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7 1 0 2 n o i t a c u d E n o i t a Vac ort

Impact Rep

nd, ntreprise Fu E d n a rs e re & More, Ca r, Monument Trust, es - Meals k rce ra e B M , , rs n e o g ti unda Fo nt Mana tt e ya tm Consultants s H , ve s In nagement : AXA an Sach a rs m e M ld f rt o o o G p y , p n n u a o S mp dati rshipful Co bairn Foun sForce, Wo Esmee Fair le a S , ix M , Rich Nationwide


irman a h C r u o m o fr rd A wo


pporting young nt innovations in su ca nifi sig t os m e th Versity’s 22 represents one of . Building on Future es tim nt ce Vacation Education re in d ething that can school holiday perio ople we have som pe g un yo 0 people during the 00 0, 10 and future working with over ll being, self esteem we n’s rso years of experience pe g un motivated to do difference to a yo hool they are highly sc to rn make a measurable tu re ey th , children and importantly when e. We have targeted m sa e th prospects. Just as do to le ost polarised other young peop way some of the m is th .In well and influence ing gl ug str r impact on their families who are ake an even bigge m ll wi at young people from th nd ha e too for those ceiving a helping a positive experienc is ion at communities are re uc Ed n tio sation. Our wellbeing. Vaca d worse still radicali an ur vio ha families longer term be ial oc lp these young ted, open to antis res enables us to he ltu cu of y that may be disaffec sit er div e and respect for th inclusive approach as British Citizens. people feel positive Alex Minford, Chair

man, Futureversity


ry a m m u S e iv t u c e x n-E Vacation Educatio 5

has had on young Vacation Education at th ct pa s of previous im ive sit ts the po on from the succes ws llo fo d an e m This report highligh m ra e summer 2017 prog participants from th . 15 20 tion in years since its incep have extended numbers then, we t an cip rti pa er all sm ndon Boroughs: sons learned with rticipants from 12 Lo pa d ge ga en Building on the les d an le ington, Newham, h 250 young peop ring, Hillingdon, Isl ve Ha y, ne ck engagement to reac Ha , ich ley, Enfield, Greenw Barnet, Brent, Brom x. se Es o als d an s mlet Redbridge, Tower Ha entum over g and learning mom ein llb we ts’ an cip rti pa both, as well has maintained the ate goal of improving im ult r ou d ve Vacation Education hie ac d eak from school an the long summer br reer learning. ca ing nc ha en s and as raising aspiration We asked them a ne together again. yo er ev t gh ou br we back at school: s post programme and behaviour when s de titu at eir Last year six month th in s focusing on change range of questions than in previous mmer programme su e th r te af ol ho sc easier to settle into • 100% found it years r themselves ore responsibility fo m g kin ta re we • 100% well ore motivated to do • 73.9% were m years s ier than in previou • 87% were happ class in g more questions • 65% were askin s ged in new activitie • 61% had enga e new friends • 78% had mad ion process in t a rigorous evaluat pu to t or eff us cio ticeable, positive ity we made a cons ws, it confirms a no vie er int r he As a very small char ac te th lts from one of the pact and along wi available GCSE resu cly bli pu d place to measure im die stu monstrate this we improvement. To de ated in 2015. schools that particip changes in rs regarding positive he ac te m fro ts en g people who e anecdotal comm ent results for youn inm ta at ed as Very interestingly, th re inc rced by dramatically attitudes were enfo hievers. identified as low ac had previously been



