Aims and Objectives - thebrilliantclub.org · Aims and Objectives ... more than 70% of their pupils living in the lowest 30% of the Income Deprivation Index Affecting Children. Collaboration:

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Aims and Objectives

2013 - 2014

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Overview of School Provision: Programme

of privately educated children go on

to study at any university

of state school children go on to

study at any university

of state school children gain a place at a

highly selective university

of privately educated children gain a place

at a highly selective university

Contents

18%

Page 5

Introduction

Page 6

Organisational Overview

Page 7

Problem

Page 8

Theory of Change

Page 9

Targeting

Page 10

Individual Programme Overview

Page 11

Calendar of Provision

Page 12

Researcher Development Programme

Page 13

Partner University Programme

Page 14

Impact Analysis and Case Studies

Page 13

Impact Overview

Page 21

Who We Are and Contact Details

48%

96%

36%

of children eligible for free school meals

secure gain a place at a highly selective university 2%

of children eligible for free school meals

go on to study at any university 16%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pupils attendingfee-paying

private schools

Pupils attendingnon-selectivestate schools

Pupils eligiblefor free school

meals

Not studying atuniversity

Studying atuniversity but not atone of the 30 mostselective

Studying atuniversity and atone of the 30 mostselective

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Aims and Objectives

Our vision is an education system in which young people from disadvantaged backgrounds are proportionately represented at highly selective universities.

Our mission is to increase fair access to highly selective universities by placing PhD students in schools serving low participation communities to deliver university-style teaching to high performing pupils.

Introduction

The Brilliant Club is an award-winning charity that is building a movement that mobilises doctoral and postdoctoral researchers to

increase fair access to highly selective universities for high performing pupils from non-selective state schools and low-participation

backgrounds. With support from The Sutton Trust, Teach First, Challenge Partners and a number of leading universities, we are

currently working with over 150 primary and secondary schools in London, the South East and the Midlands, where this year we

will place more than 200 doctoral and postdoctoral researchers to deliver university-style teaching to over 4,000 pupils.

Our principal activity is to recruit, train and employ outstanding doctoral and postdoctoral researchers to deliver programmes of

university-style tutorials to small groups of high performing pupils in schools that serve communities with a traditionally low-

participation rate in higher education. We believe that offering sustained exposure to cutting-edge researchers in an authentic

academic environment develops the knowledge, skills and ambition that helps pupils to secure places at highly-selective

universities. This ‘academic strand’ of our provision is delivered in tandem with an ‘access strand’ that includes university trips and

conferences, as well as age-appropriate information, advice and guidance for pupils about how to access highly-selective

universities and graduate careers.

We believe it should be an everyday occurrence to walk down the corridors of non-selective state schools across the country and

see outstanding doctoral and post-doctoral researchers communicating their research and sharing their knowledge and skills with

pupils from low-participation backgrounds. We are committed to working in collaboration with schools and universities to create

a robust outreach programme that draws on best practice from each sector and provides sustained, long-term support for pupils

in terms of both the ‘academic strand’ and the ‘access strand’. Moreover, we plan to deliver this provision through what we hope

will become a sector-leading training programme for doctoral and postdoctoral researchers that develops their teaching,

transferable and leadership skills while giving them an opportunity for public engagement by disseminating their research to a

non-expert audience.

This document aims to give an overview of our provision, including the steps we are taking in our effort to mobilise researchers to

work as Brilliant Club PhD tutors, and outlines our programmes and our calendar of provision for schools and universities. It then

goes on to detail some of the outputs, outcomes and impact analysis of our work to date.

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Organisational Overview

Principal activity: The simple, scalable and sustainable way that The Brilliant Club works to achieve its vision is to recruit, train and

place PhD tutors in non-selective state schools to deliver programmes of university-style teaching to small groups of high

performing pupils. Each programme includes an academic strand that is styled as a university module and consists of a series of

six university-style tutorials, two study skills workshops and a final assignment. Each programme also includes an access strand

that consists of two university trips, one at the start of the programme and one at the end, and a range of targeted and age

appropriate information, advice and guidance resources and sessions. Also, our training programme offers PhD tutors the chance

to develop their teaching, transferable and leadership skills. All tutors have two full days of training before each placement,

delivered in partnership with a teaching school, and many complete three placements over the year, at each school key stage. We

run programmes in schools from key stage 2 to key stage 5, and more than half of our schools have PhD students at every key

stage, offering a clear pathway and framework for pupil progression.

Programmes delivered and impact: We have a track record of delivering excellent programmes, and our growth has been largely

organic, from teacher-to-teacher and researcher-to-researcher recommendations. In our first three years we have established a

strong presence across the South East, and have recently begun provision in the Midlands. In 2012-13 we trained and placed 154

PhD tutors into 94 primary and secondary schools, where they delivered 239 programmes to over 3,000 pupils, whilst our PhD

tutor recruitment has remained selective and we accepted less than half of the 387 candidates who applied last year. From our

first cohort of over 60 sixth form pupils from 2011, 75% applied to a highly selective university and 45% of them are now studying

at one. Across all key stages, 81% of our pupils completed their academic assignment and 55% produced work considered to be

excellent or good for a pupil one key stage above their age group. Beyond this, we are confident that we have built a programme

that is targeted; 100% of our pupils attend non-selective state schools, 30% of pupils are eligible for free school meals, more than

half our pupils have no parental history of higher education in this country or abroad, more than 85% of schools sampled have

more than 70% of their pupils living in the lowest 30% of the Income Deprivation Index Affecting Children.

Collaboration: To ensure the highest quality of pupil learning and researcher development, we work with several National Leaders

in Education, Teaching Schools and schools that have been rated ‘Outstanding’ by OFSTED. In total, we are currently working in

partnership with over 150 primary and secondary schools and school leaders as well as the universities of Oxford, Warwick, Sussex,

Royal Holloway and King’s College London. Whilst our recruitment and training is more structured for researchers from partner

universities, we have nonetheless employed PhD tutors from over 20 universities this year. We continue to work closely with our

founding partners, The Sutton Trust and Teach First, and strategic partners such as Challenge Partners, Goldman Sachs, The

Dulverton Trust and The Brightside Trust.

