Impact Report
2021 - 2023
A Note From Our Founder, Hussein Hussein
I am incredibly proud of CAPE Mentor’s journey over the past two years, and am excited to share our achievements over the pages that follow.
At the same time, I am conscious of wanting to avoid the trap that is so often laid out for charities, of having to claim that they are the panacea to the world’s problems - ‘invest in us and end the child exclusion problem’. The difficult truth is that the young people we work with are up against so many structural injustices, and face so many systemic societal failings, that no charity or organisation holds a singular solution, whatever they may claim.
In the face of such systemic racism, class injustice, prejudice, intergenerational trauma and mental health disorders that are so endemic to issues in the education, criminal justice, and wider society structures, our young people face obstacles that often feel insurmountable. The large majority of the young people we work with are in significantly better places than before our interventions started. They are back in full-time education, training or employment, they have higher feelings of self-esteem and worth, they have experienced healthy relationships with adults in their lives and have made steps in their personal developments and discoveries that often feel hard to put down in words.
But as much as I want to talk about their successes, I don’t want those for whom society has failed so desperately to be forgotten. The small minority of young people we have worked with who engaged well, who had so much potential, but for whom the societal obstacles of historical trauma and abuse, of extreme poverty, of ever changing social workers and placements have meant that they do not feature in these pages, but are in Young Offenders Institutions. They are equally important to our work, and their stories are equally important to what drives us.
I want to thank you all those that have supported us, and look forward to sharing our work with you.
Table of
Contents
01
Why We Exist
02
What We Do
03
Our Story So Far
04
Meet The Team
05
Meet The Trustees
06
Our Finances
07
2021 - 2023 At a Glance
08
Measuring Impact
09
Our Vision for 2023 Onwards
10
Our Partners
1
Why We Exist
The Problem
Poverty, poor mental health, increased social care intervention and institutional racism are ever-present within society today. Children impacted by these factors are more likely to be excluded from school. Children excluded from school are more likely to experience criminal exploitation, remain within cycles of inter-generational poverty, and face significant obstacles in later life.
The school system is currently ill-equipped to support children, and numbers of school exclusions are rising.
Our Mission
We exist to provide relentless support to children who have been excluded or at risk of exclusion.
We seek to support these young people’s personal, academic and professional development, access to opportunities, and growth into stable adulthood.
Our Solution
We pair children with qualified and skilled professionals (such as teachers, youth-workers, and social workers) who have lived experience of the challenges our students face. These professionals serve as mentors and teachers, and develop strong, consistent and healthy relationships based on trust, respect and honesty.
Each programme is individually tailored around the child, as we recognise that success looks different for every young person we work with.
2
What We Do
Tuition and Mentoring
We offer one-to-one and group sessions for students who have been excluded or are at risk of exclusion.
Our curricula are designed in collaboration with the student, their family/ carers and their professional networks, to ensure we meet the specific needs of each individual we work with.
Our tutors are fully-qualified teachers and our mentors have professional accreditation. We recruit staff from the communities in which our students come from, in order to allow for greater relatability, understanding and trust.
Work Experience/ Apprenticeships
Consultancy
We provide consultancy and support regarding school exclusion for schools and local authorities.
We have in-house and external work opportunities for our students, in order to provide crucial workplace experience and understanding of professional conduct. Examples of placements include Carrolls Insurance Group, estate agents, primary schools and bricklaying companies.
Advocacy and Public Speaking
We seek to influence the narrative around
school exclusion at the national level through
participating in conferences and events
such as The Festival of Education, The Difference’s ‘Included’, and a conference organised by Just For Kids Law.
3
Our Story So Far
Jan 2019
Sept 2020
Oct 2020
CAPE Mentors Begins
Fair Education Alliance
Allen and Overy
We are registered as a Limited Company
We are awarded the Fair Education Alliance Innovation Award
We are very proud to form a partnership with Allen and Overy
May 2021
Board of Trustees
Our Board of Trustees is created and we are joined by five fantastic colleagues
June 2021
Sept 2023
Nov 2022
Oct 2021
New Recruit
Mission 44
Allen and Overy
Charitable Status
Steven Marshall joins us as a Lead Mentor
We are very proud to form a partnership with Mission 44
Our partnership with Allen and Overy is extended by another year
CAPE Mentors becomes a registered charity
4
Meet Our Team
Hussein Hussein
CEO/ Founder
Hussein is a (Teach First) qualified teacher. He is the former Assistant Head of a Pupil Referral Unit, where he led a centre for secondary aged students. Hussein is driven by his own experiences navigating challenges many CAPE students face today.
Steven Marshall
Lead Mentor
Steven has 10 years experience working in education and community engagement. As founder of the highly successful ‘Sports and Life Skills CIC’ programme, he brings a real passion for young people and change in the education system.
