Information for Schools
Widening access to highly
selective universities for pupils
from non-selective state schools
thebrilliantclub.org
© 2015 The Brilliant Club
What is The Brilliant Club?
What is The Brilliant Club?
The Brilliant Club is an award-winning charity that exists to widen access to highlyselective universities for pupils from non-selective state schools. It was founded in
2011 by two inner-city classroom teachers. We aim to increase access by recruiting,
training and placing doctoral and postdoctoral researchers in schools and sixth form
colleges to deliver programmes of university-style tutorials to small groups of pupils.
Through the Scholars Programme, pupils develop the knowledge, skills and ambition
that help them to secure places at highly selective universities. The Brilliant Club is
building a national movement to mobilise doctoral and postdoctoral researchers
to engage with schools serving low HE participation communities, to address
educational disadvantage and increase fair access to highly selective universities.
Our vision
Our vision is of an education system in which young people from non-selective
state schools and other low participation backgrounds are proportionately
represented at highly selective universities. We are working to create a movement
whereby tutoring in school becomes an aspirational choice for PhD students
across the country. To this end, we aim to build effective, lasting and meaningful
links between schools and universities that are underpinned by excellent
teaching and learning, and by positive action to widen access to top universities.
How we’re growing
In 2013/14 we worked with over 200 schools and colleges across the country, placing
over 250 PhD tutors to work with more than 5,000 pupils. We worked closely with
our partner universities, including Aston University, Durham University, King’s
College, London, Royal Holloway, University of London, the School of Oriental and
African Studies, the University of Sussex, the University of Warwick and a number
of colleges at the the University of Cambridge and the University of Oxford.
What is The Brilliant Club?
We recruit, train and place PhD and postdoctoral researchers
in non-selective state schools to deliver programmes of university-style
tutorials to small groups of high performing pupils. We design and deliver a
structured, university-style learning experience that equips pupils with the
knowledge, skills and ambition that helps them to secure places at highly
selective universities.
The Scholars Programme
We are committed to a vision
of excellent teaching and learning
in which every programme we deliver emphasises progression to highly
selective universities and helps pupils accomplish this by:
• Providing an academic challenge that takes them above and beyond their current key stage,
• Developing a range of core academic skills,
exposes pupils to a challenging academic environment that supports
continued success within a context of high expectations and promotes a
culture that champions excellence and hard work. Pupils study rigorous
academic subjects, which are ‘super curricular’, and complete weekly
homework assignments. The Scholars Programme leads to a final assignment
between 1000 and 2500 words long, which is pitched above pupil’s current
level, and are marked in the style of university grading, receiving a 1st,
2:1, 2:2 or 3rd. The programme also includes two trips to highly selective
universities, with our university partners providing targeted information,
advice and guidance about progression to highly selective universities.
Through this unique study of a super curricular subject, pupils begin to
understand and identify passion for topics and areas they may formerly have
considered niche or difficult.
• Modelling how to become independent learners, and
• Broadening their horizons about what excellent learning is.
Our impact has been recognised
In a recent OFSTED report into working with the most able pupils in schools,
The Brilliant Club was identified as an effective way of targeting pupil
premium funding. It also noted that admissions tutors at universities had
been positive about schools and pupils who had engaged with the Scholars
Programme (The most able students: an update on progress since June 2013,
OFSTED, March 2015). We have also been awarded for social innovation by
Smarta, UnLtd and Nesta.
Why this works...
What is the Problem?
The UK education system faces a
range of inter-related challenges:
students from non-selective state
schools are under-represented
at top universities; schools are
increasingly accountable for
progression to higher education;
there is a shortage of high quality
development opportunities
for doctoral and postdoctoral
researchers; and universities are
committed to recruiting more
pupils from low-participation
backgrounds.
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We offer pupils comprehensive support
including challenging tutorials and
targeted information, advice and
guidance.
Our PhD students are:
1. Passionate about their subject
2. Trained by outstanding teachers
3. Motivated to engage with pupils
4. Excellent ambassadors.
raise awareness of Higher Education
as well as aspiration to attend a highly
selective university.
Completing university-style assignments
develops the higher order thinking skills
that help to boost attainment in exams.
80% of UK students who are eligible for
free school meals live within 40 minutes
of a top university.
We are the only non-university
organisation that is systematically training
and placing PhD and post-doctoral
researchers to work as tutors in schools.
