The vulnerable children we work with have a literacy level that can be between one to two years behind their peers, and sometimes greater. The barriers to their learning include: coming from socioeconomically disadvantaged backgrounds; speaking English as an additional language; having some form of special needs such as dyslexia, dyspraxia or mild autism; having parents or carers who also struggle with their literacy; experiencing chaotic home lives and/ or disrupted school attendance.
Poor literacy means children lack confidence and then disengage with school. Ultimately, as choices and opportunities disappear, they are less likely to go on to work and are more likely to turn to crime.
85% of the children we helped in 2024/25 faced one of more of the following barriers:
- Coming from a disadvantaged background and living in areas of deprivation, being eligible for pupil premium funding (PP) or free school meals (FSM)
- Learning English as an Additional Language
- Having parents or carers who also struggle with literacy
- Having a special educational need such as dyslexia, dyspraxia or mild autism
- Experiencing a lack of support at home and/or disrupted school attendance
In the school year 2024/25, of the children we supported:
53% were eligible for pupil premium funding
52% were the eligible for free school meals
46% were eligible for pupil premium funding
25% were on the Special Educational Needs register
Many of these children can be hard to reach so our tutors work closely with the school to build a comprehensive picture of a referred child’s specific learning needs and their background context.
Tutors use both their professional and personal skills to engage, motivate and inspire, encouraging better learning, broadening horizons and improving life chances.