Sustainability: The Brilliant Club is a registered charity and a non-profit organisation. We operate a sustainable model that ensures

the long-term viability of the organisation and do ask schools to contribute to the cost, minimised through subsidies from our

fundraising activities, and never more than £160 per pupil. We employ PhD tutors on a part-time basis and pay them competitively

for each programme that they deliver, typically £450 per placement for approximately 6 full days of work over a term with an

additional allowance for travel and expenses. To support these PhD tutor costs, and the costs associated with planning and

delivering university trips, we ask that the universities we have a formal partnership with to contribute financially over the long-

term. We do not ask universities for financial support upfront, and always prefer to run a pilot partnership programme to see if

the outcomes are mutually beneficial to all parties before discussing longer-term partnerships.

Background: The initial idea for The Brilliant Club came two classroom teachers, Jonathan Sobczyk and Simon Coyle. After a

research and consultation phase that included teachers, academics and policymakers, they designed and delivered a series of

successful pilot projects. The organisation was founded in 2011 with support from an esteemed Board of Trustees chaired by

Dame Sue John. Since then, Jonny and Simon have been listed as 'Top 10 Young UK Social Entrepreneurs' by Ernst & Young and

Striding Out, included in The Observer's 'Britain's 50 New Radicals' and shortlisted for ‘Best New Charity of the Year’. Our

programmes have received accolades and endorsements from pupils, PhD tutors, teachers and academics, as well as policymakers

such as the Secretary of State for Education and the former Shadow Secretary of State for Education.

http://www.nesta.org.uk/news_and_features/britains_new_radicals/the_brilliant_club

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students whoattend fee-

paying privateschools

Students whoattend non-

selective stateschools

Students whoare eligible for

Free SchoolMeals

Not attendinguniversity

Attend universitiesnot in the 30 mostselective HE providers

Attend universitieswithin the 30 mostselective HE providers

Problem

Problem: Only 2% of children who are eligible for free school

meals and 18% of children who attend non-selective state

schools will progress to a highly-selective university, compared to

48% of children who attend fee-paying private schools. These

figures demonstrate the inequality of access to higher education

within the UK education system today. Although disparity exists

across all universities, the problem is most acute at the thirty

most selective universities. The Brilliant Club exists to increase

fair access to highly-selective universities for pupils coming from

non-selective state schools, with a specific focus on helping

children from low-participation and low-income backgrounds.

When pupils from disadvantaged backgrounds demonstrate the potential to secure a place at a highly-selective university, they

often require a range of on-going support mechanisms to make this outcome a reality. As a group, these pupils are much less likely

to achieve the grades necessary to make a competitive application to highly selective universities. They are also less likely to have

developed the skills that are prized by those universities, less likely to receive effective information, advice and guidance about

higher education and, as a result, can sometimes lack the confidence and conviction that a highly selective university is an

appropriate choice for them. School leavers are 20% more likely to progress to higher education today than in the mid-1990si but,

despite an overall increase in the number of pupils from low-income backgrounds progressing to university, this growth has lagged

behind that of their wealthier counterparts in recent yearsii.

Pupils from low-income backgrounds are acutely under-represented at the most selective universities. Beyond the headline figures

include above, the following statistics further illustrate the scale and the nature of the challenge:

Two thirds of pupils who are in receipt of free school meals and who are amongst the top fifth of performers at age 11

are no longer in the top fifth by the time they sit their GCSEs, and half do not progress to higher educationiii.

80% of young people from low participation neighbourhoods live in close proximity to a highly selective university but

only 1 in 25 will go on to attend such a university, compared with 1 in 4 from high participation neighbourhoodsiv.

Pupils from state schools are as likely to attend highly selective universities as pupils who attend private schools but

achieve two grades lower in their A-Levelsv.

The challenge for pupils growing up in certain areas of the country is significantly greater than for those growing up in others:

58.5% of pupils attending state schools in Hammersmith and Fulham (the best performing local authority) went on to a

highly selective university, compared with just 3.6% in Knowsley (the worst performing) and 4.4% in Tower Hamlets (the

worst in London) vi.

11 of the 25 lowest performing local authorities are in London, each sending fewer than 11% of their pupils to highly

selective universitiesvii.

22.5% of all applicants living in London secure a place at a research-intensive university, compared to only 12.5% of

applicants from poorer areasviii.

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Theory of Change

Necessity: Change is needed, first and foremost, because the link between family background and access to the most selective

universities is unjust. More than this, it is also a major contributing factor to Britain’s low level of social mobility compared with

other developed countries. As Blanden et al summarise: “The strong link between family income and educational attainment is at

the heart of Britain’s low mobility culture”ix. Young people that progress to higher education are rewarded with greater access to

professional and high status jobs, and thus gain the potential for significantly improved social mobility. Moreover, increasing

access to higher education, and the most selective universities in particular, could bring significant benefits to wider society. These

points are supported by the findings below:

Attending university

It is estimated that graduates of any type of university earn an average of £600,000 more over their career compared to

those who enter the workforce at age 18x.

Entry-level positions in the majority of professions require a university degree and so the ability to access many jobs is

severely limited for non-graduatesxi.

38% of all intergenerational social mobility can be attributed to observable educational factors. Half of this effect can be

explained by post-16 qualifications, with higher education being the most significant determinantxii.

Attending a highly selective university

Students at highly-selective universities enjoy “a clear cumulative added-value factor”, including higher satisfaction,

completion rates and external quality assessment of teachingxiii.

The estimated earnings premium for people attending a research intensive university compared with another higher

education institution is £103,000 over the course of a working lifetimexiv.