y - con r a m m u S e iv t u c e Ex

d English and Maths e only 17% obtaine m m ra og pr e th in not participate these grades. For those who did part, 66% achieved ke ta did o wh e os A*- C grades. Of th w young d information on ho sa d an ing rb tu dis eak. d some summer holiday br tionnaire’ highlighte nds feel about the ou gr Our ‘wellbeing ques time are ck ba rm te ed g ag rin nt available du s from disadva m e m nis co ha o ec wh m t le or op pe e supp experienced s close and all of th ed: 33% said they te gl ga ug ol str ho p sc ou e gr th r n ou Whe age of ther be in said they would ra a significant percent % le, 15 ab r; ail he av ug r to ge life lon no ey found lonely; 20% said th isolation and were r when in school. tte be e at % said they 36 er ov d an ol ho sc backgrounds, de range of ethnic wi a m fro le op pe young ct we worked with Throughout the proje hool meals. sc e fre re in receipt of we om wh of % 76 very clear ion results provide at alu ev d an ols ho erent sc ople from different g people from 18 diff sitive attitudes to pe po in We engaged youn ge an me there was ch nt ca ther. Post program was a signifi ge e to er th ne at yo th er e ev nc ng ide ev of mixi everyone. veloped as a result sy to get along with ea it d backgrounds that de un fo o wh ts of participan an increase of 65% Year 9 and Year mber students from nu a d ha t bu ps grou aimed to ely targeted Year 10 core capabilities we at e er th lib in de es as we re 17 inc 20 In positive eness, d of the significant redness, self- awar su as 12. We are very prou lfse e, nc ie about: resil teach young people drive. d an receptiveness e able to re capabilities we ar co e es th ss ro ac ly rease in llective suredness, 24% inc ct measurements co as pa lfim se in 50 e g as sin re aly inc An , 28% % increase in drive iveness. verif y an average 32 % increase in recept 20 d an s es en ar aw lf se in resilience, 16% school and d help them in their an le op pe g un yo y with previous years, sta Skills we know from working lives. lunteers t of 283 business vo en em olv inv e th s ing ges wa . All activities involv ese significant chan al career’s learning m Key to achieving th or th at least inf wi ng g idi tin ov ac pr er t, urs suppor each one int th wi le, op pe g un providing 1,698 ho by yo a wide range of ted as most enjoyed ining information on ga d an its vis volunteers were vo ce rkpla riencing up to 3 wo 10 volunteers, expe . es m he ticeship sc careers and appren

t f


ued Summary - contin


hours exercise, minimum of 2,500 a , es ch lun d an w cultural/ art d 5,000 breakfasts companionship, ne t, or pp su , on Overall we provide nd Lo of transport across all journeys on public ice skating. as ch su s, itie n activ experiences and fu Education, we tcomes of Vacation ou e th t or pp su to e pact data available ise the profile of th With three years’ im embarked on to ra ve g people ha un we yo ey of r rn be jou m e to th nificant nu sig a r fo s’ er m are fully committed m su y to this. tive effects of ‘empt nced based solution damaging, cumula ide ev an ide ov pr n we ca in London and how me changer’ ation could be a ‘ga uc Ed n tio ca Va at th e as a result s valuable evidenc disadvantage and in ing liv e ar This report provide o wh ols closing their ople across the UK lly hindered by scho ica at am dr in helping young pe ing be e ing programmes d development ar ing non formal learn er off By ]. whose education an ds en ek r off peers, helpr year [including we up’ with their bette tch ‘ca n re doors 170 days pe ild ch e we can help thes during these periods g ground. ing to level the playin lunteers this is bers of business vo m nu nt ca nifi sig g . It provides ated that by engagin forces of the future rk wo e th We have demonstr lop ve de seen as being businesses to help te recruits who are ua ad gr ial a practical way for nn ille m ethos also. staff, especially the nies that hold that pa m co r fo rk added benefits for wo o ged and want to als more socially enga get involved in retired teachers to to t ou h ac re to nt rking in education, volunteer, and wa e that those still wo ar aw e We need others to ar we as cation Education holidays. helping to deliver Va eaks during school br ed rv se de ll we do need initiative to ion is to roll out the at uc Ed n tio ca Va hieve this. As well e development of rtners to help us ac pa ing ek The next stage in th se ely tiv UK. We are now ac in 2018 which will other areas of the e learning platform lin on w ne a g hin nc nge of stakeholders. as this we will be lau aterial for a wide ra m g hin ac te ive at ov provide access to inn ring school their doors open du ep ke s ea ar d ive pr tritious food but that schools in de s to help provide nu en ch kit t Our ultimate aim is an rm do place and fill the make use of their al learning can take rm fo n no breaks, not only to , ive at ov ere all sorts of inn to act as ‘hubs’ wh g people. millions of our youn ‘empty summers’ of


ent - Research m in a tt A l a n o ti ca Impact on Edu This sample was taken from the cohort of participants who took part in the 2015 pilot who all attended one participating school and who subsequently sat their GCSE exams the following spring of 2016. The research has been compiled from publically available examination result information. We compared our participants results with those in the same year group who did not take part in the programme. Coupled with the strong narrative reports we collected from teachers about changes in positive attitudes and behaviours of those who had previously been labelled as low attainers, collectively we believe that Vacation Education did have a significant impact on their educational attainment. Highlights: • •

Percentage of pupils achieving A* - C English and Maths: Of the non participants who were classified by teachers in the expected GCSE ‘low attainment’ category just 17% achieved the above qualifications. In comparison, of the Vacation Education participants who were classified by teachers as ‘low attainers’, 66% achieved their English and Maths A* - C grades.

