The difference we make
  • We reduce the attainment gap for underachieving, disadvantaged pupils by more than doubling their expected academic progress. Our latest data shows pupils make 10 months’ progress over the 3 months of our programme.
  • 48% of our secondary pupils are on track to receive a GCSE pass in English or maths when we start working with them. By the end of the 12-week Team Up programme, that rises to 67%.
  • On average, our secondary pupils start working with us between 3 and 17 months behind in their learning. By the end of the 12-week Team Up programme, our pupils progress by around 10 months.
  • 94% of our schools believe the programme has helped their pupils, especially in gaining confidence. Our attendance rates are over 83% and increasing.
  • Over 75% of pupils would recommend our programme to someone like them.
  • We’ve tutored 10,000 disadvantaged young people in English and maths to improve their futures since we were established in 2012.
  • We delivered 38 programmes delivered to schools and partners in 2023-24
  • Over 67% of our pupils receive pupil premium, indicating they’re amongst the most disadvantaged in the UK. Many more have other indicators of disadvantage, such as having been in care or speaking English as an Additional Language.
  • 70% of our pupils are from ethnic minority communities.

While our results are outstanding, we believe it’s hugely important to support all pupils to improve – not just those who show the ability to improve quickly. We have a deep commitment to child welfare and emotional wellbeing. Our pupils are not just numbers, but individuals, and we work closely with schools to tailor our programme to what each student needs to thrive.

The problem we're tackling

In the UK today, the best predictor of a child’s academic and social success is still the income and postcode of their parents.

  • Disadvantaged pupils are nearly 2 years behind their more advantaged peers when they take their GCSEs. Covid-19 and the cost-of-living crisis have only widened this alarming gap.
  • Children from low-income backgrounds are also more likely to experience low confidence and resilience, and find it difficult to engage in learning. They’re 3 times more likely to be severely absent from school than others.
  • 1 in 8 young people from disadvantaged backgrounds are not in education, employment or training, compared with only 1 in 25 of their peers. This gap is also widening.

By offering rigorous and inspirational tuition in maths and English, interwoven with activities and exercises to boost confidence and resilience, we help young people from low-income backgrounds, identified at risk of leaving school without qualifications, to realise their full potential.

Boosting social mobility

Education is absolutely key to social mobility and a fairer society. Our tuition boosts grades, bolsters confidence, resilience and self-worth, builds future learning skills, leads to better attendance and behaviour, improves our pupils’ chances of entering further education or employment – and leads to brighter futures.

With schools stretched to meet underachieving, disadvantaged pupils’ needs and the government having stopped its National Tutoring Programme, we are essential to helping young people thrive.

The benefits for our tutors

Our tutors come from all sorts of backgrounds. However, more than three-quarters are sixth-form or university students, often from the same schools or similar backgrounds to the young people they tutor. 58% of applicants are from ethnic minority communities.

We’re committed to developing our tutors as well as our pupils. They gain valuable work experience, mentoring and access to exclusive training, advice and opportunities to strengthen their own prospects.

More information
Our impact report 2024-25

Our latest 23/24 impact report shows that on average our pupils achieve almost a full grade of progress in just one term of Team Up tuition.

 

Team Up Impact Report August 2024
A Team Up tutor working with a pupil
What I think of Team Up...

“I started in Year 4 and have been doing Team Up for 6 years. It’s quite fun and I feel proud of myself. Proud of how I always get into it and improve in what I do. If I ever get things incorrect I try hard to get it correct.”

Team Up pupil
3 pupils holding up workbooks
What I think of Team Up...

“It helps me at school because I have more confidence in what I do at school and you feel like I can answer more questions because I’ve done them here.”

Team Up pupil

Give students from low-income backgrounds at risk of underachieving a better future.

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