Graduates of highly selective universities are more likely to enter prestigious and influential professions including

journalism, law, politics and medicinexv.

Economic implications

Once retirements are taken into account, 7 million new professionals will be needed in the UK over the next decadexvi.

The UK lags behind other developed nations in terms of the number of young people accessing higher education, reducing

the country’s economic competitivenessxvii.

Weakening the link between background and achievement in the UK would contribute between £56 billion and £140

billion to the value of the economy by 2050xviii.

Method: To overcome the barriers to securing a place at highly selective universities, pupils from disadvantaged backgrounds

require comprehensive, long-term support. If traditional outreach activities such as trips and conferences are to have an effect,

they need to take place within the context of a wider programme of support that is embedded in schools and consistently

reinforced from a young age. There has been a recent proliferation of information, advice and guidance, but for this to be of real

use to pupils then it must be grounded in the experience and understanding of what the academic life of a university is about.

Ideally, this process will begin at primary school and continue throughout secondary school, at all times reiterating that whether

or not pupils progress to a top university is in their own hands.

The Brilliant Club gives pupils with a structured programme of on-going support that has a core focus on developing knowledge,

skills and ambition, as well as raising their attainment in national exams. During the tutorials, PhD tutors use their passion and

expertise to motivate and stretch the pupils, helping them to develop academic skills like critical thinking and communication.

Between tutorials, pupils are required to undertake challenging reading and writing assignments that lead to the completion of

an extended essay that takes pupils above and beyond the normal school curriculum. Completing this process helps pupils to build

up their emotional skills including confidence and resilience, as well as enhancing their ability to see themselves in the physical

and intellectual environment of a university.

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Targeting

We work to increase the number of pupils from low participation backgrounds who progress on to highly-selective universities, and in order to do this we target schools that serve areas of social deprivation and put safeguards in place to ensure that our provision on the whole is benefitting disadvantaged pupils. To this end, we maintain three core principles for our provision:

1) We only work with non-selective state schools. 2) We require an absolute minimum of 1 in 4 pupils on the programme must be eligible for free school meals. 3) We target and prioritise schools in areas of significant social deprivation.

We are confident that we are working with the right pupils and schools, as demonstrated in some of our key outputs that are summarised below:

Approximately one in three pupils we work with are eligible for free school meals

More than half of pupils sampled have no parental history of higher education in this country or abroad

More than 85% of schools sampled have more than 70% of their pupils living in the lowest 30% of the IDACI

More than 90% of schools sampled have above average pupil eligibility for FSM

The table below shows our headline impact goals as well as how corresponding intermediate goals are going to be formulated.

Beyond the primary impact goal to increase access to highly selective universities, we have chosen four headline impact goals,

attainment, knowledge, skills and ambition, as research suggests that these are some of the key factors that can help pupils to

progress to highly selective universities. Each of these four headline impact goals has two corresponding intermediate goals, which

can be amended to make them appropriate for pupils of different ages. For example, the focus of an attainment impact goal could

be SATs, GCSEs or A-Levels.

Some of these intermediate goals are used to monitor progress towards a headline impact goal. For instance, in order to access a

highly selective university, pupils will need to apply, then receive an offer and then secure a place. Some of these intermediate

goals are instead used to establish a baseline to measure progress against. For example, impact can be demonstrated by having

pupils explain their knowledge of course content at the start of a programme and then again at the end of a programme. We will

use a similar system of headline impact goals and corresponding intermediate goals in our first external evaluation. However, over

the next six months we will carry out a formal consultation with a range of stakeholders to determine the most appropriate impact

indicators to put in place from 2013/14. We have included an interim impact report at the end of this document, demonstrating

some initial outputs and impact of our work.

Headline Targets

Access 2013/14 2014/15 2015/16

HEADLINE - % of pupils going on to secure a place at a highly selective university 50% 52.5% 55%

INT -% of pupils receiving an offer from a highly selective university 60% 62.5% 65%

INT -% of pupils applying to a highly selective university 70% 70% 70%

Attainment 2013/14 2014/15 2015/16

HEADLINE - % of pupils achieving required grades for highly selective universities 60% 62.5% 65%

INT - % of pupils working towards required grades for highly selective universities 70% 72.5% 75%

INT - % of pupils working towards individual target grades 80% 80% 80%

Knowledge 2013/14 2014/15 2015/16

HEADLINE - % of pupils able to explain course content at graduation 70% 75% 80%

INT - % of pupils able to explain course content at end of tutorials 60% 62.5% 65%

INT - % of pupils able to explain course content at launch 50% 50% 50%

Skills 2013/14 2014/15 2015/16

HEADLINE - % of pupils able to demonstrate skills through GRIT test at graduation 55% 57.5% 60%

INT -% of pupils able to demonstrate skills through GRIT test at end of tutorials 52.5% 55% 57.5%

INT -% of pupils able to demonstrate skills through GRIT test at launch 50% 50% 50%

Ambition 2013/14 2014/15 2015/16

HEADLINE - % of pupils aiming to study at a highly selective university at graduation 70% 72.5% 75%

INT - % of pupils aiming to study at a highly selective university at launch 65% 67.5% 70%

INT - % of pupils able to picture themselves at a highly selective university at launch 75% 75% 75%

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Individual Programme Overview

Academic strand: The structure of an individual programme is the same for every age group that we work with. An individual

programme places a PhD tutor in a school to deliver a university-style module to two groups of six high-performing pupils. Each

programme begins with a launch trip that is held at a top university and includes the first tutorial, and this is then followed by a

series of four in-school tutorials that lead to the completion of a final assignment. After the fifth tutorial pupils submit their

assignments, which are marked by their PhD tutor and moderated by qualified teachers. The academic challenge of the programme

is reflected in the fact that pupils are awarded grades (1st, 2:1, 2:2 or 3rd) that assess them against standards that are one key stage

above their expected level of attainment. To give an example, GCSE pupils are assessed against A-Level standards, with a 1st or a

2:1 representing excellent or good work at that standard respectively. Pupils who submit their assignments are invited to attend

a graduation trip at another top university, where comprehensive feedback is provided by the PhD tutor as part of the final tutorial.

