North West
Welcome to the
North West Region
www.teachfirst.org.uk Teach First is a Registered Charity, Number 1098294
Message from the Regional Director Dear 2012 Participant, On behalf of the North West team, it gives me great pleasure to welcome you! By joining Teach First you are joining a national community of committed teachers and ambassadors who are relentless in their efforts to address educational inequalities. Your journey towards making educational injustice a thing of the past starts here in the North West. Since 2006, we have grown as a region, widening our impact on the educational landscape in general and, more specifically, on the pupils in our classrooms. There are many challenges ahead, but the rewards are endless. With our Regional Training Providers (University of Manchester and Liverpool John Moores University) in the first year of the Leadership Development Programme, and the North West regional team throughout, you will be supported and developed to maximise you impact on the pupils in your classroom and beyond. See you at Summer Institute! Colin Ferguson ’08 Ambassador Acting Regional Director
Teach First North West Regional Welcome | 3
Message from the Regional Training Provider Hello everyone and on behalf of both universities I am delighted to welcome you to Teach First in the North West. Teaching is one of the most challenging of all professions but is also one of the most rewarding. Your days will be a mixture of emotions. I am sure that you will have heard X-Factor contestants talk about their roller-coaster journey . The work will be demanding and we have high expectations of all our participants. Every one of the Teach First North West team from the tutors, the Leadership Development Officers (LDOs), other Teach First staff and our administrative support have total commitment to their role and to helping you achieve your goals. Our job is to support you every step of the way and help you to achieve your full teaching potential. We have a rich range of experience to draw on and we are united in our determination to help you. I am absolutely convinced that your experiences will be extremely positive and that it will be a really memorable year for you. Paul Killen Programme Manager Teach First LJMU
4 | Teach First North West Regional Welcome
Overview of the Region Living in the North West The North West is one of the most vibrant and dynamic parts of the UK. Whether you are looking for urban or rural scenery, a relaxed or an energetic atmosphere, it has got it all. This is a region of contrast, from the cosmopolitan style and contemporary built environment of Manchester to the cultural credentials and architectural grandeur of Liverpool, the Roman and medieval heritage of Chester to the rolling hills of Lancashire and the stunning scenery around the Lake District.
Our Regional Staff team of 10 support participants and develop the programme and work of Teach First across the region, in partnership with our two Regional Training Providers; University of Manchester and Liverpool John Moores University. The region is demographically diverse with a significantly multicultural population and the schools we work with serve communities that are amongst the most disadvantaged in the country in terms of socio-economic status. The North West Region was the first Teach First region to open outside of London, in 2006. It was originally called the Greater Manchester region until we expanded into Merseyside and the Northern Cluster. In 2011 the North West expanded into primary schools, where we now have eight participants teaching.
Our work in the North West We currently have 129 participants working across 52 schools. Since the region opened in Greater Manchester in 2006, we have expanded steadily and now cover schools in 17 of the region’s Local Authority areas within the following clusters: • Greater Manchester - currently 74 participants • Merseyside - currently 39 participants • Northern Cluster including Burnley, Accrington and Darwen - currently 16 participants In September 2011 we placed our first eight primary participants.
Teach First North West Regional Welcome | 5
Region averages for pupil data
the actual numbers of pupils living in low-income families. Teach First often uses the Income Deprivation Affecting Children Index (IDACI) as a supplement to FSM data, and our school eligibility criteria uses the IDACI. The following data outlines what percentage of school pupils are registered for FSM. Eligibility varies widely by LA.
Free School Meals (FSM) status in 2011 FSM eligibility is often used as a proxy for socioeconomic status or financial hardship. Although referred to as FSM ‘eligibility’, this data actually refer to the numbers claiming FSM (those who register). FSM data may therefore underestimate
Free School Meal (FSM) data.