Even for those who were classified by their teachers as ‘middle attainers’, there was a significant improvement in attainment achieved by Vacation Education participants: Non participants who were classified by teachers in the ‘middle attainment’ category, 25% achieved English and Maths A*-C grades. Of the Vacation Education participants who were classified as ‘middle attainers’, 55% achieved the above grades. This was significantly higher number in comparison with the class of 2015 middle attainers when just 37% achieved these grades. Overall, the research provided independently validated evidence that there were significantly higher attainment scores from those young people who took part in Vacation Education compared to those in the same year who did not. A recent literature review by Mhairi Campbell ( University of Glasgow) titled ‘The Cost of School Holidays’ captures recent independent research which highlights the multiple problems that are a result of school holidays for low income families. This growing body of evidence highlights there are no current known effective solutions.


We believe that Vacation Education has the potential to fill this gap in provision. Based on 4 core, evidenced based assumptions, even at this early stage in its development it has demonstrated considerable impact. The relationship with participating schools and centres is key to success. Identifying young people who need the intervention most, helping track their progress in and out of school with access to baseline data is critical. Key also is the involvement of of employers through the provision of business volunteers. TThe impact of multiple meaningful encounters with working people and access to the buildings they work in, helps breakdown barriers and raise aspirations. Volunteers are offered innovative,skilled based, flexible experiences, which can last over a whole year providing a feeling of deeper engagement.


Table of Contents The Cost of School Holidays


Research Methods 15 Summer 2017 - Overview & Findings


Peer Motivators 22 Corporate Engagments 27 Partners 29 Recommendations 30 Case Study & Quotes


Vacation Education Programme Framework 36




l Holi The Cost of Schoo

Young people aged 4-18 in the UK spend 20% of their year not in school (170 days including weekends). When the school gates close a multitude of issues arise for those from more disadvantaged backgrounds which affects their wellbeing, learning and motivation and cumulatively, year on year, leads to an attainment gap FutureVersity has identified as ‘the Educational Blind Spot’. School holidays can bring greater financial pressures, food insecurity, isolation and poor health (Rai 2015). This is a time when some children can fall behind their peers in terms of educational attainment partly because they miss out on many of the enrichment activities enjoyed by their more affluent peers such as sporting, cultural and learning activities, but also because their health and wellbeing suffers. Alexander et al. (2007) claim that more than half of the achievement gap between lower - and higher - income young people can be explained by unequal access to summer learning opportunities. Wellbeing is directly affected by ‘holiday hunger’, now recognised widely due to lack of provision of free school meals. Usage of foodbanks is much higher during school holiday periods. The Trussell Trust reported a 21% increase in usage in August 2014 compared to June. The programme framework developed for Vacation Education is based on research by the Impetus Trust, the Education Employers Taskforce and RAND Education. It consists of non-formal learning activities run across school holidays helping young people to: • • •

Develop and improve the skills employers want in the form of six vital core capabilities that are critical in order to access and succeed in the workplace: self-awareness, receptiveness, drive, self-assuredness, resilience and being informed. Have 10 or more direct engagements with a wide range of employers to help inform career choices and build networks, which the Education Employers Taskforce has shown makes young people 20% less likely to become NEET. Experience extended engagement of 80+ hours which is proven by RAND to provide impact that lasts 2+ years

Attending “Vacation Education” is only the start of a journey; a journey spanning several years’ engagement with participants returning as Peer Motivator to inspire and guide the next cohorts before becoming an active member of our alumni community.


h produced by rc a se re t n ce re re o M rsity: Northumbria Unive Provision in d o Fo y a d li o H l o o “Sch ve investigation ti ta li a u q A ., .K U the otential for p d n a ts fi e n e b of needs, development� tion to the reu ib tr n co ly e tim a Offers this area. Their in re tu ra e lit h rc a se e value of holiday th ts h lig h ig h rt o p re unities of varying clubs across comm d shows the pon a n tio va ri p e d f o levels community based d n a l o o h sc r fo l tentia ilies in ways that m fa rt o p p su to s b clu tion of hunger. promote the allevia


s Research Method


In total we recruited 250 young people to take part in the programme. This was the result of an extensive engagement programme which began much earlier in the school year around March. Over 425 young people showed initial interest. We held numerous information sessions with teachers, school assemblies and sessions with parent groups. Teacher’s helped to identify those young people they felt were most vulnerable during holiday periods and extra support and encouragement was given to them to apply and attend. We assigned two ‘hubs’ where participants would meet. Both Central Foundation Girls School and Rich Mix offered facilities free of charge, with the latter embracing the programme as part of their annual Youth Take Over project. We are indebted to them and their respective staff for their help. In order to build on our impact data processes, we adopted further robust evaluation and measurement. This included: Collection of baseline data from teachers relating to FSM/Pupil Premium entitlement, ethnicity, attendance, behavioural issues, SEN and predicted grades. • Pre and post capabilities/superpowers questionnaires • Pre and post programme questionnaires on capturing data on experiences for example previous experiences with business volunteers, travel to other parts of London etc • Pre and post programme wellbeing questionnaires based on the NCP framework • Case studies - young people and volunteers • Teacher interviews - pre and post programme • Volunteer evaluations • Parent interviews • Tutor reviews The sample size selected for this report is 33% of the project participants. The programme saw participants attend two days per week over 5 weeks. Each day was a journey of discovery with a wide range of challenges and activities planned including museum visits; orienteering, rock climbing, enterprise challenges, London sightseeing, ice skating and workplace visits.



s con Research Method The core outputs of the programme: • • • •

Build core capabilities for work [superpowers]: Resilience, Drive, Self-awareness, Self-assuredness, Receptiveness and being informed Broaden horizons [improve personal and social capital] - new experiences and new relationships Support learning momentum - help reduce summer learning loss, better prepared for new school term Support general wellbeing, provide nutritious meals helping to address food poverty, provide a safe environment, guidance and support for a healthier lifestyle and help prevent mental health issues brought on by loneliness and isolation

Vacation Education targets young people from a multitude of different backgrounds and demographics. To form a clearer picture of their make-up, we collected data from their schools and also sought their views on summer holidays: • The age range of participants was between 13 and 16 years old; • 70% of participants were in receipt of free school meals; • Participants come from: Tower Hamlets, Newham, Lambeth, Islington, Hackney and Waltham Forest; • Participants covered a range of ethnic backgrounds, with the majority being either Bangladeshi/Pakistani (41%); the next largest group was Black Caribbean/Black African (29%) ethnicity; • The programme is not gender specific, interestingly there were 75% females and 25% males; • Almost one in four participants stated that they ‘get bored a lot’ during the summer vacation with the highest reported activity being ‘lying in bed’; • Many were identified by their teachers as having one or more of these characteristics:coming from difficult home circumstances, lacking motivation in school, or having behavioural problems.




& Find w ie v r e v O 7 1 0 2 r Summe We identified 5 core areas of Impact. These are: • Participation • Learning Momentum • Wellbeing • Superpowers • Broadening Horizons and widening participation Participation

100% of participants said they would take part in the programme again and would recommend it to their friends. Learning Momentum • 94% of participants said what they had learnt would impact positively on their return to school • 87% said they were happier than previous years when they returned to school • 65% said that they were now asking more questions • 74% said they were more motivated to do well than before • 65% had taken on new activities • 78% had made new friends Wellbeing 92% of participants said they had been more active than in previous summers and 55% said they had eaten better. Each young person received up to 10 healthy breakfasts and lunches. Young people also had access to healthy snacks during the day while participating on the programme. Broadening Horizons and Wider Participation Exceptional progress was made in terms of integration and broadening horizons. By mixing groups from different schools together and engaging them in a wide range of challenges there were significant changes in attitudes.


Strikingly, pre programme only 2% of young people said that they found it easy to get along with everyone. Post programme this changed to 68%, a massive 66% positive shift. Similarly, there were positive changes in their attitudes to meeting new people and meeting people from different backgrounds. I enjoy meeting new people increased from 49% to 66%. The team building aspect of the challenges also resulted in the participant’s attitudes changing dramatically. Pre programme only 2% said they worked well in a team and post programme, 66% said they did. The success of this part of the programme cannot be underestimated. This offers an innovative way to build community cohesiveness and break down barriers. Summary of Findings Building on learning from last year’s programme and the positive impacts that stayed with participants throughout the year, we are incredibly proud of the results achieved in summer 2016. This is a unique programme aimed at tackling the multiple negative impacts of summer holidays for young people from disadvantaged backgrounds and in many ways we feel we have achieved our aims. We remain committed to the Impetus Trust framework as an effective way of building skills for life and work as it is clear that these resonate with young people who utilise them on their return to school, impacting positively on their learning. We also remain committed to multiple opportunities for young people to engage with business volunteers. Participants recorded this as the most enjoyable part of the programme. The opportunity to mix with others from different backgrounds, visit new places and experience new things resulted in 100% of participants saying they enjoyed the programme. Picking up on our pre programme survey which highlighted the social isolation many feel we are certain that the opportunities offered by Vacation Education supported the young people to feel happier and healthier than in previous summers.


Evidence suggests that participants used their knowledge and new skills on return to school with 100% saying they found it easier to settle back into school than previous years and that they were taking responsibility for themselves. Very interestingly 65% were engaging better by asking more questions in class, 61% had travelled outside their area as opposed to under 25% pre programme, 65% had taken up new activities, 78% had made new friends and 87% said they were happier than in previous years. These are all excellent signs that they were participating better and taking greater advantage of opportunities to broaden their experiences and learning. The integral weaving of business volunteers throughout the programme has been a contributing factor to its success. Providing multiple opportunities to work side by side with people from the world of work provides valuable career learning. ‘Superpowers’ – core capabilities for work We asked 50 questions both pre and post programme to capture awareness of and growth of these core capabilities. We averaged responses:

Superpower Increase 27% 21%

21% 17% 15%







Peer Motivators Youth social action has incredible tangible benefits both for society and the volunteers themselves. It helps to build connections and bring communities together, shaping a new generation united to create social change. FutureVersity’s Peer Motivators are the magic ingredient to the Vacation Education Programme and ultimately, our drivers of social change. After an intense 5-day training programme in July, 48 Peer Motivators volunteered for 5 weeks during the summer programme. As a Peer Motivator you receive FREE top class training to help you in your role and have the opportunity to gain experience and skills which can be a great help towards accessing further education or employment. Additionally, you have the opportunity to network with a wide range of business volunteers from organisations such as Barclays, Goldman Sachs and Mediacom who regularly lend their expertise to the programme. We want the summer to be just as beneficial for our Peer Motivators as for the young people attending the Vacation Education programme. Therefore, we encourage them to develop their skills by taking up leadership roles in enterprise challenges, outdoor activities and creative competitions. Furthermore, they are not out of pocket as a maximum of £10 per day is allocated for travel and lunch. Peer Motivators make a positive difference to their community by working with young people, some from their own school, to shape their personal development and their futures. Peer Responsibilities: • • • • • • • •

Act as the face of Futureversity and ensure all young people feel welcome Organising and leading activities Ensuring the course equipment is in the correct place Registering and enrolling young people onto courses Supporting the tutors within the classes as required Ensuring that attendance targets for the course are met by making regular phone calls to parents and students Assisting young people to ensure their needs are met Ensuring Student and Tutor Evaluations are completed



ont... c s r o t a iv t o M r e e P

• • •

Providing basic First Aid (training is provided) Assisting with admin tasks e.g. telephone duties and data inputting Reporting to Team Leaders and troubleshooting where problems arise

This summer we had 92 applications from young people aged 17-22 from different schools. After an interview process this translated into 48 Peers who supported VE delivery. There was 100% completion rate. “Being a peer motivator has been a phenomenal experience. It has enabled me to grow as an individual, take the lead on numerous occasions, build a good rapport with the young people thus encouraging and inspiring them to reach new heights. This experience has challenged and bought the best out of me.” Simran, Peer Motivator 2017

List of Peer Motivator Educational Establishments: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Ashmole Academy De Montfort University The Cardinal Wiseman School Central Foundation Girls’ Sixth Form City of London Academy Sixth Form City University of London Globe Academy IC6 London School of Economics and Political Science

10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

London South Bank University Leyton Sixth Form College Morpeth Sixth Form Mulberry School for Girls Nower Hill Sixth Form Royal Holloway University St. Paul’s Way Trust School St. Philomena’s Shooters Hill Post 16 Campus Sir John Cass Sixth Form College Tower Hamlets College and University of Westminster



nts e m g a g n E e t a r o p Cor


In the battle for talent, volunteering can provide significant benefits for both Employers and Employees. When Employers were surveyed about skills-based volunteering: • 85% consider that it helps improve communication skills • 88% consider that it helps develop strong character traits • 85% consider that it helps demonstrate accountability and commitment • 71% of Employees want the opportunity to impact their company’s social and environmental commitments An Employer’s commitment to social responsibility is a particular concern for the Millennial (27 to 35 year old) generation of Employees: • 88% consider their job more fulfilling when they have the opportunity to make a positive impact on social or environmental issues (compared to 74% average of all Employees) • 79% consider a company’s social and environmental commitments when deciding where to work (compared to a 58% average of all Employees) • 76% would choose to work for a socially responsible company even if the salary were less than at other companies (compared to a 55% average of all Employees) Realising the Opportunity: By becoming a Corporate Partner, organisations can provide members of their staff with a skills-based volunteering opportunity to support the delivery of the Vacation Education programme. This skills-based volunteering opportunity provides key benefits for both the Volunteer and the Partner Organisation:




For the Corporate Volunteer, there are opportunities to develop team working, managerial, organisational and communication skills as well as making a positive contribution to the lives of the participants in the Vacation Education programme “We had a fantastic day and it’s a great programme to get young people (and us) inspired” – Jane Xia, Goldman Sachs For the Corporate Partner, there are opportunities to build and develop teams, develop the skills of individual members of staff and to identify participants that the organisation could consider employing “Yesterday was amazing. One of the best activities of that type that we have ever run, if not the best” Philip Kenley - Director, Employee Engagement, In the summer of 2017 we worked with 289 volunteers. They came from a wide range of backgrounds and organisations but our key partnerships were with: 1. 2. 3. 4. 5. 6. 7. 8.

Andaz Hotel Axa Brakes Goldman Sachs Mercer Nationwide Salesforce Worshipful Company of Management Consultants

We are indebted to them for their support in providing funding, food supplies, volunteers and programme content.


s Recommendation It is a simple Fact that there are very significant numbers of young people across the UK who experience ‘empty summers’ which are not just a bit of a bore, but that critically, impact negatively on their learning and life chances. When the school gates close and all the support provided in term time stops, many children are left to their own devices, frequently socially isolated, poorly nourished and void of all the ‘character building’ and broadening horizon experiences that their better off peers have. Growing evidence from UK research is beginning to make the link between cumulative years of empty summers and the attainment gap, cumulatively year after year, lead to an attainment gap, there is a growing recognition from policy makers that this is very likely to be the case. Vacation Education plays a valuable part as it can credibly add to this evidence base. At its most simple, our young people who have been ‘purposefully’ engaged and supported during long summer holidays are happier than previous years and much more prepared when they return to school. However, Vacation Education is much more than this. The development of core capabilities for work and multiple interactions with business volunteers and work place visits, offer innovative career learning which goes beyond the normal ‘summer club’ offering. While there continues to be a disconnect between what employers are looking for in preparedness of young people for work and how they leave the education sector, and with schools struggling to provide relevant career learning within the time available, it makes good sense for those young people who have absolutely nothing to do in long summers, to take part in non-formal learning which will aid their social mobility. Our vision is to help others to deliver Vacation Education across London and in other parts of the UK, to build on the evidence we have collated over the last three years and lobby for the statutory provision for those young people most in need. Failure to address the numerous negative effects of non-term time periods will have disastrous consequences on the futures of many young people and as a society we will struggle to get to grips with the divisions that exist. If you are interested in learning more about our work or would like to offer your support and help, we are very interested to hear from you.



otes Case Study & Qu Student Case Study Initials: SR School: Green Spring Academy Age: 15 My plans for my summer vacation was in fact... nothing. I didn’t have a plan at all, so I intended on staying at home and perhaps work on a few paintings. That was until a FutureVersity member kindly took their free time to visit my school and tell us about an upcoming event, FutureVersity. I can say, for sure, that I definitely made new friends and it was lovely to learn from one another. The most exciting thing about FutureVersity? Winning. Yes, the glory of winning is exemplary but so was the downfalls. There were many obstacles that I came across and I was grateful to have met, and overcome them. I would definitely recommend FutureVersity to others because it has really helped me grow and has also gave me an insight of what the business life could be. What was also good was the programme provided food and travel expenses and the general fact that I got to experience something new. Student Quotes Name: YM School: Eastlea Community School Age: 15 I would [recommend] VE as you meet new people, can possible gain connections for the future and you learn whilst having fun. Name: MH School: Green Springs Academy Age: 15 It was really fun and interesting to find out how to travel on our own around London. I got to make new friends and take part in fun and interesting activities. Once again thank you so much for everything that you’ve done for us.


Name: JA School: Langdon Park Age: 15 Vacation education made me face up to a challenge and feel good and proud about myself. It has made me come out of my comfort zone and face new challenges. Parent Quote Juliet C VE Parent Thanks to you and all the futureversity team for a great job over the summer - Elijah really enjoyed every single day of activities. Corporate Quotes Name: Miguel D Organisation: Andaz Hotel Michele, I know that we have said this before, but we wanted to thank you, the team at FutureVersity, for allowing us to be part, albeit of a small step, of the whole process. For us, giving back, is more than a tick on the “to do” list, but part of giving back and paying it forward so having a partner such as FutureVersity to this with is amazing

Name: Matt C Organisation: Goldman Sachs An invigorating experience that allowed me to share and impart knowledge and skills to young people, many of whom have lacked opportunities to take advantage of London’s cultural offerings. A great day, filled with laughs.


To provide purposeful fun actvities to support learning momentum, develop 5 Super Powers and broaden horizons

Service Aim:



mework ra F e m m ra g ro P on Vacation Educati Day 1

Day 2

Day 3

Day 4

Day 5

In League


Tribal Quest



Young people are split into groups and presented with an envelope out of which they pick 2 historical/ cultural sites in London to visit. They must plan their routes to the chosen venues and write a short ‘TripAdvisor’ type review regarding the suitability of the venue for young people and families.

Young people spend a day on a “Desert Island”. They will compete in a series of challenges including eating bugs! The winners are the team that survives the island!

Young people head to the famous Alexander Palace, the iconic landmark based in North London, for a fun afternoon of ice skating and frolics!!

Lego Mindstorms brings the world of computer science to life, and in the setting of one of the world’s largest companies, SALESFORCE, young people will have the opportunity to explore what it is like working for an IT firm like this and learn some amazing new skills.

Self Awareness, Receptiveness

Resilience, Drive

Being Informed, Receptiveness

All Capabilities

Outdoor team building activities that include: • • • •

Climbing Crates Archery Water Zorb

Young people will be put into teams and compete with each other.

Drive,Self Assuredness


Day 6

Day 7

Day 8

Day 9

Day 10

Quest to Mars

City Challenge

Dragon’s Den

Who’s the Boss

C’mon let’s Celebrate!

With an awesome Sci-Fi exibition to explore, topped off with a showing of the film “The Martian” - This day is out of this world!

Young people split into groups, assigning roles to each team member and must then plan and prepare using the internet and maps to set out their route to visit 10 sites across London all in order to raise their start up capital!

Young people are split into groups and given the morning to develop businesses and presentations around the theme of products and services aimed at young people.

Startup capital (funds), investment raised Now it’s time to recruit some employees… The young people will be taking part in ‘real life’ hiring by interviewing business volunteers for jobs.

This is the conclusion of the course

Resilience, SelfAssuredness

All Capabilities

Teams compete against each other. Drive, Resilience

All Capabilities

They are judged by a panel of dragons in the afternoon.

All Capabilities

Young people celebrate their achievement over the past 10 days.


“FutureVersity, gave m develop and learn whi will forever be gratefu I recieved� Victoria Azubuike

e me a great space to whilst I was growing up! I ful for the opportunities



FUTUREVERSITY 7900 t: +44 (0)20 7247 e: info@futureve

er Education Ltd er Hamlets Summ Registered as Tow Bethnal Green : Rich Mix, 35-47 Registered office A Road, London E1 6L no. 2017713 ny pa m Registered co no. 1048822 Registered charity

Vacation Education Impact Report 2017  

Vacation Education represents one of the most significant innovations in supporting young people during the school holiday period in recent...

Vacation Education Impact Report 2017  

Vacation Education represents one of the most significant innovations in supporting young people during the school holiday period in recent...