Access strand: Through our launch and graduation trips we work with our partner universities to provide a programme of age-

appropriate information, advice and guidance resources. This runs alongside the academic strand and aims to both ground the

pupil experience of the PhD tutor placement in the context of university life and equip pupils with the knowledge and skills to

make informed choices about life after school. We offer optional schemes of work that can be delivered by classroom teachers

and run two large university-style conferences for pupils to attend: the Key Stage 4 conference focuses on access to highly selective

graduate careers and the Key Stage 5 conference focuses on university applications. Through our VLE, which is hosted by The

Brightside Trust, pupils also receive access to additional information, advice and guidance materials.

PhD tutor assessment and training: In order to be approved to work as a PhD tutor, applicants must pass a competitive three-part

assessment process, including a group activity, one-to-one interview and mini-lesson. Before starting a placement PhD tutors must

also complete two days of training where they will work with qualified teachers to develop teaching, transferable and leadership

skills. When working with younger pupils, we support PhD tutors to deliver a programme that has been designed by experienced

teachers. When working with older pupils, we support PhD tutors to design a programme that is based on their own research

project. Although the training programme is modular and structured differently at each key stage, all PhD tutors must complete

the same introductory module before their first school placement.

Logistics: Programmes usually take place in the second half of a school term, allowing time for assignments to be completed over

the school holidays and graduation trips to take place shortly afterwards. We offer schools a choice of three subject streams: Arts

and Humanities, Social Sciences or STEM. Schools can elect a subject preference within this stream, although we cannot guarantee

this will always be met. It is possible for schools to have multiple PhD tutor placements at the same time so that they can cater for

a wider range of pupils. More than half of our schools also have PhD students placed at all Key Stages, offering a clear framework

and pathway for progression.

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Calendar of Provision

Academic Year Overview

September – December January - April April – July Sept

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Clear academic progression: The basic structure of an individual programme remains the same for every age group we work with.

However, the study skills sessions and the information, advice and guidance are targeted both in terms of subject specialism and

age group. Furthermore, the expected length of the final assignment increases with age: for example, pupils in Year 6 pupils

complete 1000 word university-style essays whilst pupils in Year 12 complete referenced 2500 word assignments (or similar

problem sets).

Flexible for PhD tutors: In the same way that schools are in a position to choose how many programmes they would like to run,

PhD tutors have the flexibility to decide how many programmes they will complete over the course of a year. Some PhD tutors

only complete one placement but many will go on to complete a placement at every key stage, sometimes in the same school.

We pay PhD tutors £450 per placement and they can complete three placements a year, earning a total of £1350 plus expenses.

If PhD tutors complete a programme at every key stage then they will have fulfilled the requirements to become an Advanced

Skills Tutor, which enables them to complete unlimited further placements without attending training.

The options for PhD tutors are detailed in the table below:

Placement Options Year 7/8 Year 9/10 Year 12

Placement dates: November-January March-May June-September

Age of pupils: 9-12 years old 13-15 years old 17-18 years old

Number of pupils: 12 12 8

Group size: 6 6 4

Essay word count: 1500 2000 2500

Tutorial duration: 60 mins 60 mins 75 mins

Training days per placement: 2 2 2

University trips (whole days): 2 2 2

In-school tutorials (half days): 4 4 4

Total hours: 44 hrs over 8+ days 46 hrs over 8+ days 48 hrs over 8+ days

Remuneration £450 + expenses £450 + expenses £450 + expenses

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Our Researcher Development Programme (RDP), like our Partner School Programme, has been created together with senior

practitioners from secondary schools and universities, and is delivered through pairs of whole-day training sessions that precede

each school placement and combine general teacher training with specific workshops and course design.

PhD tutors are automatically enrolled on the Researcher Development Programme, but the modular nature of the programme

affords a high level of flexibility and, if they choose, the option to complete in their own time. For example: tutors can take part

in a single placement, deliver three (or more) placements in succession or complete the programme over a number of years. If

PhD tutors complete all five core modules then they will become an Advanced Skills Tutor, meaning that they are able to complete

further placements without having to attend training, although there will be additional professional development opportunities

on offer. To become an Advanced Skills Tutor PhD tutors must complete Module 1 (including pre-reading and training) and then

complete the following in any order:

Attend Module 2 Training (M2) and deliver an existing programme at either Key Stage 2 or 3

Attend Module 3 Training (M3) and deliver an existing or PhD tutor designed programme at Key Stage 4

Attend Module 4 Training (M4) and design and deliver a programme based on their research at Key Stage 5

Attend Module 5 (M5) PhD Tutor Conference

M4: Course

Design KS4 Programme

Design and

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Partner University Programme

The Brilliant Club is working in partnership with a growing number of universities to deliver our programmes across London, the

South East and the Midlands, including King’s College London, the University of Sussex, the University of Warwick, Royal Holloway

and many colleges at the University of Cambridge and the University of Oxford. In order to expand our provision to new regions,

we are committed to developing new partnerships with universities that build on our shared resources, networks and expertise,

and that augment the considerable work that universities are already doing through widening participation, researcher

development and careers departments. To this end, we are currently developing pilots in the North East and East Anglia.

We strive to work in a collaborative way with universities and we are sensitive to their priorities and those of the region that they

serve, usually holding relationships with the three aforementioned departments. Through working and steering groups with

representatives from our partner universities, we work together to equip PhD tutors with teaching, transferable and leadership

skills and place them in schools to deliver academic programmes of university-style teaching to small groups of high performing

pupils in local ‘cluster’ schools, who then build on this academic experience through regular trips to both local partner universities

as well as ‘exchange’ trips to non-regional universities. Through these trips pupils access age-appropriate information, advice and

guidance that we deliver in partnership with the universities we work with.

