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Schools love working with yipiyap because…

  • The academic calibre and consistency of our tutors is second to none.
  • The dynamic between tutors and students is where the magic happens.
  • Our tutors are fantastic role models bringing aspiration, professionalism and sense of fun.
  • Organisation, training and induction are all taken care of.
  • Our support is roughly half the charge of any other intervention.

Here’s how yipiyap tutors have helped students exceed expectations

Many schools have been surprised at just how much of an impact yipiyap tutors have had. Take a look at these case studies to see for yourself.

These are the real, life-changing stories that happen everyday at yipiyap.

Cardinal Heenan – Case Study

Since September 2016 our tutor, Joe, has been leading the way in Leeds. We placed Joe in our first Leeds school – Cardinal Heenan. Cardinal Heenan have really embraced the concept of yipiyap and have given Joe a variety of roles and responsibilities to support their needs as a school and develop Joe’s experience as a tutor.

When we asked Joe to write a small paragraph about his time at Cardinal Heenan he had all this to say!

“Overall, my time at Cardinal Heenan has been extremely positive and enjoyable as I have gained so much valuable experience working with a great set of pupils. Whether it be assisting the teacher for a full class, or taking pupils out to work with them individually – each session is as rewarding as the next. Fortunately, I have had the opportunity to work with students across all 5 years and each one offers a different challenge, which once overcome, offers a great deal of pride and satisfaction. 

My work with Year 7 has been more on a one-to-one basis. I have worked with particular students who didn’t quite reach a certain level in their Key Stage 2 SATs. Using a programme called Passport Maths, I worked closely with a couple of students at a time to bring them up to the required level. This has brought about one of my most rewarding experiences when 2 of the students I worked with both received full marks on two tests! I also mentor a Year 7 who had some behavioural problems at the beginning of the year, but after some time talking about things there seems to be improvements in his behaviour. Our session offer him the chance to relax through talking about sports, reading or playing games making it enjoyable for us both.

Another role I have been helping out in is working with EAL students, for example helping a pupil in Year 9 who has recently moved to England. On arrival to Cardinal Heenan the students didn’t understand any English, but day-by-day I have seen their progression. They are now able to converse and contribute positively in lessons which is really rewarding. At one stage I was taking sessions with small groups of EAL students which seemed to work really well and was something I enjoyed.

When it comes to Year 11, I work within a small class of 9 students who are fantastic to work with! I often work in a small group with 3 or 4 of them. It is my job to try push them to get the pass they all need in Maths. We always have such a positive and friendly environment to work in which makes it easier to get through the work we need.

As well as these specific examples, I do a lot of work in the classroom with Year 8 and 10 across both English and Maths, which has been really pleasurable as I have built really good relationships with all the students. As well as working with them in lesson, I attend a lunchtime club each week playing cards. It is mainly Year 8 and 10 I play against and it offers a chance for both me as a tutor and them as a pupil to relax and joke around which reveals a less serious side than one that is perhaps required in lesson.”

Joe Moore – Maths and English Tutor at Cardinal Heenan

Joe has been highly praised throughout his time at Cardinal Heenan by SLT and the teachers he has been working with.

“In my role as assistant headteacher I am responsible for arranging and monitoring the impact of interventions in my school; we are forever seeking new and innovative ways of supporting target pupils to make additional progress.

We have been working with yipiyap for almost a year now and the experience has been extremely rewarding for our school; Joe has engaged very well with our young people and we have employed him in a range of roles including individual support, small group work, mentoring and in-lesson support. His professionalism is well beyond his years and he sets an excellent standard to our pupils. Because of his relative closeness in age to our pupils his impact as a role model is heightened and he certainly personifies the attributes of inspirational and aspirational.

Yipiyap have offered the school a great service which represents value for money and high standards, we highly recommended them to others.”

Patrick Caldwell – Assistant Headteacher at Cardinal Heenan

Jess' Story

Context

With great reluctance on the part of the school, and after a lot of support to resolve the issues she was facing, Jess, a Y11 student, was permanently excluded from mainstream education due to behavioural issues, including substance abuse, which meant that she wasn’t able to be in the same environment as her peers. Understandably, her behaviour had also put a great deal of strain on family relationships.

Jess had continued education at a PRU, but this provision was deemed to be unsuccessful. As a result, her school approached us in October to see if our tutors would be able to help in the run up to Jess’ GCSEs. It seemed that Jess had turned a corner with family relationships getting back onto a more even keel and she was now mature enough to recognise that her immediate future would be seriously jeopardised if she was not successful in the core subjects at GCSE.

How we helped

As part of a package of support put in place by the school, Jess received educational support by working with our tutors for three mornings each week from October to May – two sessions of Maths and Science with one tutor, Fatima, and one English session with a second tutor, Eve.
Below are comments from Jess about the support she received, together with comments from the Head Teacher at Jess’ school:

“Both Fatima and Eve have been really good tutors; they have given me work to do that has been aimed at getting me to pass my GCSEs. They have been fun to work with and I liked the fact that they are younger and not teachers. They have been a bit strict, but more relaxed than if I had been back in school, which is good.

“My attendance has gone from not going to school at all, to going to tutoring nearly every session. It doesn’t bother me that they’re not teachers (I actually prefer it), as they know the subjects that they are teaching me and they have all the teaching materials that they need. If I’d have stayed at the PRU I wouldn’t be in a position to sit my GCSEs.”

“I haven’t really enjoyed the sessions (as it is school!) but I have been happy to attend. I like the fact that it is more relaxed than being in mainstream school. I have made progress in the subjects areas, and the structure of the sessions has suited me and the support has been well organised.”

Jess

Here’s what Jess’ Head teacher had to say about working with us:

“I have worked with yipiyap in two different schools and have been both pleased and impressed by their work. The quality of the support and the flexibility to respond to the needs of the young person is of note.

“The contact is effective, with the joint purpose of always supporting the individual child. The young people being tutored, some of whom face complexities that hinder a full time education, appreciate the fact that the young tutor is approachable and nearer their age.”

“The feedback is regular and appropriate to the individual’s need. The feedback is also a dialogue – the cost is fair.”

Jess’ Head Teacher

Outcome

With planned help and exam preparation with our tutors and improved self-confidence and determination gained over the months of support, Jess was successful in gaining C grades in Maths, English and Science GCSE – the criteria she needed to go on to study an NVQ in Childcare at college. Jess has a natural aptitude for working with young children and now has the ambition to fulfil her her potential in this field. Without these grades, Jess’s circumstances would still have been greatly improved from the mentoring she received but these results mean that she has been able to choose the career that’s right for her. We are very pleased to have been there when she needed us and wish Jess every success at college and beyond.