2013

Play that funky music

Saturdays in Manchester get more harmonious

The Ministry of Bubbles

Students stories scribbled and spoken

The Voice Of G.OD

SHINEs new Patron speaks out

OUR TEACHERS BET

Competition begets innovation

Contents
3 \\ FOREWORD FROM SHINES CHAIRMAN 4 \\ OUR TEACHERS BET: GETTING GREAT IDEAS BY LETTING TEACHERS SHINE 6 \\ OUR FRIENDS IN THE NORTH: SHINE GETS MUSICAL IN MANCHESTER 9 \\ THE MINISTRY OF BUBBLES: STUDENTS STORIES SCRIBBLED AND SPOKEN 10 \\ CLICKS & MORTAR-BOARDS: SPECIALIST HELP AND SERIOUS FUN IS JUST A CLICK AWAY 12 \\ THATS SO LAST YEAR: WANDERING DOWN MEMORY LANE TO SEE WHAT HAPPENED NEXT 14 \\ OLYMPICS? WHAT OLYMPICS? BRITAINS GLORIOUS SUMMER OF SPORT WINDS UP IN WINDSOR 15 \\ SHINE SUPPORTERS 2012

Foreword
Welcome to the seventh edition of our annual Supporters Magazine, featuring our new projects, core programmes and fundraising activities. I hope you nd it interesting.
Attracting external funding The past year has seen our methods and programmes attracting a huge amount of support and funding from third parties far more than ever before. For example, were now expanding SHINE on Saturdays into Manchester, with help from its renowned orchestra, the Hall, in a 50-50 deal with the governments Education Endowment Foundation (EEF). We have also modied this programme to help new arrivals at secondary school. SHINE in Secondaries has just launched in Waltham Forest. From September, it will be in three more London boroughs, plus Manchester, thanks to funding from the Greater London Authority and, again, the EEF. Then theres DigiSmart, now starting a national roll-out to support 20,000 children by the end of next year. On top of our own grant, SHINE helped DigiSmart attract some of the biggest names in the business, including the Esme Fairbairn Foundation, the Man Charitable Trust, Paul Hamlyn Foundation and the JJ Charitable Trust. to develop models of intervention that are robust and effective enough to attract the external backing required for widespread expansion. Much more importantly, this funding helps us meet growing demand for our programmes. Times remain really tough for the families of the children and teenagers we support, making it even harder for them to get good grades. They need all the help we can give them. Recognising your generosity We still need your help too. Thank you to everybody who has supported us in the past year, not least those who have pledged very generous donations for a two year period. We are all very grateful for such an explicit, continuing commitment to SHINEs work. Of course, support comes in many forms for example, our brilliant Windsor runners raised 30,000 towards a new SHINE on Saturday project. So however you choose to help us, please stick with it. Your generosity underpins not only SHINEs future, but also that of thousands of children. It gives them that essential opportunity to make the most from their time at school so that, when they leave, they have the ambition, determination and qualications they need to face the future and shine.

Jim ONeill Chairman

Written by Bruce Robinson Designed by Theo Hodges Design Tel: 020 7938 1396 SHINE would like to thank our project partners, without whom none of this work would be possible. All relevant permissions have been obtained for the case studies, pictures and quotations used. The photographs may not always represent the projects beside which they appear. Page 9, Ministry of Bubbles Photographs Steve Hickey.

What we do
Education should be lifes great opportunity the time when every childs talents and potential are recognised and realised, regardless of their background. But too many times, for too many children, this doesnt happen. Instead, outcomes at school too often match incomes at home. Disadvantaged children are almost twice as likely to leave primary school with substandard English and maths. Theyre then much more likely to fall short in their GCSEs, closing off options, cutting dreams short and costing our economy and society dearly. In response, SHINE funds and develops programmes to help level the playing eld. At primary school, we fund Saturday programmes that use hands-on, creative learning to tackle core subjects from new angles. Other projects, such as DigiSmart and Speech Bubbles, have innovative ways to help struggling students make up lost ground. At secondary school, our new SHINE in Secondaries programme supports students in their rst year, when progress often dips. Projects such as Stepladder help teenagers do themselves justice in their GCSEs. And schemes like That Reading Thing provide a valuable second chance to those who need it most. What they all share is the desire to help these students build the skills, gain the condence and achieve the grades they need to nurture their talents and full their potential, both at school and beyond.

