The Reach to Teach ‘REACH’ system fundamentally improves the way teachers teach and children learn.

We challenge teachers to understand, accept and include children of all backgrounds and abilities in the classroom. We help teachers to understand how children learn and develop. We introduce them to the most effective and proven, skills and strategies to accelerate learning and progress.

 
 

The REACH system

 Highly flexible and independent of curriculum or school system.

 
  • An innovative range of training programmes for teachers and school leaders in the REACH methodology, including;
    • Creating inclusive classrooms and schools
    • Teaching skills for accelerating progress
    • Understanding subject concept development and the possible questions and misunderstandings that children may have
       
  • Our own trained Specialist Teachers co-teaching alongside local teachers to directly affect change from within the school.
  • Ongoing, classroom based professional development and support for teachers.
     
  • A school based, leadership development programmes for Head Teachers and local government school support teams.
     
  • Structured competency development and performance management systems for teachers.
     
  • Rigorous pupil assessment (formative and summative).
 
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The ‘REACH’ methodology gives our own teachers and those from government schools the tools and skills they need to teach effectively from existing curricula. 

REACH Teachers ensure that every child is welcomed, included and given the chance to learn in the classroom. 

REACH teachers are able to raise the quality of day to day teaching and learning allowing all children the best chance to reach their age appropriate level in language and maths.

Teachers are also able to recognise those children who need additional support and the Reach to Teach Booster Programmes can be used to help ‘catch up’ learning levels.

These short, highly focused interventions re-teach key concepts and resolve misunderstandings. They can be used in small groups within the classroom for 20 minutes per day or in summer schools to prepare children for the coming academic year.

 

The effectiveness of Reach to Teach programmes is reflected in the skills demonstrated by teachers and the progress made by pupils. 

However, these improvements need to be measured in order to see how the programme is doing and if further developments are needed. 

This measurement uses simple yet very effective assessment systems based on global best practice. We develop these systems working with leading UK educational experts and then adapt them to meet the demands of the remote, rural environments where we operate. 

We conduct both formative and summative assessments and track individual performance over time:

  • Our formative assessment is ongoing and takes place in every lesson. It enables teachers to understand the learning of individual pupils and then respond and adapt their teaching accordingly. 
     
  • Our summative assessments are bespoke measures which are benchmarked against government expectations of pupil performance.
 
 
 

We work closely with our local NGO partners to create community engagement programmes. 

These initiatives involve our partners recruiting local ‘community facilitators’ who liaise with parents, community leaders, Head Teachers and school management committees to improve attendance.

In addition, we regularly invite parents to participate in project events and awareness campaigns. These aim to change perceptions about the value of education and provide parents with opportunities to become involved with the school and see their children’s work first hand. 

We track each child’s attendance, with a particular focus on those whose attendance is most irregular. Targeted interventions are then devised to address the issues of particular families or other, more general attendance challenges within communities. 

We aim to ensure that the responsibility for children’s attendance passes to the communities over time.