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The Children of Watamu Charity supports 55 children in our full time care - we are their home.

We also run a low fee paying school for 300 children. Our primary focus initially is how to support those 55 children in our full time care to bring them to at least the same level as their peers.

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6 children in grade 8 have been having a weekly maths tutor from 1 volunteer (in pairs 2 at a time) for the last 4 weeks. The volunteer can only commit to one more month - but this was a proof of concept.

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If this were to be a regular session - would this be after 'university hours' and if so what does that look like?

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Would volunteers be happy to complete a DBS?

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Technology - Wifi, a TV screen and 7 laptops

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Logistics - Getting children in the right place at the right time

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Feedback - From teachers in their school when required

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What tools do we have access to in order to monitor impact? Beyond just their assessments results

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A rough itinerary:

Introductions

Expectations from HH for the project

What Warwick can offer in terms of volunteers - time/frequency/duration

What an ideal tutor looks like for HH

How to keep uniformity in what's taught

(Anything else, Nicole?)

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Providing the curriculum outcomes and schemes of work that the schools are following.

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Should a tutor expect to support their student over the long-term, or should we take a goal-focused approach? Should we tie this to student assessment? These considerations also useful for frequency and length of sessions

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To minimise disruptions and maintain sustainability, a system to easily rearrange sessions, source cover and replace volunteers if needed

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To think about responsibilities across parties for this. The curriculum should map to Key Stage and GCSE fairly well (happy to help with this). Then resources for lesson and teaching + home practice are widely available - but we may want to think about how far we formalise/organise this.

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Their thoughts on how much interest they feel they will get, whether they will recruit on a rolling basis

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George expressed interest in connecting with the local secondary school (their main programme sends volunteers into schools for 6 week periods). They often don't formally support primary schools, but mentioned volunteers previously have been involved while in the area - potential for ideas to open up.