Our Partner University Programme runs over three years, starting with a small pilot before provision is rolled out across a region

through a reduced capacity partnership. After holding a full review at the end of the academic year, a university may then move

up to our Full Capacity Partner University model. The Brilliant Club takes responsibility for recruiting schools and PhD tutors and

for organising, managing and evaluating the programmes. However, we work closely with partner Universities and receive

onugoing input to ensure that the programmes run effectively, that messaging is appropriate and consistent, and that outcomes

continue to be beneficial to both parties.

The table below outlines what a partner university programme looks like over three years.

3 Year Partner University Provision Overview

Trip details Time of year Trips

(96 or 80 pupils)

Number of pupils

(max capacity)

Number of programmes

(max capacity)

Local Schools (Launch)

Regional Exchange schools

(Graduation)

Target min number of PhD tutor

placements from partner university

YEAR 1: Pilot Partner University Programme

Y9/10 Launch Trip February 1 96 (132) 8 (11) 6 0 6

Y9/10 Graduation Trip May 1 96 (132) 8 (11) 6 0

Year Total: 2 96 (132) 8 (11) 6 12 0 12

YEAR 2: Reduced Capacity Partner University Programme

Y7/8 Launch Trip November 2/3 192 (240) 16 (20) 12 0 8

Y7/8 Graduation Trip January 2/3 192 (240) 16 (20) 0 12

Y9/10 Launch Trip February 2/3 192 (240) 16 (20) 12 0 8

Y9/10 Graduation Trip May 2/3 192 (240) 16 (20) 0 12

Y12 Launch Trip June 2/3 192 (240) 24 (42) 12 0 12

Y12 Graduation Trip September 2/3 192 (240) 24 (42) 0 12

Year Total: 12/18 1152 (1440) 112 (164) 12 Up to 36 28

YEAR 3: Full Partner University Programme

Y7/8 Launch Trip November 2/3 288 (336) 24 (28) 18 0 12

Y7/8 Graduation Trip January 2/3 288 (336) 24 (28) 0 18

Y9/10 Launch Trip February 2/3 288 (336) 24 (28) 18 0 12

Y9/10 Graduation Trip May 2/3 288 (336) 24 (28) 0 18

Y12 Launch Trip June 2/3 288 (336) 36 (42) 18 0 18

Y12 Graduation Trip September 2/3 288 (336) 36 (42) 0 18

Year Total: 12/18 1728 (2016) 72 18 18 Up to 42 42

Page | 14

0%

20%

40%

60%

80%

100%

Pupilsattendingfee-paying

private schools

Pupilsattending

non-selectivestate schools

Pupils eligiblefor free school

meals

Not progressing touniversity

Progressing to universitybut not to one of the 30most selective

Progressing to one ofthe 30 most selectiveuniversities

Impact Analysis 2012/13 and Case Studies of our work

The problem is that just 2% of pupils eligible for free school

meals and 18% of pupils attending non-selective state schools

go on to study at a highly selective university, compared with

48% of pupils attending fee-paying private schools.

There is a gap in university access in general, but it is most acute

at the 30 most selective universities. The Brilliant Club exists to

increase access to these highly-selective universities for pupils

attending non-selective state schools, and maintains a specific

focus on pupils from low-income backgrounds.

We believe that it should be part of the normal fabric of non-selective state schools to walk down the corridors and see outstanding

PhD tutors communicating their research and sharing their knowledge and skills with pupils from low participation backgrounds.

We feel that our most significant achievement to date is to have worked in partnership 150 schools and six of the country’s most

selective universities to establish our innovative model of recruiting, training and placing doctoral and postdoctoral researchers

to deliver programmes of university-style learning. In so doing, we feel that we have laid the foundations for a widening access

initiative could one day be capable of bringing about systemic change. However, we recognise there is still a substantial amount

of work to do before we can begin to break the link between parental income and educational success and that we will only be

able to achieve this in collaboration with schools, universities and partners across the education system.

Though the scale of the challenge is great, our initial indicators are very encouraging. In the academic year 2012/13:

75% of our sixth form pupils from our first cohort applied to a highly selective university

45% of our sixth form pupils from our first cohort are now studying at a highly selective university

We employed over 150 PhD tutors to deliver programmes of university style learning to 2687 pupils in 100 non-selective state schools across London, the South East and the West Midlands.

Our PhD tutors delivered 3133 hours of teaching, 83% of which was by researchers at Russell Group universities

55% of our pupils produced assignments considered to be excellent or good for a pupil one key stage above them.

Beyond this, we are confident that we are building a programme that is targeted and directly addresses educational disadvantage:

100% of our pupils attend non-selective comprehensive state schools.

30% of pupils we work with are eligible for free school meals

More than half of pupils sampled have no parental history of higher education in this country or abroad

More than 85% of our schools have more than 70% of their pupils living in the lowest 30% of the IDACI

More than 90% of our schools sampled have above average pupil eligibility for FSM

Case study: The First Brilliant Club

The Brilliant Club started in 2011 as a pilot project with

19 Year 11 pupils from a London state school. We placed

two PhD students from Oxford University to deliver a

programme of six university-style tutorials. Each pupil

produced a 2,000 word assignment, with some pupils

reaching undergraduate level.

When we started, 3/19 pupils were working towards

5 A*-A grades at GCSE level. By the end of the project,

this had risen to 12/19 pupils. That summer, 15/19 pupils

went on to achieve 5 A*-A grades in their GCSEs. Two

years on, eight of those pupils are now studying at highly

selective universities, including Mohammed and Loresa,

both the first in their families to go to university.

Page | 15

Outcomes 2012/13: Progression to University

The following tables show the rates of progression to university for our first cohort of Key Stage 5 pupils. From a sample size of 62

pupils, representing 67.3% of the cohort, we have tracked the number of pupils applying to, receiving offers from and ultimately

progressing to highly selective universities. The analysis is categorised by sub-groups, including pupils eligible for free school meals,

pupils achieving 5A*-A grades at GCSE and pupils achieving AAB at A-Level.

