop skills they need for the world of work such as public speaking and teamwork and meet volunteers from a range of jobs within the different companies.

Want to speak to us?

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