Nursery & Primary FSM Eligibility
Secondary FSM Eligibility
National average
19.2%
15.9%
Regional average
21.5%
18.4%
Highest LA average
Manchester (36.6%)
Manchester (36.3%)
Lowest LA average
Cheshire East (11.8%)
Cheshire East (9.3%)
GCSE attainment gaps by FSM and IDACI in 2010 Percentage attaining 5 A* - C grades including English and maths National average = 55% Regional average = 55%
Pupils on FSM
29%
Pupils not on FSM
60%
FSM percentage point gap
31
Pupils from the 10% most income deprived postcodes (IDACI)
36%
Pupils from the 10% least income deprived postcodes (IDACI)
75%
IDACI percentage point gap
39
Secondary school pupils with Special Educational Needs (SEN) in 2009 A Local Authority (LA) may decide that a pupil requires special help and support which the school alone cannot provide. Following an assessment, the LA may write a statement of special educational needs (more commonly referred to as a ‘statement’). A pupil’s statement sets out their particular needs which the school, and LA, must legally do their best to address.
6 | Teach First North West Regional Welcome
However, many children who have SEN are not statemented but still require specialised support. The following data provides the region’s averages for statemented and non-statemented pupils with SEN: Pupils with statements: 2.1% Non-statemented pupils with SEN: 18.1%
Basic Regional Demographics Broad ethnic group representation of young people in 2009 Broad ethnic group for ages 0-15
White
Mixed
Asian or Asian British
Black or Black British
Other
Population (in thousands)
1,142
42
87
15
11
Socio-economic classification of working age population Higher managerial and professional occupations (e.g. doctors, lawyers, professors)
8.7%
Lower managerial and professional occupations (e.g. teachers, nurses, journalists)
20.5%
Intermediate occupations (e.g. airline cabin crew, secretaries and fire-fighters)
11.6%
Small employers and own account workers (e.g. non-professionals with fewer than 25 employees, such as builders and shopkeepers)
6.7%
Lower supervisory and technical occupations (e.g. train drivers, foremen and supervisors)
9.4%
Semi-routine occupations (e.g. postmen, security guards and call centre workers)
14.3%
Routine occupations (e.g. bus drivers, waitresses, cleaners)
11.0%
Long term unemployed
17.7%
Teach First North West Regional Welcome | 7
Participant Stories
Liz Appletoron
ad ’09 Ambass ge dge Girls Colle er Lo lly Ho at h fic is Of gl t En en ht Taug ip Developm est Leadersh Now North W
I knew exactly what I expected from my first two years in teaching. Eager young faces glowing from orderly desks, straining out of their seats to answer questions with hands raised enthusiastically, while I presided at the front, my calm authority radiating into the corridors and having a soporific effect on all pupils who passed, so that my classroom would become an oasis of peace in any school. It wasn’t exactly like that. Instead, about a hundred and twenty screaming, laughing, girls swept through my classroom every day, inspiring varying degrees of panic, hysteria, incredulity and outrage, but always, always screeching ‘What are we doing today, Miss?’. I was gradually more able to answer that question, and to deliver on my inevitable promise, ‘Teaching you something.’ Teach First kind of humbles you when you first arrive for the Summer Institute. It sounds like
8 | Teach First North West Regional Welcome
such a huge, seemingly impossible task – to deliver a high standard of education to children who deserve it and might otherwise fall out with education altogether. You get swept up in it, and you realise that everyone is there for the same reason – because education has worked for us, and we see no reason why it shouldn’t work for everyone. Rather than tackling it alone, we get a chance to do it with a group of friends who can share the experience. That’s the best thing about it, for me; we get to help each other out with tips, resources, a good laugh – everything that you need to get you through a week. You can sustain the intensity of the Summer Institute because you’re carried along by those you live with and spend your weekends with. So, it wasn’t exactly as I imagined teaching would be – thank God for that, because I would have died of boredom. The earnestly glowing faces were the ones in the pub after work, celebrating or commiserating as appropriate, but I cackled with laughter at something said by someone under 15 almost every day, and it was all the more gratifying to see the facade of ‘cool’ slip for the moments when they got it, and it clicked. They had no prejudice against Shakespeare, so they could hiss ‘Eeeee, that’s not right, Miss, he shouldn’t have done that’ as Iago pours his poison in Othello’s ear. They loved poetry, as long as they could rap it, and they shoved the tables out of the way for a drama lesson faster than you could shout ‘Hotseating!’ They dragged me up and down mountains on Duke of Edinburgh expeditions, and shuffled into revision classes after school mumbling ‘Don’t tell no one, Miss.’ It’s exhausting, hilarious, exhilarating – it’s full-time and full-on. You’re going to love it. Good luck.
Anna Moyes ’09 Ambassador Taught English at Essa Academy Officer Now London Leadership Development
Mark Thomps
on
’10 Participant Teaching Citiz enship at Little Lever School Specialist Lang uage College
Manchester is typically northern in its friendly and welcoming demeanour! It is a hub of diversity, offering bars, clubs, museums and activities to suit everyone.
Congratulations on your Teach First offer, and welcome to the North West region, famous for Manchester tart, Manchester United and, of course, the scouse accent.
It has been an exciting place to live and work over the past few years.
Although the North West is one of the smaller regions, it should by no means be underestimated. Both Manchester and Liverpool are vibrant, exciting cities, with everything that you could ask for; exciting nightlife, great shops and bucket loads of culture. If that wasn’t enough, you’re only a stones throw from the beautiful Peak District. I’ve really appreciated the closeness of the friendship groups you form during your time on the course; everyone knows everyone’s name and the atmosphere is fantastic. Don’t worry if you’ve been placed in the North West and you have never visited before… lots of participants are in the same situation, and the Summer Institute is the perfect opportunity for you to get to know the area, as well as other participants and the schools in which you will be teaching. I can honestly say that doing Teach First has been one of the most exciting, challenging and rewarding experiences in my life, and I couldn’t have wished for a better region to be placed in, thanks to the amazing team and participants you will meet and get to know over the course of the next two years and beyond.
Teach First North West Regional Welcome | 9
School Profiles Shorefields Technology College
speak English as an additional language. The percentage of students with special educational needs and/or disabilities is almost twice the national average. There are currently three participants at Shorefields together with two Ambassadors who have just completed their two year programme. Some of our participants’ highlights at Shorefields are as follows: • Tom Bousfield was observed by Ofsted during his first few months on the programme and rated Outstanding.
Shorefields Technology College is a comprehensive school with specialist status for technology. It is situated in central Liverpool, overlooking the River Mersey. With over 650 students, including 75 sixth formers, it is a smaller than average size, mixed gender school with an age range of 11-18 year olds. The proportion of students known to be eligible for free school meals is almost five times the national average. The percentage of students from minority ethnic groups is well above the national average, as is the percentage of students who
• He and Katie Coaker accompanied SLT on a trip to the USA to learn about KIPP and bring what they learnt back to Shorefields for implementation. • Katie also went on a learning trip to Mumbai with Teach For All and delivered training upon her return to her colleagues. • Leonie Ratty and George Aylward took Year 10 students on an inspirational trip to Oxford to raise their aspirations and hopes for the future.
Here’s what Tom Bousfield has to say about Shorefields:
field Tom Bousan t
’10 Particip aths at Teaching M ge nology Colle ch Te s ld ie Shoref
“When you arrive at Shorefields Technology College - Shortie-es, for short - the first thing you'll notice will be the bright, labyrinthine corridors. Few, at first, are ever sure of where they are. The second thing you'll notice will be the pupils drooped on the windowsills conversing of the day's happenings with the drawn out vowels of the lilty, local dialect. But don't be deceived: as their bodies droop, their minds fire. "Yes sir", "You're alright, sir", "No gigs today, sir?", "Terrored, sir". This is the school about which Willy Russell wrote 'Our Day Out', and the play is lived out each and every day. Your dealings with even the most difficult children will always have that element of humour, that flash of charm, that moment of absurdity, which makes all days bearable, and the vast majority hugely enjoyable. The Senior Management and staff are hugely supportive, and in joining the school you're welcomed into a caring, close-knit community.”
10 | Teach First North West Regional Welcome
See you in June!