Sample size = 62 pupils (67.3% of total) Applied to

Top 30 University Offer from Top

30 University Progression to Top 30

University

All pupils (62) 47 38 28

Pupils eligible for free school meals (16) 12 10 6

Pupils achieving 5A*-A grades at GCSE (26) 19 16 14

Pupils achieving AAB at A-Level (27) 24 22 20

All pupils 75.8% 61.3% 45.2%

Pupils eligible for free school meals 75.0% 62.5% 37.5%

Pupils achieving 5A*-A grades at GCSE 73.1% 61.5% 53.8%

Pupils achieving AAB at A-Level 88.9% 81.5% 74.1%

Sample size = 62 pupils (67.3% of total) Applied to Any

University Offer from Any

University Progression to Any University

All pupils (62) 50 46 46

Pupils eligible for free school meals (16) 13 12 12

Pupils achieving 5A*-A grades at GCSE (26) 20 18 18

Pupils achieving AAB at A-Level (27) 24 24 24

All pupils 80.6% 74.2% 74.2%

Pupils eligible for free school meals 81.3% 75.0% 75.0%

Pupils achieving 5A*-A grades at GCSE 76.9% 69.2% 69.2%

Pupils achieving AAB at A-Level 88.9% 88.9% 88.9%

Outcomes 2012/13: Pupil Attainment on the Programme

The Brilliant Club grading system is that a 1st or 2:1 are awarded to work that is considered to be excellent (1st) or good (2:1) for a

pupil one key stage above them. For example, a GCSE pupil completing work considered to be of an excellent standard at A-Level

would be awarded at 1st in their final assignment.

The following table gives an overview of the distribution of pupils that have taken part in our programmes from September 2012

to July 2013, according to the grades awarded by their PhD tutor in their final assignment. We have highlighted the columns for

1st and 2:1 graded assignments as they represent a level of attainment that goes beyond typical classroom teaching.

Sample size = All pupils 1st 2:1 2:2 3rd Fail DNS TOTAL

Number of Key Stage 2 assignments 56 134 72 17 0 10 289




TOTAL 533 958 534 167 115 380 2687

Key Stage 2 as a percentage of all assignments 2.08% 4.99% 2.68% 0.63% 0.00% 0.37% 10.76%




TOTAL 19.84% 35.65% 19.87% 6.22% 4.28% 14.14% 100.0%

Page | 16

Pupil Survey Data

In order to help us understand the impact of our programmes, we survey all of our pupils by asking them to respond to statements

about their skills, confidence and ambition. At the beginning of each programme we take a baseline of pupil perceptions by asking

them to respond a series of statements using a five point Likert scale ranging from ‘strongly disagree’ (1) to ‘strongly agree’ (5).

When pupils graduate from the programme we ask them to respond to the same statements again, measuring any changes in

their perceptions. In addition to this, we also ask pupils to respond to a series of five ‘one-off’ questions about their participation

in the programme overall.

Aggregated Pupil Responses – 2012/13

Statement Average Before

Average After

Average Change

Skill

s

I can find out new information for myself and use it in my written work. 3.94 4.59 0.65

I can understand challenging material and give opinions about it. 3.62 4.34 0.70

I can easily get my ideas across when speaking. 3.68 4.27 0.55

I can complete written work to higher standard. 3.26 4.28 0.90

I can work effectively without help from teachers or parents. 4.11 4.58 0.46

Co

nfi

de

nce

I feel confident when sharing ideas amongst my classmates. 3.84 4.38 0.50

I feel confident discussing my ideas with a university teacher. 3.64 4.36 0.68

I feel confident presenting my ideas in writing. 4.02 4.46 0.41

I feel confident that I have the ability to go on and study at university. 4.17 4.65 0.43

I feel confident that I have the ability to go on and study at a top 30 university. 3.92 4.46 0.52

Am

bit

ion

I can see how The Brilliant Club will help me to improve my performance in class. 4.05 4.56 0.48

I know the steps I need to take to improve as a learner. 3.64 4.44 0.74

I plan to take the steps necessary to improve as a learner. 4.13 4.62 0.48

I plan to go on and study at university. 4.46 4.70 0.22

I plan to go on and study at a top 30 university. 4.25 4.60 0.33

I have enjoyed taking part in The Brilliant Club. 4.45

The Brilliant Club tutorials have been more challenging than normal lessons. 4.65

During The Brilliant Club I have worked harder than I normally do. 4.45

The Brilliant Club has changed my mind about what excellent learning is. 4.15

The Brilliant Club has made me feel more motivated to succeed in my studies. 4.50

Statement Strongly Agree / Agree Before

Strongly Agree / Agree After

Skill

s

I can find out new information for myself and use it in my written work. 74.51% 96.98%

I can understand challenging material and give opinions about it. 57.02% 91.14%

I can easily get my ideas across when speaking. 59.61% 88.12%

I can complete written work to higher standard. 35.85% 86.61%

I can work effectively without help from teachers or parents. 80.35% 92.44%

Co

nfi

de

nce

I feel confident when sharing ideas amongst my classmates. 66.31% 86.39%

I feel confident discussing my ideas with a university teacher. 54.64% 87.04%

I feel confident presenting my ideas in writing. 77.54% 91.36%

I feel confident that I have the ability to go on and study at university. 80.56% 95.03%

I feel confident that I have the ability to go on and study at a top 30 university. 67.82% 90.93%

Am

bit

ion

I can see how The Brilliant Club will help me to improve my performance in class. 75.38% 92.66%

I know the steps I need to take to improve as a learner. 60.04% 92.44%

I plan to take the steps necessary to improve as a learner. 79.48% 96.76%

I plan to go on and study at university. 85.31% 93.95%

I plan to go on and study at a top 30 university. 79.27% 92.44%

I have enjoyed taking part in The Brilliant Club. 92.44%

The Brilliant Club tutorials have been more challenging than normal lessons. 95.46%

During The Brilliant Club I have worked harder than I normally do. 90.71%

The Brilliant Club has changed my mind about what excellent learning is. 78.62%

The Brilliant Club has made me feel more motivated to succeed in my studies. 91.58%

Page | 17

Selected Pupil Responses – 2012/13

The following charts show a selection of ways in which pupils perceive that their participation in The Brilliant Club has developed

their skills, built their confidence and increased their ambition. In particular, we are pleased to highlight that our programmes

help pupils to improve the quality of written work, make them feel more at ease communicating with academics and ultimately

lead to more of them planning to study at a highly selective university.

