Our Education and Community Programme combines community engagement and teacher capability development to ensure children receive the best quality education, maximising their future opportunities.

Our efforts in the school and the community are mutually reinforcing to ensure we embed system-wide change. Regular attendance is essential to optimise learning outcomes in the classroom. In turn, the learning transformation that parents and other community members see in the schools builds their commitment to ensuring the regular attendance of all children.

 
 

Our approach in the school

 Highly flexible and independent of curriculum or school system.

 
  • An innovative range of training programmes for teachers and school leaders in our 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 Learning Facilitators co-teaching alongside local government school teachers to directly affect change from within the school.
  • Ongoing, classroom based professional development and support for teachers.
     
  • A school based, leadership development programme 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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Our methodology gives our own teachers and those from government schools the tools and skills they need to teach effectively from existing curricula. 

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

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.

We support teachers by creating 'toolkits' for use in classrooms. These materials help teachers to develop strong curriculum knowledge and effective teaching strategies to aid improved outcomes for pupils.

The toolkits are designed to promote positive relationships for learning whilst providing children with as many learning experiences as possible in the school day which are fun, engaging, motivating and confidence boosting.

 

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.