Problem Statement: Young people from low income areas do not reach their full academic potential at school and lack the relevant support to make informed choices when they leave. Schools with higher than average FSM select pupils 8 study skills sessions A year long programme of small group (1:6) and personalised support delivered weekly by passionate retired teachers and inspirational role models. Structured reflection time at the end of every session. 16 sessions building future aspirations, awareness and skills Students develop good revision techniques Students improve their exam techniques Students are better able to set goals and evaluate their progress Students develop their self-awareness through a growth mindset Students are inspired about different options and understand progression routes Students develop good application and interview techniques Resolution Statement: Every young person realises their potential. Improved GCSE grades Improved ability to make informed choices and pursue academic and career options There are retired teachers locally who want to stay engaged with education. 3 dedicated sessions for setting and evaluating learning targets. TalentEd recruits, assesses, appoints and manages retired teachers TalentEd Theory of Change: Every young person has the support, skills and aspirations to realise their potential Developed in collaboration with New Philanthropy Capital (NPC)

Notes supporting TalentEd Theory of Change We start from three simple facts: -High ability students from low income backgrounds do not fulfill their academic potential. Highly able pupils from poor homes are more than twice as likely to fall behind by the age of 16 than their wealthier classmates (Sutton Trust, 2015) -These students also miss out on university and careers. Children from low income backgrounds are over twice as likely to be unemployed or economically inactive. (Social Mobility and Child Poverty Commission State of the Nation Report 2014). -We know from our work, since 2012, that many retired teachers still want to remain involved in education and there are 30,000 teachers leaving the profession each year. (What impact does the wider economic situation have on teachers’ career decisions? A Literature Review’, Merryn Hutchings, DfE 2011). TalentEd sessions bring together these pupils (Year 10 pupils achieving level 4/5 at KS2, but not on track for 3 A*/A at GCSE) and the retired teachers in small group tuition every week for a year : -The evidence in the Education Endowment Foundation Toolkit (2014) is clear that smaller groups allow for more sustained engagement from the pupils, work that is more closely matched to learners’ needs and for the teacher to provide more effective feedback. -The 2014 EEF evidence also shows that the quality of teaching increases the effectiveness of small group tuition. TalentEd, therefore, has a rigorous selection, induction and ongoing support for our retired and qualified teachers. -TalentEd works in schools which are in low income areas with higher than average numbers of pupils on Free School Meals. TalentEd sessions focus on improving GCSE grades and the ability to make informed choices and pursue academic and career options: - The EEF Toolkit shows that after school programmes which focus on exam and revision techniques are effective in increasing progress. - There is a huge weight of evidence to support the link between aspirations, employment skills and career guidance leading to young people realising their potential including Social Mobility, A Literature Review (Dept of Business, Innovation and Skills 2011); Inspiring Impact, the Journey to Employment Framework (NPC 2014); and Advancing Ambitions (Sutton Trust 2014). All of these studies point out that the current system is not working effectively.