Developing Skills

I am able to understand and think critically about challenging material I am able to complete extended assignments to a higher standard

57.02% 91.14% 35.85% 86.61%

After Before After

agree or strongly agree

Before

agree or strongly agree agree or strongly agreeagree or strongly agree

Building Confidence

I feel confident discussing my ideas with a university teacher I feel confident that I have the ability to study at a top 30 university

54.64% 87.04% 67.82% 90.93% agree or strongly agreeagree or strongly agree agree or strongly agree agree or strongly agree

Before After Before After

Increasing Ambition

I plan to take the steps necessary to improve as a learner I plan to go on and study at a top 30 university

79.48% 96.76% 79.27% 92.44%agree or strongly agree agree or strongly agree

Before After Before After

agree or strongly agree agree or strongly agree

Strongly disagree Agree

Disagree Strongly agree

Neutral

Scale

Page | 18

Outputs 2012/13

Reach of The Brilliant Club – The following tables show the reach of our flagship programme from September 2012 to July 2013,

including the numbers of pupils that have taken part in our programmes and the number of schools that we have worked with.

Sample size = All pupils London South East Midlands TOTAL

Number of Key Stage 2 pupils 289 0 0 289




TOTAL 2370 120 197 2687

Key Stage 2 as a percentage of all pupils 10.76% 0.00% 0.00% 10.76%




TOTAL 88.20% 4.47% 7.33% 100.00%

Sample size = All schools London South East Midlands TOTAL

Number of primary schools 24 0 0 24

Number of secondary schools 60 6 10 86

TOTAL 84 6 10 100

% of primary schools 24.0% 0.0% 0.0% 24.0%

% of secondary schools 60.0% 6.0% 10.0% 76.0%

TOTAL 84.0% 6.0% 10.0% 100.0%

Placing Researchers in Schools 2012/13 – The following table shows the number of doctoral and postdoctoral that we have trained

and placed in non-selective state schools to deliver programmes of university-style tutorials from September 2012 to July 2013

and the number of teaching hours delivered.

Sample size = All PhD tutor placements Top 30 Russell Group Other TOTAL

Number of PhD tutor placements 210 237 51 288 PhD tutor placements Percentage of total placements 72.9% 83.0% 17.7%

Number of teaching hours delivered 2399 hrs 2695 hrs 617 hrs 3313 teaching hours delivered Percentage of total teaching hours 72.4% 81.3% 18.6%

Targeting Educational Disadvantage 2012/13 – The following tables show the targeting of our programmes from September 2012

to July 2013, including the numbers of pupils who are eligible for free school meals and the numbers of pupils with no parental

history of higher education.

Sample size = 1353 pupils (67.0% of total) FSM eligible % of sample Not FSM eligible

% of sample TOTAL

Number of Key Stage 2 pupils 78 32.4% 163 67.6% 241



Number of Key Stage 5 pupils * n/a n/a n/a n/a n/a

TOTAL 403 29.8% 950 70.2% 1353

* Free school meals eligibility not applicable at Key Stage 5.

Sample size = 1882 pupils (65.0% of total) No history of HE % of sample History of HE % of sample TOTAL





TOTAL 966 50.0% 966 50.0% 1932

Page | 19

Case Study: Researcher Development Programme at King’s College London

The Brilliant Club in entering into the third year of its relationship with the Researcher Development Department at King’s

College University. The statistics, case study and sample course titles detailed below come from the second year of our

relationship (2012/13) and demonstrate the work we do with our Partner universities.

Number of applicants from KCL 100

Number of individual KCL tutors 49

Number of placements delivered by KCL tutors 104

Number of individual KCL tutors becoming Advanced Skills Tutors (Completing a programme at every school key stage) 14

Number of hours of teaching delivered by KCL tutors 1209

Arts Humanities/STEM 29/20

Course Code Sample Course Titles designed and/or delivered by KCL Tutors

Key Stage 2

PH201 What is Fairness?

HI201 Poverty and Progress

BI201 Circulatory Systems

Key Stage 3

PH301 Can Terrorism Ever be Justified?

EN301 A Hero's Journey - Monomyth

MA302 Could the Stars Float in the Bath?

Key Stage 4

BI406 An Introduction to Neuroscience

BI404 Genetics of Human Health and Disease

EN403 Charles Dickens and the Victorian Ghost Story

EN404 The Art and Politics of Anthologies

LA401 Intergenerational Justice

PH402 Free Will, Responsibility and Luck

HI403 The Northern Ireland Troubles and the IRA

LI401 Urban Linguistics

Key Stage 5

BI513 Superbugs to Green tea an introduction to microbiology

BI514 Friend or Foe: The Hygeine Hypothesis

BI515 Genetics of Cardiac Arrhythmias

CO502 Introduction to Model Driven Software Development

EC501 Corporate Governance: Convergence or Divergence?