Rewarding fresh ideas Finally, weve been thrilled by the great response to Let Teachers SHINE. This is a national competition for innovative teachers, in which SHINE provides seed funding for the best 10 ideas to raise literacy and/or numeracy among disadvantaged students. The contest was helped greatly by the Times Educational Supplement, who worked hard on our behalf. And winning the competition seems to have been a fantastic catalyst, prompting other organisations to unlock extra funding. We will evaluate the 10 pilot projects this summer; the best will receive further grants from SHINE and the Esme Fairbairn Foundation. Meeting increased demand Naturally, we are delighted by these developments: they are ringing endorsements of SHINEs work and methods by organisations respected for their rigour, judgement and expertise. And taken together, their support this year equates to around 3 million in new funding towards these four programmes alone. This matters for two reasons. First, it brings us a step closer to meeting a key challenge that we set ourselves when we rst launched SHINE:
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These developments are ringing endorsements of SHINEs work and methods by organisations respected for their rigour, judgement and expertise.

Our teachers bet

Weve got a soft spot for fresh, bold teaching particularly when it gets great results. And were always looking out for innovative new projects to fund. So we mashed them up.
The result? Let Teachers SHINE, a national competition to nd some of the countrys most innovative teachers. Any teacher in England could apply with an idea to improve the literacy or numeracy of disadvantaged students. Teaming up with the Times Educational Supplement, we would choose 10 winners, with each receiving up to 15,000 SHINE funding for a year-long pilot. The most successful may receive more funding for further development or future expansion. The competition launched in April and word soon spread, thanks to enthusiastic tweeting by the TES and Sarah Brown, among others. Given the demanding application form, we were thrilled to receive well over 100 applications. A shortlist of 25 was interviewed before our judging panel selected the winners, who teach at primary and secondary schools from Southampton to Stockport. Some use time-honoured teaching techniques; others leverage top-end technology, including geocaching and augmented reality. Most importantly, all offer genuinely new ways to achieve tangible results in the classroom. The 10 pilots began in September, with SHINEs grants themselves unlocking a further 40% in new money, mainly from the schools involved. So far, the projects are going well and obviously well give them the usual attention. But we also have another competition to plan we want Let Teachers SHINE to become a regular xture so the next contest will be launching this spring to nd more teachers, in new subjects, and see what they have up their (corduroy) sleeves. Good luck!

Faced with functionally illiterate 11-13 year olds, what do you do? If youre Claire Stewart of Bristols City Academy, its obvious get them reading to local pensioners.

Winning the Gran prix

Obvious, because Claire had herself originally learned to read with her grandparents; because she wanted to improve community relations; and because the need was pressing. Every year some kids arrive with reading ages of just six or seven. They need to be employable by the time theyre 16. That takes something radical. And with reading, you cant cut corners: To get better, you have to sit down and read. That takes time theres no way around it. So each week, students spend 20 minutes reading to their mentor, either in the school library or at a local home. The mentors (all trained volunteers) then award marks for details such as intonation and punctuation, before recommending either a small, medium or large reward (always stationery kids love it). Afterwards, the student makes them a cup of tea and they chat for 10 minutes. The kids dont like this part, says Claire, but they have to learn how to maintain a conversation with someone they dont know well. Its an important social skill. Good news so far. The mentors have been hugely positive, as have the students, who complete their book at home. They come running up to me, saying Finished it, Miss, Ive nished it. By the summer, she hopes that they will have increased their reading age by around two years. This needs more than these short sessions, so workshops will help parents build on their childrens progress: It could treble the impact we have at school, says Claire. And she is optimistic about keeping the mentors on side: They now experience a different side of young people the better side that I see every day. Young people are fantastic to be around. Our mentors walk out younger, Im sure of it.

For a full list of winners, visit www.shinetrust.org.uk

All rise

iMaths

Judging by their YouTube hits, thousands of teenagers already know all about Colin Hegarty and Brian Arnold. Teachers at Queensmead School in Ruislip, they have already spent hours of their free time making maths tuition videos and posting them online at youtube.com/hegartymaths. Private tuition can cost 30 an hour, Colin says. We wanted to provide that tuition for free. The videos are highly interactive, mixing teaching with tests: We talk about something and then get the kids to try it themselves, before checking their work against our answers. SHINEs grant means they can complete the entire GCSE and A level curricula much sooner. They have also bought some iPads, so that disadvantaged students can study

at school after hours. And since winning the competition, Queensmead has also come up trumps. Winning Let Teachers SHINE and the external validation it gave us really tipped the balance, Colin says. The governors bought even more iPads so we now have enough for two full classes, plus super-fast Wi-Fi. Colin has also been surprised by the enthusiasm of his teenage students. Beforehand, my revision sessions never got more than 15 students, even right before the exams, but I should get a full house now, easy the kids are buzzing, he says. Theres no way any of this would have happened without SHINE they gave me the chance to make this work, and I will.