Talbert Wilson
Mentor (Part Time)
Talbert is a professional musician, who has worked with young people in a music context. He is passionate about providing children from backgrounds similar to his own with opportunities to succeed.
Taivian Tyrell
Social Media Manager
Taivian was referred to CAPE Mentors after being excluded from school. He excelled on our programme and now works for us managing our social media accounts. He brings great energy, ideas and passion to our team.
5
Meet Our Trustees
Junior is the Company Secretary for the State Street Bank and Trust UK. His responsibilities include applying corporate governance principles at the bank and advising the Board of Directors.
Amy is a secondary school Maths teacher and psychotherapist, with over ten years experience working in leadership roles in state schools and pupil referral units. She also works as an educational consultant.
Ben works as Director of Finance at an independent European investment firm. He previously trained as a Chartered Accountant with Deloitte LLP and is a member of the ICEAW and the CISI.
Sarah initially worked with excluded children as a teaching assistant, before becoming a founding member of education charity ‘The Difference’, where she is now the Head of Recruitment & Cohort.
Franziska has worked in youth development for over a decade with a number of UK and international NGOs. She is a Senior Programme Manager at the Cherie Blair Foundation for Women.
Junior Bammeke
Amy De Zoysa
Ben Douglas
Sarah Worth
Franziska Wilk
6
Our Finances
Local Authority Contracts
Grants
Where our funding comes from
Staffing Costs
Student Resources
Travel
Advertising/ Marketing
Remote Office Costs
Legal, Professional and Banking Fees
Where our funding goes
7
2021 - 2023 At A Glance
500+ Children Reached
Five Conference Presentations
5 New Hires:
3 Youth Roles 1 FT Mentor
PT Mentor
100% client satisfaction
1500+ Sessions Delivered
Ongoing
Mission 44 Partnership
4 New Local Authority Partnerships
Board of Trustees Created
Two year
Allen & Overy Partnership
Work Experience Programme Established
35 New Referrals
Recruitment and publicity videos created
7 New School Partnerships
Student Trip to Silverstone
8
Measuring Impact
Measuring the impact of our interventions is central to our work at CAPE Mentors. We ensure that every package we deliver holds clearly defined aims and measurement markers, which are agreed upon in collaboration with the young person, their parents/guardians, and their wider professional network.
Quantitative data is gathered to allow us standardise student progress and compare broader trends and trajectories. This is gathered through questionnaires which are filled in by the young people and their networks before, during and after the intervention, as well as attendance and punctuality data, progress and attainment levels, and data taken from other areas such as the criminal justice system.
Qualitative data is gathered to allow for a more nuanced understanding of the impact of our work. Through regular communication with the young people, their parents/guardians and their professional networks, we are able to ascertain the effect that our work has on areas such as self-esteem, confidence, and well-being.
83%
of students at
risk of exclusion
when referred to us avoided exclusion
FOUR
London local Authority
Partnerships
FIVE
Presentations of our work at education related conferences
NINE
Students placed in
employment or apprenticeship
programmes
1,500+
hours of tuition and
mentoring sessions
delivered
100%
Of referrers say they
would recommend
CAPE Mentors
500+
Children reached
SEVEN
School partnerships
3 Primary,
2 Secondary,
2 Alternate Provision
Measuring our Impact
By the numbers
excluded
children
Measuring our impact on children who have been permanently excluded at point of referral
56% of students referred to us for individual support had been permanently excluded at the time of referral
Of these students, 45% were enrolled at an Alternative provision but not attending or engaging in any form of education
after working with cape mentors,
89% of these students were positively engaged in their education
Outcome (at time of writing)
Settled in Mainstream School
Settled in Alternative Provision
Progressing well on CAPE programme
Imprisoned
22%
50%
22%
6%
Case Study: Max’s Story
Max* was referred to us by his Alternative Provision (AP) when he was at the beginning of Year 11.
After being excluded from mainstream school in year 8 for persistent disruptive behaviour alongside incidents of physical and verbal abuse, Max had been moved to an AP but had refused to attend or engage consistently. He was involved in criminal activity, facing criminal charges, and had been taken into care and moved to a care home in a new borough.
Seeking to avoid the same patterns being repeated, the AP in his new borough referred Max to our service as soon as he started with them. We begun weekly mentoring sessions with Max within school, as well as additional meet-ups outside of school hours. Demonstrating our care and consistency through actions such as accompanying him to his 11-a-side football team training and matches, we were able to build positive, trusting relationships and work through Max’s barriers to education and broader destructive behavioural patterns with him in an open and honest manner. He responded positively to our intervention, and engaged well in his new educational setting.
Max completed Year 11 with 8 GCSEs graded 4-7 including Maths and English. We have continued our involvement with him since he has finished school; helping him to apply for paid apprenticeships and college courses, and helping his with the interview processes both in terms of preparation and accompanying him there on the day.
*A pseudonym
children at risk of exclusion
Measuring our impact on children who are at risk of permanent exclusion at point of referral
18% of the children referred to us for individual support were in mainstream education at the point of referral, but were at serious risk of exclusion
In these cases, we were brought in to work with the young people
and their schools in order to avoid situations of permanent exclusion
After working with CAPE Mentors,
83% of these students avoided permanent exclusion and completed their secondary education within a mainstream school
Outcome (at time of writing)
Finished Key Stage 4 without exclusion
83%
Excluded from school
17%
Case Study: nathaniel’s Story
Nathaniel* was referred to us by his secondary school, four months before his GCSE exams. The school sought our involvement as Nathaniel, a student who had been recognised for his high academic capabilities and potential when entering the school in Year 7, was seriously underperforming, had experienced multiple fixed term exclusions for persistent disruptive behaviour and not following school instruction, and was at serious risk of permanent exclusion.
We delivered weekly mentoring and tuition sessions for Nathaniel on site at the school and met up with him at least once a week outside of school. We took a three pronged approach with Nathaniel; (1) focusing on revision and exam preparation to build his confidence and self-belief, (2) focusing on exploring his future plans in terms of colleges, careers and ambitions in order to motivate him to engage with school, and (3) providing him with a space to talk through his feelings about school (and beyond), supporting him identify the areas he was struggling with and how to work through these.
Nathaniel completed Year 11 without being permanently excluded, although unfortunately did not achieve the grades that we believe reflect his capabilities. We have continued to support him since he completed school, with applying to college, enrolling, and working towards his GCSE resits.
*A pseudonym
children out of education
Measuring our impact on children who were not in any form of education at point of referral
26% of the children referred to us for individual support had been outside of the education system for a prolonged period of time, refusing to interact with any educational service
The time periods of school absence ranged from months to years
in all cases, other agencies or online platforms had tried to engage with the young people, but had not succeeded
After working with CAPE Mentors, 56% of these students were positively engaged in their education
Outcome (at time of writing)
Settled in Alternative Provision
22.2%
Progressing well on CAPE programme
33.3%
Not in Education/Employment/Training
22.2%
Imprisoned
22.2%
Case Study: kane’s Story
Kane* was referred to us by his local authority at the start of Year 10. He had been out of school since Year 8, and had experienced permanent exclusions from mainstream schools, Alternative Provisions (APs) and Pupil Referral Units. He was involved in County Lines activity, and had been in and out of care for many years. He had refused to engage in any education provision, including multiple tuition and mentoring providers and online platforms.
After meeting multiple times a week to do activities of Kane’s choice, such as taking him to the gym, Kane began to talk openly with us. He acknowledged his lack of routine as a barrier to success. He expressed a desire to earn money, so we began our intervention here, employing him as a shadow apprentice mentor. He received training with us and began working at a primary school, mentoring 6-11 years olds (supervised by CAPE Mentors staff at all times). He excelled at this. Once he was in a healthier daily routine we supported his return to education, considering appropriate APs with him, accompanying him on his first day. We maintained regular contact with Kane, embedding ourselves within his new school network. His work experience continued in partnership with the AP, building it into his timetable and making his school attendance a clear condition of his employment.
Kane is now in Year 11 and is generally engaging well in his education. He still works with us as a shadow apprentice. His positive work ethic has been rewarded with progression to a new data-focussed role at the company, in order to develop his professional skills and further prepare him for the world of work.
*A pseudonym
Measuring Impact
In the words of
our young people
Taivian
“CAPE Mentors was helping me after I got excluded from my secondary school. I was able to connect with the person I was working with because I felt like they understood me. Before I just felt like I couldn’t talk to anyone. I actually felt like my mentor actually wanted to see me succeed. Without that I couldn’t have done anything else really and truly. In the end CAPE Mentors helped me get into college.
I always feel like I have someone to talk and there’s always support. And that makes me feel listened to. There’s always support there, for all young people. Whenever I’m with my mentor I feel like there’s nothing I can’t talk to my mentor about. And there’s always opportunities as well, like work experience. And also, he got me back into secondary school.”
Connor
“Before CAPE Mentors was involved with me I was quite close to getting kicked out of school. I was going down the wrong path in a lot of situations, outside of school and inside. But having Hussein help me and be there for me was very beneficial. It put me on the right track in school and out of school as well.
A lot of other people don’t really want to put effort in and go the full length to help you. CAPE Mentors, they will go that full length. Because they came from the same background they’ve gone through things that you might have gone through. So it’s easier to talk to people like that rather than talking to people that have not a clue what you’ve been through. Now I’m on track to get my chainsaw courses and my climbing courses for tree surgery. It’s given me confidence in myself and it’s pushed me on to do better things and improve myself.”