EN507 Ghosts, Mothers and Women's Writing in Contemporary Spain

EN509 Adapting Shakespeare for the Cinema

HI501 A Study of the Seven Years War Through Documentary Analysis

HI505 Diamonds, Gold, and the Origins of Segregation in South Africa, 1867-1944

HI509 Music in Nineteenth Century India

HI510 The Book and Authorship in the Medieval and Early Modern Period

HI511 Progress and Protest in the Nuclear Age Atomic Weapons and British Society, 1945 to 1961

MA501 Numbers to the Rescue! Mathematics for Scientific Problems

PO504 Guerrillas and Gorillas: Conservation in Regions of Armed Conflict

PS502 Optical Illusions and Psychology

PS503 Schizophrenia

PS504 Individual Differences in Mood and Personality

Page | 20

Case Study: Brilliant Club Tutor, Richard Milburn (KCL)

I heard about the Brilliant Club from an email that was sent around my department

when I started my PhD. I had tried to set up a similar scheme in my school in sixth

form, but had been unable to do so, so the chance to be involved in such a scheme

several years later seemed an excellent opportunity. The ethos of the Brilliant Club

also particularly appealed as I am a great believer in trying to create equality of

opportunity and helping people who are willing to put the effort in to help

themselves.

So far I have taught Philosophy streams at KS4 and KS5, and I am coming to the end

of KS2 and about to begin KS3. At KS4 I taught the ‘Can Terrorism Ever be Justified?’

module, using Al-Qaeda as a primary case study, and for KS2 I have been teaching the module on ‘What is Fairness?’. Both modules

have sparked considerable debate, both in the classroom and outside, and the improvements in pupils’ abilities to deal with the

complexity of the topics involved has noticeably improved from the first tutorial to the final assignment and subsequent

graduation tutorial.

At KS5 I designed my own course ‘Gorillas and Guerrillas’, which was based on my PhD research and discussed whether armed

force should be used to protect nature in war zones. The course was designed to look at a conventional topic, nature conservation,

in an unconventional setting – both during wartime, and also from a political and philosophical viewpoint rather than the usual

biology or geography approach. This helps to give pupils an insight into the sort of modules they will study at university, and also

how theoretical concepts apply to unusual real world situations.

Through these courses pupils have developed three main key skills; critical thinking, essay technique, and the confidence to discuss

complex topics among their peers and with people much older than them. Their improved critical thinking abilities have proved

the most marked, both within tutorials and then in their final assignments and at the graduation trip, as they have moved from

limited critiques of arguments when prompted to more complex, unprompted criticism. This is combined with a far greater

confidence presenting those ideas, both on paper and in the classroom, as the smaller class sizes and external tutors offer quieter

and less confident pupils a more comfortable setting to express their views and build their confidence in doing so.

One of the major benefits for me has been the pure enjoyment of the process, of teaching kids who in the main are very keen to

learn and eager to put the effort in to doing so, and (occasionally after requiring a little persuasion) are willing to contribute

intelligently in class to complex debates. I’ve also found the training sessions on learning how to teach and the theories of learning

to be both interesting to learn about and useful for sharing my own research with non-expert audiences. Finally, the mere act of

doing something worthwhile where one sees immediate and tangible results is an enjoyable experience while undertaking the

long process of doctoral research.

Overall I think the Brilliant Club offers a fantastic opportunity for pupils to develop their minds and realise their potential, and for

tutors to engage in a worthwhile and enjoyable scheme and to gain a wealth of transferable skills. Although by itself the Brilliant

Club is not a panacea to solve the problem of getting more state school pupils into top universities, it certainly acts as both a spark

and catalyst for pupils to give them the key skills and inspiration to help them get to where they deserve to be.

Page | 21

Who we are

The Brilliant Club is a company limited by guarantee and a registered charity in England and Wales. Our Board of Trustees is chaired by Dame Sue John, Headteacher at Lampton School and Non-Executive Director at the Department for Education. She is supported by her senior management team below: Vice-Chair: Adrian Percival CEO, Haberdashers’ Aske’s Federation

Secretary: Matthew Hood New Business Manager, Achievement for All

Trustee: James Turner Director, The Sutton Trust

Trustee: Russell Hobby General Secretary, National Association of Head Teachers

Trustee: Sally Boyle Managing Director, Goldman Sachs

Trustee: Ben Williams Associate, Bank of Tokyo

Founder and CEO: Jonathan Sobczyk QTS

Founder and COO: Simon Coyle QTS

The Brilliant Club also has 10 full-time members of staff spread across two offices (London and West Midlands) with significant

expertise of the school and university sectors.

Contact details

Postal Address: The Brilliant Club Oasis Academy South Bank 75 Westminster Bridge Road London SE1 7HS Telephone: 0207 921 4540 Email: [email protected]

Page | 22

www.thebrilliantclub.org

Page | 23

References

i HEFCE, ‘Trends in young participation in higher education: core results for England’ (January, 2010)

ii Sutton Trust, ‘Sutton Trust Submission to Sir Martin Harris: Widening Access to Selective Universities’

(January, 2010)

iii Sutton Trust, ‘Sutton Trust Submission to Sir Martin Harris’

iv Ibid

v Ibid

vi Ibid

vii Ibid

viii Evans, S. and Whitehead, R. ‘London’s Calling’ (November, 2011)

ix Blanden, J. et al, ‘Intergenerational Mobility in Europe and North America’ (April, 2005)

x Skandia, ‘The First Steps to Wealth’ (January, 2012)

xi Ibid

xii Panel on Fair Access to the Professions, ‘Unleashing Aspiration’ (July, 2009)

xiii The Russell Group, ‘Learning in a Research Intensive University’ [Draft paper]

xiv Sutton Trust, ‘The Mobility Manifesto’ (March, 2010)

xv The Russell Group, ‘Learning in a Research Intensive University’

xvi Panel on Fair Access to the Professions, ‘Unleashing Aspiration’ (July, 2009)

xvii Ibid

xviii Ibid

Documents

Aims and Objectives - thebrilliantclub.org · Aims and Objectives ... more than 70% of their pupils living in the lowest 30% of the Income Deprivation Index Affecting Children. Collaboration: