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Page | 4
erview
S
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
Page | 5
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.
Page | 6
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.
Page | 7
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.
Page | 8
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.
Page | 9
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%
Page | 10
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.
Page | 11
Calendar of Provision
Academic Year Overview
September – December January - April April – July Sept
HT1 HT2 Break HT3 HT4 Break HT5 HT6 Break HT1
Programme delivery
At trips and
in-school
Y6
/7/8
* la
un
ch t
rip
Y6/7/8 PhD in-school
placements 8 tutorials
Y6
/8 a
ssig
nm
ent
Y6
/7/8
gra
du
atio
n
Y9
/10
lau
nch
tri
p
Y9/10/11 PhD in-school
placements 8 tutorials
Y9
/10
/1
1 a
ssig
nm
ent
Y9
/10/
11
Gra
du
atio
n
Y1
2 la
un
ch t
rip
Y12 PhD in-school
placements 8 tutorials
Y1
2 a
ssig
nm
en
t
Y1
2 g
rad
uat
ion
PhD tutor recruitment and training
Ass
ess
me
nt
cen
tres
Trai
nin
g M
2 (
+M1
)
Mar
kin
g
Ass
ess
me
nt
cen
tres
Trai
nin
g M
3 (
+M1
)
Mar
kin
g
Ass
ess
me
nt
cen
tres
Trai
nin
g M
4 (
+M1
)
Mar
kin
g
Ph
D t
uto
r C
on
fere
nce
(M
5)
* Our programmes for primary schools, which target Year 6 pupils, run separately but at the same time as our Year 7 and 8 programmes.
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
Page | 12
Researcher Development Programme
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
Delivery
Cohort Dinner
M4: Lecture
What Is Talent?
M4: Practice
Tutorials
(Teaching to a
Non-Specialist)
M4: Planning in
Subject Streams
Closing Ceremony
M3: Course
Design KS4 Programme
Design and
Delivery
Cohort Dinner
M3: Lecture
Why Do We
Assess?
M3: Practice
Tutorials
(Teaching to a
Non-Specialist)
M3: Planning in
Subject Streams
Closing Ceremony
M2: Course
Design KS3 Programme
Overview
Cohort Dinner
M2: Lecture
Educational
Disadvantage
M2: Practice
Tutorials
(Teaching to a
Non-Specialist)
M2: Planning in
Subject Streams
Closing Ceremony
Lunch Lunch Lunch Lunch Lunch Lunch
M4: Pupil Panel
Sign In
M4: Teaching
Theory
Higher Order
Thinking Skills KS5 Launch +
Teaching at KS5
M1B:
Introduction to
Pedagogy and
Practice
Registration
Returners’ Reflection
Reg.
M3: Pupil Panel
Sign In
M3: Teaching
Theory
Assessment for
Learning KS4 Launch +
Teaching at KS4
M1B:
Introduction to
Pedagogy and
Practice
Registration
Returners’ Reflection
Reg.
M2: Pupil Panel
Sign In
M2: Teaching
Theory
Taxonomies of
Learning KS3 Launch +
Teaching at KS3
M1B:
Introduction to
Pedagogy and
Practice
Registration
Returners’ Reflection
Reg.
October 12th October 13th February 8th February 9th May 17th May 18th
KS4
pla
cem
ent
for
exis
tin
g tu
tors
(p
lus
app
licat
ion
, ass
essm
ent
and
pla
cem
ent f
or
new
tu
tors
)
KS3
pla
cem
ent
for
exis
tin
g tu
tors
(p
lus
app
licat
ion
, ass
essm
ent
and
pla
cem
ent f
or
new
tu
tors
) M
1A
: In
tro
du
ctio
n t
o P
edag
ogy
an
d P
ract
ice
(pre
-rea
din
g)
M1
A: I
ntr
od
uct
ion
to
Ped
ago
gy a
nd
Pra
ctic
e (p
re-r
ead
ing)
Researcher Development Programme
Ap
plic
atio
n, a
sses
smen
t an
d p
lace
men
t M
1A
: In
tro
du
ctio
n t
o P
edag
ogy
an
d P
ract
ice
(pre
-rea
din
g)
KS5
pla
cem
ents
M
5: P
hD
Tu
tor
Co
nfe
ren
ce
M2: Planning in
Regions M3: Planning in
Regions M4: Planning in
Regions
Page | 13
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
Number of Key Stage 3 assignments 117 196 127 48 20 57 565
Number of Key Stage 4 assignments 204 397 205 67 37 109 1019
Number of Key Stage 5 assignments 156 231 130 35 58 204 814
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%
Key Stage 3 as a percentage of all assignments 4.35% 7.29% 4.73% 1.79% 0.74% 2.12% 21.03%
Key Stage 4 as a percentage of all assignments 7.59% 14.77% 7.63% 2.49% 1.38% 4.06% 37.92%
Key Stage 5 as a percentage of all assignments 5.81% 8.60% 4.84% 1.30% 2.16% 7.59% 30.29%
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
Number of Key Stage 3 pupils 565 0 0 565
Number of Key Stage 4 pupils 850 63 106 1019
Number of Key Stage 5 pupils 666 57 91 814
TOTAL 2370 120 197 2687
Key Stage 2 as a percentage of all pupils 10.76% 0.00% 0.00% 10.76%
Key Stage 3 as a percentage of all pupils 21.03% 0.00% 0.00% 21.03%
Key Stage 4 as a percentage of all pupils 31.63% 2.34% 3.94% 37.92%
Key Stage 5 as a percentage of all pupils 24.79% 2.12% 3.39% 30.29%
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 3 pupils 126 33.4% 252 66.6% 378
Number of Key Stage 4 pupils 199 27.1% 535 72.9% 734
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
Number of Key Stage 2 pupils 70 33.3% 147 67.7% 217
Number of Key Stage 3 pupils 224 49.4% 229 50.6% 453
Number of Key Stage 4 pupils 357 50.1% 355 49.9% 712
Number of Key Stage 5 pupils 315 57.2% 235 42.8% 550
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 | 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