Karté
“I was expecting nothing really, because I’ve had loads of mentors and nothings really helped me educational wise so I just thought nothing’s going to help me. I was failing dramatically. I was failing. I was not going nowhere. And the school realised I wasn’t going nowhere. I needed a boost. I started to understand the work I started to take my time I started to not mess around. Also CAPE has helped me with my future, to get me into colleges and apprenticeships. You feel comfortable because it’s people you can relate with.”
Jennifer
“He showed me that I could become a better person in school and just do the right thing all the time. He just kept me going, like never let me give up. Even when I was about to cry. CAPE Mentors just helped me get on track, behave. I felt like I could trust my mentor because he’s a very honest person. CAPE mentors really helped me in a lot of different ways. I feel like I can be open and it’s a safe place.”
Korey
“During year 11 and year 10 I was misbehaving a lot. I was getting excluded a lot. I just wasn’t really doing what I needed to be doing. It’s helped me with certain things in school and outside of school. Like next week I have work experience and I’ll be earning money for the first time.
I’ve had a few mentors and it was never anything useful or helpful to me. I didn’t expect it to be what it is. It was a good experience. It was different to what I’ve done with mentors. You can actually speak to sir, where with other mentors you couldn’t really speak to them. He understands. There’s a better understanding of what you could be going through and stuff like that. There’s a better understanding of what you could be going through than with your average mentor.”
"They go above and beyond for every single student they work with and it has had a significant impact on our young people’s engagement and sense of self-worth."
Gerry Robinson - Executive Head, Haringey Learning Partnership
"Your work has been transformative and we have seen a huge reduction in incidents and challenging behaviour since you came"
Michaela Marshall - Assistant Principal, Harris Academy Tottenham Primary
"CAPE Mentors has had a positive impact on our children. They have learned how to manage their behaviour more effectively. The quality of service received is exceptionally high.“
Emma Brown - Head, Harry Gosling Primary School
"Access to employment opportunities, work experience opportunities and community-based activities which are beyond our reach facilitate engagement outside of school which contributes to improved attendance and engagement in school."
Daniel Cain-Reed - Assistant Head and SENCO, Highgate Wood School
"Just wanted to say how amazed I am by your approach. You have been invaluable and impact and investment you have made does not go unnoticed!"
Registe Julholt - Hackney Virtual School, Social Pedagogue
Measuring Impact
In the words of
the professionals
"I can’t imagine a better service provision to be honest. The LAC young person himself has said that his mentor ‘saved’ him from going down the wrong path"
Phillida Cheetham - Royal Borough of Kensington & Chelsea, Social Worker
9
Our Vision for 2023 Onwards
Youth Advisory Board
We plan to recruit six young people
with lived experience of exclusion
to our Youth Advisory Board, who
will meet quarterly and be paid.
They will advise on our strategy
and service delivery, and provide
insight into sector challenges.
Alumni Network
We plan to create an Alumni
network in order to formalise our
continued contact with young
people following our work with
them. We will hold events and
share opportunities that may
be of interest to them.
Recruitment
We plan to recruit two new
teachers/ mentors by September
2024 in order to increase our reach
and bring the CAPE Mentors service
to a greater number of children.
We seek to hire people who
reflect the communities we serve.
Young People’s Voices
We plan to strengthen our ability
to amplify young people’s voices
in discussions around exclusion,
through creating discussion
based podcasts in which those with
lived experience have a platform
to share their perspectives.
Training
We plan to create an in-house,
inclusive training programme that
serves to harness the experience
and talent that exists within the
communities we work in and
provide jobs to those that can
support our mission.
Research
We plan to conduct a qualitative
research project with young
people and their professional
networks to better define what the
current needs, obstacles and
desired service delivery
outcomes look like.
Our Partners
We are proud to be supported by:
We would like to say a big thank you to everyone
that has supported us so far.
Including:
Ahmed Hussein - Ali Hussein - Allen and Overy
Amina Egal - Amy De Zoysa - Amy Jaffa
Anthony Jeffrey - Beatrice Animashaun - Ben Crisp
Siwan Davies - Benjamin Douglas - Carrolls Insurance Group Cath Murray - Daniel Cain-Reed - Deshni Pyndiah
Dilys Winterkorn - Emma Brown - Emma Turnbull
Fair Education Alliance - Franziska Wilk
Gerry Robinson - Greg Duignan - Haringey Learning Partnership - Harris Academy Tottenham Primary School
Harry Gosling Primary School - Hartley Lloyd-Pack
Jeffrey Smith and Co Estate Agents - Junior Bammeke Knowlton Crichlow - Michelle Burke - Mission 44
Sarah Worth - Vicasso Visuals - Xavier Banson
Get In Touch
Email
info@capementors.com
Social Media
@CapeMentors
Call us
07885496503
www.capementors.com