Michael Shaw helped judge Let Teachers SHINE. Hes also Deputy Editor of the Times Educational Supplement.

We were interested because hundreds of thousands of teachers in the UK are registered on the TES website, so that seemed a good way to get information out very quickly. We also report a lot on closing the attainment gap between pupils from advantaged and disadvantaged backgrounds and the idea of appealing directly to teachers about how they would do it is very much in line with that.

Lots of ideas were based on little things that teachers had successfully tried out in class, and just needed extra support to scale it up. And I was stunned by quite how many had great ideas involving technology, like iPads the kinds of ideas that other teachers might see and think I can copy that. I think we were all pleasantly surprised by quite how many schools took part this wasnt an easy competition to meet a celebrity; it was setting a real challenge. And then we ended up with all these different, brilliant new ideas. Were really keen to see how they turn out and to get involved again.

ww.kaishinlab.com

 We were all pleasantly surprised by how many schools took part this wasnt an easy competition.

Shining brightly

PLAY THAT FUNKY MUSIC

Steve Pickett, Education Director of the Hall, describes whats in store for SHINE students.
You can musicalize just about anything. Weve done maths, Shakespeare, and children making music from mobile phone numbers. Recently we musicalized the science of liquids, solids and gases and the teachers said that music helped the kids understand the concepts far better! At SHINE, the rst term was based around the Planets Suite by Gustav Holst. For us, it was a no-brainer its got masses of connections with literacy and numeracy, plus Jodrell Bank is just up the road. This term its Hall on the Orient Express a musical journey from Istanbul to London. The children are learning about the science of steam engines, the different countries, and lots of associated stories, so you have literacy, numeracy and science jumping out of every pore. The summer term focuses on Petrushka by Stravinsky its all about puppets and storytelling, so the kids will be creating their own versions of the music and its different narratives. Were also thinking about getting a puppeteer to help them make their own theatre and design their own play the skys the limit. A pair of Hall musicians is attached to each project, switching around each term so that the kids hear as many instruments as possible. We also want to give them opportunities to come and hear the Hall, and to produce their own pieces of music and perform these to their parents, perhaps alongside our own musicians, in a proper venue. Music is a fantastic tool for engaging children and helping them improve their literacy and numeracy it uses different parts of the brain, and in different ways. But until now weve not had the opportunity to study this properly, like Durham University is doing here, so SHINE is a massive step forward.

Our friends in the north

For 12 years, thousands of children have surprised everyone (even themselves) by loving weekend lessons. Their grades have improved, too. Thats SHINE on Saturday for you. To date, its been conned to London. Not anymore
because weve gone north, to Manchester, where eight new projects will benet 800 primary children over the next three years. Its all costing 1 million, split equally between SHINE and the government-funded Educational Endowment Foundation (EEF). As in London, SHINE on Manchester works with underachieving 8-11 year olds. Practical learning, creative lessons and outside trips reinforce core skills and enrich their weekday learning. This new version is slightly shorter, however, running for 25 Saturdays each year (not 30). Against that, its much more harmonious, thanks to the Hall, which has a superb record of teaching children and young people across Manchester. The orchestra has devised a central theme for every term starting with the planets and worked with the schools to create the accompanying lessons. As youd expect, students progress is being closely monitored and evaluated this time, by Durham University, which will hopefully join Ofsted, New Philanthropy Capital and the National Foundation for Educational Research in its enthusiasm for this programme. For now, though, were just very excited. Hall SHINE on Manchester marks our rst major foray out of London and were thrilled to be making this big step with such fantastic partners. Well keep you informed later, after our piano practice.

SHINE on Saturday projects had another great year, including:

@ Clapham & Lark Hall students made great progress, especially in reading and writing around 80% of them improved more (or much more) than expected.

 The Hall has a superb

@ St Marys reading, writing and maths improved much faster than expected; by the summer, most students had caught up completely in all three subjects.

record of teaching children and young people across Manchester.

@ Oliver Goldsmith two of the three year groups outperformed non-SHINE students in reading, writing and maths (so much for being underachievers).