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The Scholars Programme
The Scholars Programme Timeline
An individual Scholars Programme places a PhD tutor into a non-selective state school to deliver a university-style module to two groups of either six pupils (Key
Stages 2-4) or four pupils (Key Stage 5), at least 33% of whom will have been eligible for free school meals in the last six years. Each programme begins with a
Launch Trip held at a highly selective university, including information, advice and guidance sessions, a campus tour and lunch, as well as the first tutorial of the
programme. This is then followed by a series of five in-school tutorials that lead to the completion of university-style assignments, which are marked by PhD
tutors and moderated by qualified teachers that assess pupils against standards one Key Stage above their expected level of attainment. Pupils that pass the
final assignment are invited to attend a graduation trip also at a highly selective university.
PhD Tutor Training
Our Key Stage 2 and Key Stage 3 programmes typically take place from October to January, Key Stage 4 from February to June and Key Stage 5 from June to
September, and we are flexible to the needs of schools. We are funded by our partner universities, schools and charitable partners, with schools making a
contribution of £160 per pupil.
The pupils that we work with are chosen by their teachers, a process which is often undertaken on the basis of which pupils they think will benefit most from
the programme. Some schools have an application process for pupils to be part of the programme. We work with groups of six pupils at a time in Key Stages 2,
3 and 4 and groups of four pupils at Key Stage 5. We always work with two tutorial groups at a time, Tutorial Group A and Tutorial Group B, meaning that each
school will have at least eight (at KS5) or twelve pupils working with us at once. Some schools choose to have more than one PhD Tutor placed in-school at a
time, as well as for more than one different subject stream.
We believe our programmes have the greatest impact when pupils have the opportunity to take part more than once during their educational career. So, a
school might begin working with us at just one Key Stage in order to pilot the programme, but we would then look to expand the offering to every Key Stage
at the school.
← In-school tutorials (usually once a week) →
University
Launch Event
Tutorial 1
IAG 1 & 2
Tutorial 2
Group A
Tutorial 3
Group A
Tutorial 4
Group A
Tutorial 5
Group A
Tutorial 2
Group B
Tutorial 3
Group B
Tutorial 4
Group B
Tutorial 5
Group B
Final Assignment
PhD Tutor Training
(2 Days per programme)
Phd Tutor placement
Feedback
Tutorial
Group A
University Launch Trip
University
Graduation Event
Certification
Feedback
Tutorial
Group B
Tutorials
2-5
IAG 3 & 4
PhD Tutor
∙ Deliver tutorials in school
∙ Mark weekly assignments
∙ Keep The Brilliant Club and school up to date with placement
The Brilliant Club
∙ Oversee placement with school
∙ Work with school to support PhD Tutor
Information, Advice
and Guidance
Sessions 1 and 2
Tutorial 1
Introduction to
your PhD Tutor
Final Assignment
Usually completed during a school holiday
= PhD Tutor Training
= Academic Strand
Tutorial Group Sizes
=Access Strand; IAG stands for Information, Advice and Guidance
Tutorial Duration
Primary – 6 pupils
Year 7/8 – 6 pupils
Year 9/10 – 6 pupils
Year 12 – 4 pupils
Year 5/6 – 60 minutes
Year 7/8 – 60 minutes
Year 9/10 – 60 minutes
Year 12 – 75 minutes
In order to ensure pupils experience small group
university-style learning, we cannot exceed the
maximum group sizes above.
Tutorials typically take place during the school day
with pupils coming out of lessons to attend.
Pupils take part in a total of six university-style
tutorials.Pupils submit a final assignment which is
assessed at one level above their current key stage
and is marked in the style of university grades at a
1st, 2:1, 2:2 or 3rd.
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University Graduation Event
Certification
All Programmes
Pupils attend a Launch Trip and a Graduation Event
at a highly-selective university.
Feedback tutorial and grades
Final Assignment
This could take place on a school day
or on a Saturday, when parents are
often invited to attend.
