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Jun 28, 2016

Coding skills for young ex-offenders

The  project has been innovative.  Opportunities for young ex-offenders have been very difficult, with few employers willing to take risks. This project  not only supported this group but used resources raised to give them key technical skills to have a fighting chance for a job. 

 

The project fulfilled 3 objectives for 300 students. 

1  They have secured real coding skills that can be used for employement and further training

 

2 We gave students some key soft skills:

 Trust of others- how much I trust others’ ideas, qualities and opinions in this lesson

. Pace- how much pace, risk and change I like in this lesson

  Disclosure- how willing am I share to share thoughts, ideas, opinions and questions in this lesson

  Perspective- whether I see things from a detached or personal perspective in this lesson

Processing- whether I focus on making connections or following step by step in this lesson

  Planning- whether I focus on the learning outcome or am open ended in this lesson

 

3  We have placed most of our students on  real work inernships with  STEM companies

 

We would like to thank all our donors for their Generoisty

May 23, 2016

Coding skills for young ex-offenders

Somewhere in the mid 1990s, we lost our way. The education system largely ignored the explosive growth of computing and the internet, instead focusing on teaching students how to write Word documents. Instead of a nation of builders and entrepreneurs, we were content for our children to become also-rans on the technology stage.

Dr Tony Sewell has been appointed by the Secretary of State to be on the Youth Justices board. The body responsible for Youth Justice in England and Wales. The appointment has been the result of the work done on the Coding and Ex- offenders programme.

The Secretary of State for Justice, Michael Gove, appointed Dr Tony Sewell as a new member of the Youth Justice Board. Lord McNally, Chair of Youth Justice Board, said: "Tony has an outstanding track record in the education sector at both national and international level, and his pioneering work to raise the attainment of children and young people from disadvantaged backgrounds is exemplary. His passion for addressing educational discrimination has driven real change in the school system. I look forward to working with Tony in his role to provide challenge and support to the Board and in bringing his special experience to the issue of the over representation of black and ethnic young people in our criminal justice system."

The charity will now take on a more lobbying role as it looks at how Coding can influence the pathways of ex-offenders. This is an exciting position to have.

The government also want to put education at the heart of the experience of these young people. We are now coming to an end point in the programme but still need funds to enable us to do high level evaluation. We want to measure a range of skills

 

What is the study? The study will measure the impact of our (social programme) upon the social, emotional and cognitive development of students. Our hope is that the study will broaden understanding of the non-academic dividend in educational models and highlight where gaps in the actual impacts of different models on student development can be overcome.

What will the study involve? The study has been designed for minimal school disruption and time allocation. It involves 50% of young people completing a one hour online assessment. The assessments can be conducted within our own ICT suite under the supervision of an internal member of staff, supplied with a full briefing and instructions to run the session.

This proposal is a priority because we wish to develop and implement the assessment mechanism which would reveal the academic and aspirational baseline of disadvantaged students, including working class boys. Our activities, as part of this proposal, will give young ex-offenders a better assessment of where they are educationally to reveal their true level of ability. us the ability to measure the impact of our programme.

 

 

Apr 18, 2016

200 Tutors for kids at risk

 We have continued to succeed in our out of school tuition project.   We startted with 200 students age 14, who were academically able but were from very poor backgrounds which couldn't support them  with the extra -currcula activity needed to go to top Universities.

We have thought of many imagainative ways of sustaining the programme. Graduates are paid to travel to their local High  schools and deliver one to one tuition, in maths, Physics and Cemistry. 

 The Academic Tutoring programme Student Satisfaction 85% of students would recommend the Uni Genius Academic Tutoring programme to a friend. 96% of students asked to continue on the Uni Genius Academic Tutoring programme in 2014-15 100% of students either agreed or strongly agreed with the statement: ‘I feel stronger in my subject knowledge since having begun my programme of tuition’ 93% of students awarded scores of 4 or 5 when asked to rate the overall programme. 63% of students awarded a score of 5.

What they said… “The biggest benefit to me of being a part of the Uni Genius AT programme was having a tutor in Maths. I was predicted a B and got an A!” A UG student at Christ the King: St Mary’s “I asked for a tutor because I found Further Maths and Physics difficult, and wanted extra support. I found the scheme very helpful, as I achieved an A in both subjects” A UG student at Sir George Monoux College “My tutor was amazing she went above and beyond to support and help me” A UG student at Ashcroft Technology Academy “Topics I didn’t get in class I’ve actually managed to grasp here, with the help of my tutor.” A UG student at Christ the King Aquinas “I now feel like I’m going to SMASH my Physics exam” Anonymous “My tutor gave me the confidence to take risks, and to just ‘give it a go’” Anonymous “I have benefited a lot from going over topics…I found difficult with my tutor. Because my tutor was a Uni student I was able to speak to her about her experiences at Uni which was helpful” A UG student at Sir George Monoux College “My tutor was extremely supportive, both in person and via email. She was able to answer any questions I had and help consolidate my learning.” A UG student at STEM Academy Tech

It is clear that the students are benefitting from the programme. Our biggest resource need is for funds to pay tutors expenses. 


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