From zero to hero

Back in London, Ashton was a nightmare to teach negative, moody, with a temper so bad he was often kicked out of class. His homework, when he did it, was often unnished and usually dreadful. Thats exactly why his school wanted him to join SHINE on Saturday for some extra help. Once there, SHINEs mentoring helped Ashton learn to manage his temper and deal with stress less destructively. Over the course of three years, things improved (slowly). Ashton started putting up his hand in class and became more prepared to try new things even a solo dance routine at the year-end assembly! Academically, he made huge strides: last summer he reached the national standard in his reading and writing SATs, and only missed out in maths by two marks. SHINEs mentoring also coaxed out Ashtons caring side. He now helps other children who cant stand up for themselves, so has become a bit of a hero to them. However, his greatest moment was becoming Deputy Head Boy the nal triumph in his remarkable turnaround.
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Theres life beyond Farnworth

Chris Fielding is Head of Queensbridge School, which shares a SHINE project with other primaries in the Farnworth area of Bolton. Its a proud area rightly so but it does also face serious drug, alcohol and crime issues, he says. Unfortunately, a cultural poverty has also developed lots of our children dont see much of the world beyond Farnworth. So hes very excited about the impact that Hall SHINE on Manchester will have on his students. This is a really big deal; its a fantastic opportunity for the kids of Farnworth. The Saturday sessions are deliberately different from everyday classes. Our children already get a really good curriculum ve days a week, Chris says. On Saturdays, they need something different they need the learning to be deep, and that happens when theyre really enjoying themselves. But notwithstanding the Halls key role, this is not a music project, says Chris. Academic rigour is really important to us. This project exists to raise core skills and improve the life chances of these children thats the reason were doing this. Students progress is being tracked by Durham University, but Chris says that its the intangibles that actually make a difference to these children in the long run. After all, its hard to quantify condence and aspirations. Having the Hall involved is an eye-opener for the children; I hope it shows them that theres life beyond Farnworth.
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@ Wendell Park, where the same thing happened. Better yet, all but one student in their nal year achieved the national standard in all three subjects a superb result.

First year, fresh start

The rst year at secondary school is notorious among teachers. That transition from primary school can trip up good students and chew up those who were struggling already. Enter SHINE
To help 11-13 year olds who have just started in big school, weve tweaked our Saturday programme. Thank goodness, says Sean Reed of Rush Croft Sports College in Walthamstow: Our students arrive with such low scores, its essential to get the building blocks in place straightaway. Theyve only got ve years before they leave, and a lot of ground to make up. Funded mostly through grants from the Greater London Authority and the Education Endowment Foundation, SHINE in Secondaries started just this January. Each Saturday, 60 new students at Rush Croft will receive a practical programme, says Sean. Were teaching maths in a practical way, weve got science booster classes, international food weeks and a performing arts programme. Every half term, the students develop their team skills at an outdoor centre; they also have a London experience, choosing visits to places such as the Science Museum. Meanwhile, Rush Crofts feeder schools are selecting underachieving leavers to make up next years group. The same is happening for another seven projects that begin this September across London and Manchester. Initially, week-long courses during the summer holidays will help each group get to know each other and start developing the personal and study skills that secondary school requires. Once they start, Saturday classes will combine the usual creative curriculum with interactive sessions to improve their learning, speaking and social skills.

630

Over the next three years, SHINE in Secondaries will help 630 students

The Ministry of Bubbles (and other stories)

Teaching every child to speak, write and read well is a never-ending story in modern education. So why not use stories to help? Two new projects do just that. The Ministry of Stories is based in Hoxton, at the back of a monster supply shop (obviously). It already runs writing workshops for local children and teenagers but is now expanding into three primary schools, where it will use stories to enthuse around 250 children into improving their writing skills. Group teaching lasting up to six weeks starts children creating stories together; these are then published by the Ministry. Workshops are also run for children who are new to English; who are particularly gifted; or who have Special Educational Needs. And the Ministry holds further sessions after school, at weekends and in the holidays to get children writing in their own time. Meanwhile, progress is being monitored by the Institute of Education so we can start evaluating how well story-based learning can work. Using similar means, albeit for different ends, is Speech Bubbles, which helps 5-8 year olds with poor speaking and listening skills. Language problems like these can undermine childrens condence and aptitude 75% leave primary school with poor grades and very few achieve ve good GCSEs. Weekly sessions give these children a safe, imaginative space to develop their condence and communication skills by creating and then dramatizing stories with movement, gestures and simple dialogue. SHINEs grant is putting Speech Bubbles into 38 primary schools in London and Manchester, helping more than 1,000 children. Were also funding new resources to support further expansion, and the Bubblers are training teachers to allow the programme to become self-sustaining in the future. Fingers crossed for a happy ending.

Over the next three years, SHINE in Secondaries will help 630 students. This is an outstanding opportunity for them to receive some additional support and to gain some aspirations of their own, says Sean. Ultimately, I want happy students who are making progress in school, so they can have a better start in life.

A new Dads Army

Hang up your helmets, nobodys invading. Certainly not fathers, given how infrequently many of them visit their childrens schools. One initiative uses reading out loud to tackle this.
Endless research shows a clear link between a fathers involvement in his childs development and both higher attainment and better behaviour. And when asked, almost two-thirds of children say fathers are their reading role models. Yet only 17% of dads read to their children. Sounds like a job for FRED. Based on an award-winning programme in Texas, Fathers Reading Every Day asks fathers to read to their child for a month, initially for 15 minutes a day, then 30. At the end of this reading frenzy, theyre invited to share their experiences at a school event. After this, hopefully fathers carry on reading, encouraged and involved by their childs teachers. The Fatherhood Institute, which runs FRED, thinks that reading will engender a broader interest from fathers in their childs development. After a similar project in Harrow, dads got together with other parents and started doing things together outside school, like going on museum trips, says the Institutes Kathy Jones. The signicant thing was that fathers realised that what they do matters to their children. FRED is being piloted in 10 primary schools in Lambeth, Wandsworth and Manchester, helping more than 420 children over the next two years. We want to see a signicant improvement in attainment, and children becoming more engaged at school, says Kathy. But for now, teachers meeting newly-enthused fathers should know: Dont Panic.
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EsSENtial knowledge
Find out more about these and other SHINE-funded projects at www.shinetrust.org.uk

Disadvantaged children are at least 50% more likely to have special educational needs (SEN).

50%

Students with SEN are, at best, only half as likely to leave primary able to read or write properly as those without it.

/2

And theyre just as unlikely to achieve 5 good GCSEs including English and maths.

<5GCSE

R.E.S.P.E.C.T.

Clicks & mortar-boards

Youre in Hackney. Youre doing A levels. And an extended essay. You need help. But from where? Rugby School, obviously. That would be quite some journey now, its just a click.
do well without that I dont think wed get the high standards that were seeing now. Happily, all seems well. Our students are really inspired lots of them dont often travel too far from Hackney, says Andrea, who hopes that the scheme has a broader impact: Maybe now they will look at other opportunities that they hadnt thought of before. Our Serious Fun programmes are splendidly eclectic many ages and abilities doing different subjects, like languages, science or the visual arts. But they all involve frequent visits to the host independent school. No longer, because Serious Fun @ Rugby School happens mainly on the web. Why? Because Haggerston School in Hackney now offers its sixth formers the Extended Project Qualication (EPQ) a long essay on a topic of their choice, such as the ethics of organ transplants. Its a stretch for Haggerstons budget but, luckily, help is at hand. Rugby School runs the Philosophy Zone website, a partnership with local state schools that also acts as an online debating forum for EPQ-type questions. Now Haggerston has signed up. Every week, around 25 of its sixth formers log in to join discussions and workshops with teachers and students at Rugby and the other schools. The teachers advise on things like the title, or where to nd useful research, says Andrea Pomphrey of Haggerston School. However, the contact isnt exclusively virtual: Haggerstons students visit Rugby every term to meet the other EPQ students, discuss progress and use its extensive library. This partnership is invaluable, Andrea says. It means we can give them the absolute best opportunity to

GOING GANGBUSTERS
A while back we wrote about DigiSmarts plan to expand into 1,000 schools by the end of 2014. Now thats well underway, thanks to a new gang of generous funders
DigiSmart, whose computer-based coursework consistently transforms struggling primary children into condent readers, has grown steadily over the past few years. It doubled up last year to help 2,500 children from 200 schools and has recently broken turf in Liverpool, Rochdale and County Durham. Even better, theres been no dilution of impact recent results show 81% of sampled students starting with substandard reading skills. When they graduated, two terms later, 87% had caught up completely and a third had sped ahead results in line with DigiSmarts long term performance. Its a great record so we awarded a chunky grant and then started dialling, working closely with DigiSmart to help them reach their 1.45 million target. Fast forward and DigiSmart has more than doubled SHINEs grant, thanks to organisations like the Esme Fairbairn Foundation, Man Charitable Trust, Paul Hamlyn Foundation and the JJ Charitable Trust. We are particularly interested in preventing truancy and exclusion, says Abigail Knipe of Paul Hamlyn Foundation. Lots of evidence shows that children leaving primary school with low levels of literacy tend to go on to either truant or become excluded from school. DigiSmart has strong evidence of its impact on literacy attainment so we were really pleased to support its national scale-up. Now DigiSmarts real work begins, because it plans to grow ve-fold in two years. But it has

Serious Fun @ Forest School, where almost every student made superb progress in maths.

 Lots of evidence shows that children leaving primary school with low levels of literacy tend to go on to either truant or become excluded from school.
Abigail Knipe, Paul Hamlyn Foundation
never missed a target, and has invested heavily in its digital platform, enabling administration, evaluation and much training to be conducted online. DigiSmart have got a very clear strategy to manage this growth while retaining the same level of impact, says Abigail. If they can get that right and we think they can then that will be a signicant achievement, and will really set them up for the future. Next step, world domination?

Serious Fun @ Highgate School, whose students made huge leaps in reading ability on average, around a year during the six month project, more than twice the usual rate.

This partnership is invaluable. It means we can give the kids the absolute best opportunity to do well.

Its called thinking outside the box

Serious Fun is not like a usual school day, but a day to discover something new. It is not about being given a certain work, and next youve been instructed to do it. Instead they make you read between the lines, thinking even more about what has been given to you, asking yourself questions and much more. In other words, its called thinking outside the box. These sessions are here to open our minds. To visualise the outcome of an issue and consider a solution for it. Another reason why I think Serious Fun is such a success is not only do they teach, but they try to make you have the courage to be independent. Ive gained more condence in speaking to other people. Thank you for giving this opportunity in gaining condence and being more open minded. Munsifa Ashraf Hussain (13), Emerging Scholar of the Year, Serious Fun @ Forest School

81%

In one test, 81% of children starting DigiSmart last year had substandard reading skills

Serious Fun @ Lady Eleanor Holles, whose students made excellent progress in maths and English.

87%

of those children had caught up with their classmates by the time they nished

EPQ?
Whats that?
If you dont have teenage children then the EPQ (Extended Project Qualication) may be just another slurp of alphabet soup. Fair enough its a fairly new (albeit fast-growing) addition to sixth form studies.

Students can choose to complete a project of 6,0008,000 words on an academically useful subject of their choice. One student wants to become a midwife and is looking at the changes in midwifery over the years, says Andrea Pomphrey, who oversees the EPQ at Haggerston School in Hackney. It is also designed to help students develop the ability to think and work independently, examining not just the completed project, but also the process. Students hand in work at every stage, so how they do their research is very important, says Andrea. This is trying to teach them the key skills theyll need when starting university. Its a very good way of closing the gap between university and sixth form.

2,500

In 2011-12, DigiSmart helped 2,500 children from 200 schools

And nally, Serious Fun @ Merchant Taylors Grammar School, where they made similarly great improvements in maths and science.

20,000

children from 1,000 schools will be supported by the end of next year
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10

Thats so last year

We revisit the projects featured in last years magazine.
Stepladder targets teenagers likely to underperform and combines Saturday workshops with tailored support to improve their attitude, commitment and learning skills. Each group stays with Stepladder for the two years preceding their GCSEs so was it worth it? The Latin Programme weekly classes in ve London primary schools, combining Latin conversation, poems, songs and drama with some hard-core (English) grammar teaching that complements the schools core curriculum. Last year, its students made huge leaps in their Latin (surprise, surprise) and reasonable progress in literacy. Were looking for more, though, and were on the case. Oh yes. All but one of its 29 students achieved a grade C or higher in English, maths and science; half or more got A or A* grades in at least one of these subjects; all 29 are now sixth formers. This includes Brandon, who began Stepladder while attending a Pupil Referral Unit, having been excluded from school. Nationally, just 1% of excluded students achieve ve A*-C grades at GCSE: Brandon achieved this and much more, with A*s in maths and science. Huge congratulations and yes, weve funded Stepladder for another two years.

SHOW ME THE MONEY

Programme Strand SHINE on Saturdays Serious Fun on Saturdays Secondary Saturday Programmes Innovation / Other Let Teachers SHINE 2012 TOTALS % 59.3% 6.9% 9.0% 20.6% 4.2% 100.0% 1,603,600 187,748 244,500 557,122 113,004 2,705,974

Counting it up what we spend

In 2012, SHINE committed 2,705,974 in grants. Since August 2000, we have awarded 230 grants, worth 17 million.  These have directly helped more than 57,000 children from more  than 2,000 schools, mainly in London and Manchester. SHINEs trustees cover all operating costs, so every penny we receive  goes to fund current and future projects.