Information, Advice
and Guidance
Sessions 3 and 4
Year 5/6 – 1000 words or an equivalent problem set
Year 7/8 – 1500 words or an equivalent problem set
Year 9/10 – 2000 words or an equivalent problem set
Year 12 – 2500 words or an equivalent problem set
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Our Pupils and Impact
Programme Streams and Yearly Cycle
Y5-8
Placement
Tutorials
2-5
Y12
Y10
PhD
Placement
Tutorials
2–6
2-5
Y10
essay
HT5
HT6
Break
Y12Y12
PhD
Placement
Placement
Tutorial
Tutorials
2-5
2–6
Y12
essay
Y12 Launch Trip
Break
Supervised
study
Once a week
Y5/6/7/8
essay
April – July
HT4
Y12Feedback
Tutorial and Y10
Graduation
Y9
essay
Y10 Launch Trip
Y12Y9PhD
Placement
Tutorials
2–6
2-5
HT3
Feedback Tutorial
and Y9
Graduation
Y10 Launch Trip
Break
Optional
Y10 Careers
SOW
Some key facts and figures from 2013-14:
Supervised
study
Once a week
Graduation
Primary & Transition
Programmes
January – April
HT2
Supervised
study
Once a week
Y5-8
Launch Trip
Lead by Lead
Teachers
Optional
Y13 Access SOW
Feedback Tutorial
and Y12
Graduation
Secondary Programmes
Lead by The
Brilliant Club
HT1
Supervised study
September – December
School year
overview
Programme Streams
We are the only non-university organisation that is systematically training and placing PhD students to work as tutors in schools.When working with our scholars
and schools we use a rigorous system for the monitoring and evaluation of key performance measures. In creating this system, we drew upon expertise from
one of our Founding Partners, The Sutton Trust, who have extensive experience of educational projects and research, to provide input, guidance and support.
We are committed to a process of data-driven evaluation and we favour quantitative analysis, using qualitative data and case studies to further illustrate our
impact. Our measures and targets have been agreed on the basis of input from a range of stakeholders, including the Department for Education, and we are
committed to ensuring that they will be met over the coming years.
The following course titles are included to illustrate the nature and breadth of the subject areas that different programmes can cover. All of the following
courses have been designed by The Brilliant Club’s PhD tutors and delivered to students over the last three years.
From last year’s cohort of sixth form pupils, 87% applied to a highly selective university and 49% of them are now studying at one. Across all key stages, 91% of
our pupils completed their academic assignment and 59% produced work considered to be excellent or good for a pupil one key stage above their age group.
Beyond this, we are confident that we have built a programme that is targeted; 100% of our pupils attend non-selective state schools, 34% of pupils are eligible
for FSM, more than half our pupils have no parental history of higher education in this country or abroad, more than 85% of schools sampled have more than
70% of their pupils living in the lowest 30% of the Income Deprivation Affecting Children Index and more than 90% of schools sampled have above average
pupil eligibility for FSM.
The Scholars Programme gives pupils the opportunity to engage with and learn about ‘super-curricular’ topics, which build on the research expertise and
subject knowledge of our PhD tutors. Many of the courses are interdisciplinary and we broadly categorise courses into streams, and then by subject within
each stream. The opportunity to work with a world class researcher in a niche and specialised area is a unique experience. For Y9/10 and Y12 programmes,
PhD tutors design and deliver courses that are based on their own research. For Y5–8, PhD tutors usually deliver a ’ready-made’ programme created jointly by
researchers, teachers and primary specialists.Sci
Year 5/6 Biology, History, Maths and Philosophy
• The Healthy Heart
• Poverty and Progress
• Pythagoras
• What is Fairness
Year 7/8 STEM, Arts and Humanities
Pupil self-evaluation data also proves the impact of our work, which you can see in greater detail in the charts below.
• Understanding Viral Infections
• A Hero's Journey - Monomyth
Key Stages 2–4
Before
After
• The Most Significant Turning Points in English History
I know what university is and how students learn when they are there
68%
97%
I have high-level knowledge that goes beyond the A-Level curriculum
27%
83%
• Could the Stars Float in the Bath?