North West Region
www.teachfirst.org.uk Teach First is a Registered Charity, Number 1098294
Message from the Regional Director Dear 2012 Participant, On behalf of the North West team, it gives me great pleasure to welcome you! By joining Teach First you are joining a national community of committed teachers and ambassadors who are relentless in their efforts to address educational inequalities. Your journey towards making educational injustice a thing of the past starts here in the North West. Since 2006, we have grown as a region, widening our impact on the educational landscape in general and, more specifically, on the pupils in our classrooms. There are many challenges ahead, but the rewards are endless. With our Regional Training Providers (University of Manchester and Liverpool John Moores University) in the first year of the Leadership Development Programme, and the North West regional team throughout, you will be supported and developed to maximise you impact on the pupils in your classroom and beyond. See you at Summer Institute! Colin Ferguson ’08 Ambassador Acting Regional Director
Teach First North West Regional Welcome | 3
Message from the Regional Training Provider Hello everyone and on behalf of both universities I am delighted to welcome you to Teach First in the North West. Teaching is one of the most challenging of all professions but is also one of the most rewarding. Your days will be a mixture of emotions. I am sure that you will have heard X-Factor contestants talk about their roller-coaster journey . The work will be demanding and we have high expectations of all our participants. Every one of the Teach First North West team from the tutors, the Leadership Development Officers (LDOs), other Teach First staff and our administrative support have total commitment to their role and to helping you achieve your goals. Our job is to support you every step of the way and help you to achieve your full teaching potential. We have a rich range of experience to draw on and we are united in our determination to help you. I am absolutely convinced that your experiences will be extremely positive and that it will be a really memorable year for you. Paul Killen Programme Manager Teach First LJMU
4 | Teach First North West Regional Welcome
Overview of the Region Living in the North West The North West is one of the most vibrant and dynamic parts of the UK. Whether you are looking for urban or rural scenery, a relaxed or an energetic atmosphere, it has got it all. This is a region of contrast, from the cosmopolitan style and contemporary built environment of Manchester to the cultural credentials and architectural grandeur of Liverpool, the Roman and medieval heritage of Chester to the rolling hills of Lancashire and the stunning scenery around the Lake District.
Our Regional Staff team of 10 support participants and develop the programme and work of Teach First across the region, in partnership with our two Regional Training Providers; University of Manchester and Liverpool John Moores University. The region is demographically diverse with a significantly multicultural population and the schools we work with serve communities that are amongst the most disadvantaged in the country in terms of socio-economic status. The North West Region was the first Teach First region to open outside of London, in 2006. It was originally called the Greater Manchester region until we expanded into Merseyside and the Northern Cluster. In 2011 the North West expanded into primary schools, where we now have eight participants teaching.
Our work in the North West We currently have 129 participants working across 52 schools. Since the region opened in Greater Manchester in 2006, we have expanded steadily and now cover schools in 17 of the region’s Local Authority areas within the following clusters: • Greater Manchester - currently 74 participants • Merseyside - currently 39 participants • Northern Cluster including Burnley, Accrington and Darwen - currently 16 participants In September 2011 we placed our first eight primary participants.
Teach First North West Regional Welcome | 5
Region averages for pupil data
the actual numbers of pupils living in low-income families. Teach First often uses the Income Deprivation Affecting Children Index (IDACI) as a supplement to FSM data, and our school eligibility criteria uses the IDACI. The following data outlines what percentage of school pupils are registered for FSM. Eligibility varies widely by LA.
Free School Meals (FSM) status in 2011 FSM eligibility is often used as a proxy for socioeconomic status or financial hardship. Although referred to as FSM ‘eligibility’, this data actually refer to the numbers claiming FSM (those who register). FSM data may therefore underestimate
Free School Meal (FSM) data.
Nursery & Primary FSM Eligibility
Secondary FSM Eligibility
National average
19.2%
15.9%
Regional average
21.5%
18.4%
Highest LA average
Manchester (36.6%)
Manchester (36.3%)
Lowest LA average
Cheshire East (11.8%)
Cheshire East (9.3%)
GCSE attainment gaps by FSM and IDACI in 2010 Percentage attaining 5 A* - C grades including English and maths National average = 55% Regional average = 55%
Pupils on FSM
29%
Pupils not on FSM
60%
FSM percentage point gap
31
Pupils from the 10% most income deprived postcodes (IDACI)
36%
Pupils from the 10% least income deprived postcodes (IDACI)
75%
IDACI percentage point gap
39
Secondary school pupils with Special Educational Needs (SEN) in 2009 A Local Authority (LA) may decide that a pupil requires special help and support which the school alone cannot provide. Following an assessment, the LA may write a statement of special educational needs (more commonly referred to as a ‘statement’). A pupil’s statement sets out their particular needs which the school, and LA, must legally do their best to address.
6 | Teach First North West Regional Welcome
However, many children who have SEN are not statemented but still require specialised support. The following data provides the region’s averages for statemented and non-statemented pupils with SEN: Pupils with statements: 2.1% Non-statemented pupils with SEN: 18.1%
Basic Regional Demographics Broad ethnic group representation of young people in 2009 Broad ethnic group for ages 0-15
White
Mixed
Asian or Asian British
Black or Black British
Other
Population (in thousands)
1,142
42
87
15
11
Socio-economic classification of working age population Higher managerial and professional occupations (e.g. doctors, lawyers, professors)
8.7%
Lower managerial and professional occupations (e.g. teachers, nurses, journalists)
20.5%
Intermediate occupations (e.g. airline cabin crew, secretaries and fire-fighters)
11.6%
Small employers and own account workers (e.g. non-professionals with fewer than 25 employees, such as builders and shopkeepers)
6.7%
Lower supervisory and technical occupations (e.g. train drivers, foremen and supervisors)
9.4%
Semi-routine occupations (e.g. postmen, security guards and call centre workers)
14.3%
Routine occupations (e.g. bus drivers, waitresses, cleaners)
11.0%
Long term unemployed
17.7%
Teach First North West Regional Welcome | 7
Participant Stories
Liz Appletoron
ad ’09 Ambass ge dge Girls Colle er Lo lly Ho at h fic is Of gl t En en ht Taug ip Developm est Leadersh Now North W
I knew exactly what I expected from my first two years in teaching. Eager young faces glowing from orderly desks, straining out of their seats to answer questions with hands raised enthusiastically, while I presided at the front, my calm authority radiating into the corridors and having a soporific effect on all pupils who passed, so that my classroom would become an oasis of peace in any school. It wasn’t exactly like that. Instead, about a hundred and twenty screaming, laughing, girls swept through my classroom every day, inspiring varying degrees of panic, hysteria, incredulity and outrage, but always, always screeching ‘What are we doing today, Miss?’. I was gradually more able to answer that question, and to deliver on my inevitable promise, ‘Teaching you something.’ Teach First kind of humbles you when you first arrive for the Summer Institute. It sounds like
8 | Teach First North West Regional Welcome
such a huge, seemingly impossible task – to deliver a high standard of education to children who deserve it and might otherwise fall out with education altogether. You get swept up in it, and you realise that everyone is there for the same reason – because education has worked for us, and we see no reason why it shouldn’t work for everyone. Rather than tackling it alone, we get a chance to do it with a group of friends who can share the experience. That’s the best thing about it, for me; we get to help each other out with tips, resources, a good laugh – everything that you need to get you through a week. You can sustain the intensity of the Summer Institute because you’re carried along by those you live with and spend your weekends with. So, it wasn’t exactly as I imagined teaching would be – thank God for that, because I would have died of boredom. The earnestly glowing faces were the ones in the pub after work, celebrating or commiserating as appropriate, but I cackled with laughter at something said by someone under 15 almost every day, and it was all the more gratifying to see the facade of ‘cool’ slip for the moments when they got it, and it clicked. They had no prejudice against Shakespeare, so they could hiss ‘Eeeee, that’s not right, Miss, he shouldn’t have done that’ as Iago pours his poison in Othello’s ear. They loved poetry, as long as they could rap it, and they shoved the tables out of the way for a drama lesson faster than you could shout ‘Hotseating!’ They dragged me up and down mountains on Duke of Edinburgh expeditions, and shuffled into revision classes after school mumbling ‘Don’t tell no one, Miss.’ It’s exhausting, hilarious, exhilarating – it’s full-time and full-on. You’re going to love it. Good luck.