Action Tutoring provides personal tuition to students unlikely to achieve a C grade in English and/or maths. It keeps costs down through volunteer tutors, mostly undergraduates and young professionals. Last year, it expanded into 15 schools, helping 200 students. There were some teething problems, but on average 63% got a C grade or better in maths, while 56% did so in English (weighed down by the marking controversy). Steps are being taken to resolve some issues and it has received third-party funding to expand into Manchester. Catching Words uses childrens love of stories to improve their literacy. Regular sessions with tactile materials, sounds, games and challenges helps coax plotlines from struggling children their nal story is published and placed in the school library. Its noisy, lively and effective, with average improvement last year almost 50% greater than normal. Catching Words are still rening their methods and weve made another grant to help them continue this valuable work for another three years.

Handing it out how we spend it

 HINE on Saturday Programmes giving underachievers 20% S extra tuition every year. S  erious Fun on Saturday Programmes opening top private schools to local children. S  econdary Saturday Programmes helping students make the transition from primary to secondary school, and to prepare for their GCSEs. nnovation / Other projects that take a genuinely new approach I to old problems, and those taking place after school and in the holidays that address literacy and communication skills.  et Teachers SHINE fresh ideas to improve literacy and numeracy L from the winners of this years competition.

Just 250 enables Speech Bubbles to help a child with poor language skills With 2000, 15 Hackney students can get the help they need to ace their EPQ  5,000 offers 40 struggling children the chance to become DigiSmart  15,000 will cover 20 places at Hall SHINE on Manchester next year

That Reading Thing where volunteers provide one-to-one reading lessons to functionally illiterate teenagers, with a series of achievements spurring students on. Reading gains improved further in the past year, with students on average now making almost four times the normal rate of progress. Two schools have introduced TRT themselves; were also funding its expansion into two east London boroughs and piloting TRT Boost, which uses sixth form volunteers.

And remember those three Stepladder students who were off to the FA Cup? Tarah, Levi and Cornelius had a fantastic day touring the stadium and going backstage. Thanks again to ITV Sport and that generous SHINE supporter.

One nal thing

Find out more about these and other SHINE-funded projects at www.shinetrust.org.uk Last year we told you about Dylan, who arrived at SHINE @ Gipsy Hill fresh from a Pupil Referral Unit hed been excluded for disruptive behaviour. However, he was great with computers and a year at SHINE saw huge improvements. Were delighted to report that last year Dylan achieved outstanding marks in his national Key Stage 2 maths exams far above the level expected for his age. He has now left primary school but is returning as a peer mentor. Well done to Dylan and all the SHINE staff.

In the dole-drums

70%

In 2010, 70% of teenagers on free school meals left school without 5 good GCSEs (including English and maths). Only 56% of them found a job.

Almost 1 million 16-24 year olds are currently unemployed better than last year, but still more than one in ve.

1million

+20yrs

Unemployed young people feel the effects for decades youth unemployment depresses wages by up to 21% even 20 years later.
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12

Olympics? What Olympics?

2012 was a glorious summer for British sport. Wiggos Tour de France triomphe; the Games; Andy Murrays Grand Slam. All splendid, yet mere teasers for the main event the Windsor Half Marathon.
With 25 runners, our 2012 team was the largest ever elded. Possibly the quickest, too particularly Stuart Hodgson and Jeroen Rombouts, who both nished in around 90 minutes. And extra kudos for Capital MSL, who not only provide us with pro-bono communications advice, but also coughed up four runners, more than ever before. We hope they enjoyed the refreshments, support and massages being doled out from our hospitality tent. What about the money? After all, running is good and worthy and all that, but its not exactly the main point. Dont worry: everybody did their bit, and then some (Anna Stupnytska raised more than 2,500), bringing in a very grand total of 30,000. This will help fund a new SHINE on Saturday project, giving even more children the chance to improve their own personal bests at school. Thank you to our runners youre gold medallists, one and all.

Thank you to our supporters in 2012

Platinum Supporters Alta Advisers Henry & Sara Bedford David Blood Bloomberg Goldman Sachs Gives Mark Heffernan & Lisa Endlich Man Group Plc Charitable Trust Becky & Jimmy Mayer Jim & Caroline ONeill Richard Reeves Foundation TDR Capital The Education Endowment Foundation The Esme Fairbairn Foundation The Greater London Authority The John Armitage Charitable Trust The Tudor Foundation The Walcot Foundation US Friends of SHINE Special thanks to: Sarah Brown Capital MSL Freda Deere Teresa Lane Paul Hamlyn Foundation The JJ Charitable Trust Times Educational Supplement Kevin Wulwik Gold Supporters Gavin & Yaena Boyle Mark & Fiona Ferguson Barrie & Emmanuel Roman The Ogden Trust Silver Supporters Michael De Lathauwer GLG Partners LP Samos Investments Limited Thomson Reuters Bronze Supporters Giles Abbott Lisa Anderson Anderson Construction Jeremy Armitage Sally Bagwell Maria Berglund Ranten Jonathan & Kate Berryman Bird & Bird LLP Liam Breslin Marcus Browning Bunbury Cricket Club Daniel Bunyard Richard Campbell Julian Chesser John Chocqueel-Mangan Sam Clackson Paul Coates Communicate Research Ltd Rebecca Cooney Andrew Crook David Curtis Gavin Da Cunha Rhodri Davies Amy Dempsey M Dhawan Diamond Inc Editora Globo Sam Edwards Stephan Eleftheriou Michael Elliott Stephen C Fitzgerald Chris French Jane Fuller Kate Gilbert Millie Glennon Peter Harris Alan Hind David Hind Doug Hind Theo Hodges Lucy Hodgson Stuart Hodgson Pam Holmes Diana Holtham Lindsay Howard-Jones Robert Inglis Karim Jallad Shilpa Kapur Cat Kipling Ben Kitchener Amanda Knight Peter Knight Chee Lan Cheong Vivek Luthra James Madsen Magnitude Capital LLC Supriya Malhotra Claire Maloney Marathon of Marathons Trust Stefan Martin Inigo Matas Kathy Matsui Catherine May Alicia McGivern Aziz McMahon David Melvin Andrew Merry Howard Miller Marc & Kelli Montanaro Nina Mucalov Philip Newborough Nikkei The Nihon Keizai Shimbun Cameron Ogden Claire ONeill Peter OShea Mitesh Parikh John Power Lila Preston Sheelagh Robinson Richard Rogers Jeroen Rombouts David Rowley Clive Shepherd Elizabeth Shepherd Michael & Melanie Sherwood Ted Sotir Anna Stupnytska Michael Styles Won Suk Yang The Allen & Overy Foundation The Godolphin & Latymer School The Tom ap Rhys Pryce Memorial Trust Barnaby Thompson Leo van der Linden Vector Commodities Management LLP Duncan Weston Gabriela Wilkinson Debra Wood

 It was a fantastic day and despite a few aches and pains we had a great time taking part, actually finishing it and having a half marathon under our belts!
James Madsen

The Voice Of G.OD

Until his retirement, Gus ODonnell was Cabinet Secretary to three Prime Ministers. A rm supporter of SHINEs work, he recently signed on as a Patron. Heres why In the past, what mattered most to economies were things like location or information. Now transport costs are very low and everybody has access to lots of information, so the one thing that differentiates the quality of your people is education, the 21st century battleground. But its not just about generating GDP, its also about making a society successful and being good citizens. Add to that my interest in charities which have a strong emphasis on evaluating whether their work is making a real difference. SHINE
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understood that this was important right from the start and I appreciate that they try to help people by looking hard at a problem and asking whether theres a better solution, and by evaluating whether what they are doing themselves is working. In the modern era, philanthropists are more demanding, quite rightly so, and we need to be always demonstrating that we are making a real difference, and can prove it. Particularly in times when money is tight, we have to be ruthless about value for money and demonstrating genuine impact. SHINE is helping kids to full their potential when their circumstances have made it hard for this to happen; how I can help as Patron is by explaining to people that SHINE demonstrates how philanthropy should work.

Who we are
Trustees Jim ONeill David Blood Henry Bedford Gavin Boyle Mark Ferguson Mark Heffernan Cameron Ogden Dr Krutika Pau Natasha Pope Richard Rothwell Stephen Shields Bridget Walsh Dr Caroline Whalley Patrons David Beckham Sarah Brown Gavyn Davies Sir Alex Ferguson Baroness Hogg Lord ODonnell Sir Peter Ogden Hon Angad Paul Professor Dame Alison Richard June Sarpong Dr Sushil Wadhwani Staff Paul Carbury Gordon Chapman Caroline Davies Ruth Dwyer Clare Gilhooly Malachy OKeeffe Sara Portway Fiona Spellman

Join the club

and follow us on Twitter - @shinetrustuk

Get in touch
For more information about SHINE please call Paul Carbury, Chief Executive, on 020 8393 1880 or email him at paulcarbury@shinetrust.org.uk
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SHINE demonstrates how philanthropy should work.

Gus ODonnell, SHINE Patron

SHINE, 1 Cheam Road, Ewell Village, Surrey KT17 1SP Telephone 020 8393 1880 Fax 020 8394 2570 Email info@shinetrust.org.uk Twitter @shinetrustuk www.shinetrust.org.uk
Company registered in England no. 4053509. Registered charity number 1082777.