I know what I need to do if I want to go on and study at university when I am older
66%
92%
I have advanced skills in the subject area(s) this programme focuses on
26%
80%
I know a lot for somebody my age
63%
85%
I understand in detail how universities work and the key differences between them
40%
87%
I know a lot about the subject that my Brilliant Club programme is about
44%
90%
I understand what I need to do to apply and secure a place at university next year
59%
92%
I know what steps I need to take to help me improve as a learner
66%
91%
I know what steps I need to take to help me improve as a learner
60%
89%
I feel confident talking to my friends about university
78%
91%
I feel confident talking to my friends and family about university
79%
92%
I feel confident talking to a university teacher about my work
59%
84%
I feel confident talking to a university teacher about my work
56%
86%
I can get my ideas across well when speaking in a small group
73%
88%
I can get my ideas across well when speaking in a small group
64%
87%
I can complete my work to a higher standard
44%
83%
I can complete my work to a higher standard
23%
79%
I can find out new information and use it in my work without help from adults
75%
93%
I can find out new information and use it in my work without help from adults
62%
91%
I feel able to overcome difficulties and setbacks in my learning
71%
90%
I feel able to overcome difficulties and setbacks in my learning
66%
87%
I feel motivated when I am set challenging learning activities
72%
88%
I feel motivated when I am set challenging learning activities
71%
90%
I plan to take the steps that will help me improve as a learner
85%
94%
I plan to go on and study at university when I am older
88%
93%
I plan to go on and study at university when I am older
89%
93%
I plan to go on and study at one of the best universities in the country when I am older
78%
87%
I plan to go on and study at one of the best universities in the country when I am older
84%
90%
• Can Terrorism ever be Justified?
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Before
After
Key Stage 5
7
PhD Tutors & Partner Universities
The Scholar
Why PhD Tutors?
•
•
•
•
•
•
The Scholar
Experts in their field of research
Champions of academic excellence
Academically articulate
Assessed for their communication skills
Passionate about their subject
Understand the characteristics and skills universities look for in undergraduates
PhD tutors and moderators at The Brilliant Club are constantly impressed with
the assignments, essays and problem sheets produced by our pupils from every
programme stream. We hope that all the pupils we work with are proud of their
achievements, and that they recognise their success as scholars. The Brilliant Club has
recently launched its own academic journal, called The Scholar, in order to showcase
this fantastic work and to introduce pupils to the world of publishing research and
enrich their understanding of higher education.
Our PhD tutors have either completed or are currently studying for a
PhD at a higher education institution and are actively engaged with
cutting-edge research. We recruit PhD tutors from all of the universities
in the UK. We assess and select PhD tutors based on the skills and
values that we think are essential to deliver excellent university-style
learning. Candidates attend an assessment centre that includes a minilesson, a group activity and a one-to-one interview. The process is
competitive and we typically accept half of the candidates who apply.
To prepare them for designing courses and delivering tutorials, all of our
PhD tutors complete two full days of training that are specific to the age
group they will be working with, for at least their first three placements.
The training is designed and delivered by qualified teachers and experts in
university-style teaching and learning. The training sessions introduce PhD
tutors to basic pedagogy such as planning, questioning and assessment;
aspects of classroom management; and codes of professional conduct.
As well as completing the training programme, all of our PhD tutors are
required to have an enhanced disclosure DBS check before they are placed.
Partner Universities
The Scholars Programme begins and ends with a visit to a highly selective
university. We believe that giving pupils a sense of the intellectual and
physical environment of university is a key part of the experience and
these trips provide an opportunity for pupils to develop the knowledge,
skills and ambition needed to progress to higher education. We organise
trips with our partner universities, including King’s College London, Royal
Holloway University of London, the University of Sussex, the University of
East Anglia, Durham University, the University of Warwick, the School of
Oriental and African Studies, the University of Oxford, the University of
Cambridge and Aston University. The contribution we ask for from schools
covers the costs of the PhD Tutor in-school, and does not go towards the
cost of trips, which is covered by our partner universities. The only aspect
that schools are ask to organise is transport to and from the university.
These trips enable us to promote a range of different university options
to pupils, both in terms of the type of institution (e.g. campus, city) and
geography (e.g. London, South East, West Midlands, North East, East of
England). We aim to provide pupils with a broad range of opportunities
to ensure that they are well informed with respect to their future choices.
Below you can see excerpts from exceptional final assignments in STEM, Social
Sciences and Arts & Humanities. These are taken from the first volume of The Scholar,
which is updated termly and can be found on The Brilliant Club website.
Extract from ‘The Mexican White Jay: an account of a novel bird species’
Year 8 pupil, Bournville School, Birmingham, Tutor: T Wilks, University of Warwick
It is thought that the Mexican White Jay was originally a red winged black bird, but when a large group of these birds migrated from the north
of America to the rainforests of Mexico, their dark feathers were a distinct disadvantage in the colourful tropical climate. Changes in the genetic
composition in a selected few birds allowed them to change the pigments in their skin, allowing them to survive much longer than those that didn’t
possess this useful genetic mutation. These birds could easily disguise themselves, therefore allowing an elementary access to prey, whilst avoiding
predators. This occurred over successive generations, as a result of natural selection acting on the genetic variation among individuals, and resulted
in the development of a new species: the Mexican White Jay. These fascinating creatures also developed their vocal chords to such an extent that
they could memorise and effectively replicate short stands of human conversation, hence alarming nearby predators for example, humans, large
mammals and birds. Another adaption is the change in the birds’ social preferences. Blackbirds are quite solitary animals, and whilst living in the
cities of North America they had no need to work together, but in the perilous rainforests of Mexico, with everyone taking a share in the feeding,
protection and wellbeing of the entire group of birds, they clearly survive much longer as a species by working in groups.