Anna Moyes ’09 Ambassador Taught English at Essa Academy Officer Now London Leadership Development
Mark Thomps
on
’10 Participant Teaching Citiz enship at Little Lever School Specialist Lang uage College
Manchester is typically northern in its friendly and welcoming demeanour! It is a hub of diversity, offering bars, clubs, museums and activities to suit everyone.
Congratulations on your Teach First offer, and welcome to the North West region, famous for Manchester tart, Manchester United and, of course, the scouse accent.
It has been an exciting place to live and work over the past few years.
Although the North West is one of the smaller regions, it should by no means be underestimated. Both Manchester and Liverpool are vibrant, exciting cities, with everything that you could ask for; exciting nightlife, great shops and bucket loads of culture. If that wasn’t enough, you’re only a stones throw from the beautiful Peak District. I’ve really appreciated the closeness of the friendship groups you form during your time on the course; everyone knows everyone’s name and the atmosphere is fantastic. Don’t worry if you’ve been placed in the North West and you have never visited before… lots of participants are in the same situation, and the Summer Institute is the perfect opportunity for you to get to know the area, as well as other participants and the schools in which you will be teaching. I can honestly say that doing Teach First has been one of the most exciting, challenging and rewarding experiences in my life, and I couldn’t have wished for a better region to be placed in, thanks to the amazing team and participants you will meet and get to know over the course of the next two years and beyond.
Teach First North West Regional Welcome | 9
School Profiles Shorefields Technology College
speak English as an additional language. The percentage of students with special educational needs and/or disabilities is almost twice the national average. There are currently three participants at Shorefields together with two Ambassadors who have just completed their two year programme. Some of our participants’ highlights at Shorefields are as follows: • Tom Bousfield was observed by Ofsted during his first few months on the programme and rated Outstanding.
Shorefields Technology College is a comprehensive school with specialist status for technology. It is situated in central Liverpool, overlooking the River Mersey. With over 650 students, including 75 sixth formers, it is a smaller than average size, mixed gender school with an age range of 11-18 year olds. The proportion of students known to be eligible for free school meals is almost five times the national average. The percentage of students from minority ethnic groups is well above the national average, as is the percentage of students who
• He and Katie Coaker accompanied SLT on a trip to the USA to learn about KIPP and bring what they learnt back to Shorefields for implementation. • Katie also went on a learning trip to Mumbai with Teach For All and delivered training upon her return to her colleagues. • Leonie Ratty and George Aylward took Year 10 students on an inspirational trip to Oxford to raise their aspirations and hopes for the future.
Here’s what Tom Bousfield has to say about Shorefields:
field Tom Bousan t
’10 Particip aths at Teaching M ge nology Colle ch Te s ld ie Shoref
“When you arrive at Shorefields Technology College - Shortie-es, for short - the first thing you'll notice will be the bright, labyrinthine corridors. Few, at first, are ever sure of where they are. The second thing you'll notice will be the pupils drooped on the windowsills conversing of the day's happenings with the drawn out vowels of the lilty, local dialect. But don't be deceived: as their bodies droop, their minds fire. "Yes sir", "You're alright, sir", "No gigs today, sir?", "Terrored, sir". This is the school about which Willy Russell wrote 'Our Day Out', and the play is lived out each and every day. Your dealings with even the most difficult children will always have that element of humour, that flash of charm, that moment of absurdity, which makes all days bearable, and the vast majority hugely enjoyable. The Senior Management and staff are hugely supportive, and in joining the school you're welcomed into a caring, close-knit community.”
10 | Teach First North West Regional Welcome
See you in June!