Extract from ‘Should Armed Force Be Used To Conserve Biodiversity In Regions of Armed Conflict?’
Year 10 pupil, Esher High School, Surrey, Tutor: R Millburn, King’s College, London
Those who are against armed force being used to protect biodiversity argue that killing poachers is morally wrong and that other ‘community
conservation’ projects can offer effective alternatives to protect the endangered species by extending their habitats. However, such alternative
schemes almost always require a functioning government and the rule of law, which are not present in areas of armed conflict, and so if we are to
protect endangered species – both for their intrinsic value to humankind and their instrumental value as a natural resource for local people – we
must accept that using armed force against destructive criminals is necessary.
Extract from ‘What is ‘Fairness’?’
Year 6 pupil, RJ Mitchell Primary School, Essex, Tutor: C Mechie, University of Oxford
However while banana production workers receive what is considered a fair amount of money it is still much lower than what Fernando Aguirre,
CEO of Chiquita Bananas earns. The CEO of Chiquita Bananas receives £3,608,000 per year; the workers get £1,068. This difference in wages raises
a question for Fernando Aguirre – are you being fair to your workers? Aguirre organises everything to do with his business. He took a huge risk to
spend a large amount of his money to build a big, successful multi-national business; he could have easily lost all of his money. In addition, he has
provided employment for many people who may have not have had jobs. On the other side of this argument the workers still do need an increase
in the amount of money they earn a year as without these reliable workers his business would be going nowhere.
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Working with us
Get in Touch!
Babak Somekh
PhD Candidate, University of Oxford
The Brilliant Club is an excellent programme
that has the potential to transform the
UK education system. I have enjoyed my
experience tutoring and I am proud to be
associated with such a worthwhile cause.
Year 11 student
Year 9 student
You should offer The Brilliant Club to as
many people as you can – it can really
change someone’s outlook on life.
You shouldn’t change the fact that
you let us think for ourselves.
Carly Mitchell
Principal, Oasis Academy South Bank
The Brilliant Club has helped develop in our
students a desire to graduate from a top
university. It has acted as the beginning of
their journey to this success and has made
our young people believe it is possible.
The Scholars Programme runs throughout the year and
we are always interested in hearing from new schools
and answering any questions you might have about our
programmes and the organisation.
Tristram Hunt
Shadow Education Secretary
I believe that exposing pupils to universitystyle tutorials, world-class researchers and
information, advice and guidance is an
excellent way of supporting able pupils from
non-selective state schools to secure places at
highly-selective universities.
Dr Fiona Spensley
Senior Tutor and Tutor for Admissions
Lady Margaret Hall, University of Oxford
By building a movement to mobilise
the postgraduate community and
engage them with challenging schools,
The Brilliant Club is already improving
access to top Universities. More than
this, they are taking real steps towards a
cultural shift in this country’s education
system that helps address educational
disadvantage by bridging the gap
between school and university.
Please get in touch with The Brilliant Club team at the
relevant email addresses below, or call our offices:
London: Midlands: General enquiries: 020 7921 4549
01926 333223
hello@thebrilliantclub.org
Operations Officer
Chantal Wall
chantal@thebrilliantclub.org
North East of England Regional Director
Leanne Adamson
leanne@thebrilliantclub.org
Midlands Regional Director
Dr Tom Wilks
tom@thebrilliantclub.org
London Regional Director
Dr Mary Henes
mary@thebrilliantclub.org
East of England Regional Director
Hollie Brown
hollie@thebrilliantclub.org
Lord Adonis
Former Schools Minister
The Brilliant Club does a simple but profoundly important
thing. It enables some of our best young researchers to
apply their skills in schools. Nothing does more to encourage
teenagers to go on to university than seeing dynamic
university researchers and teachers in action. The Brilliant
Club makes that possible.
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Please get in touch:
hello@thebrilliantclub.org
thebrilliantclub.org