Education should open doors, not close them. Here’s why we need to exist.
A Two-Tier Education System is Taking Hold
Research consistently shows that paying for private tutoring on top of a child’s standard schooling is growing increasingly popular (Cullinane & Montacute, 2023). But its use is creating a two-tier system, with wealthier families able to pay to secure their children advantages that poorer families simply cannot afford.
For almost two decades, research has highlighted the growth of private tutoring, access to which is heavily skewed towards the wealthy. New data reveals educational inequalities in England have reached their worst levels in over a decade – disadvantaged pupils are now 19.2 months behind their peers by age 16 (Education Policy Institute, 2024).
Education Fuelled by the Community
Founded by students who witnessed peers priced out of support, we prove there’s a better way: education as a shared community resource, not a commercial product. While research shows the problem is worsening (Education Policy Institute, 2024), our community model demonstrates the solution is already working.
- Pay what you can – families contribute what they can afford per hour
- Community funded – every paid session helps fund others through cross-subsidy
- University student tutors who understand recent exam pressures firsthand
- Surplus income reinvested into community programmes and support
- Transparent impact – we publish our finances and outcomes annually
Our Community Model Works
Since 2020, we’ve demonstrated that removing profit from education doesn’t compromise quality – it enhances access. While national research shows the problem worsening (Education Policy Institute, 2024), our community-funded model proves there’s another way to deliver quality educational support.
Research shows that while 32% of pupils from the wealthiest families access private tutoring, only 13% from the poorest families can afford it (Cullinane & Montacute, 2023). This isn’t inevitable. Education should open doors, not close them. We exist to ensure every young person can access the support they need to succeed, regardless of their family’s financial circumstances.
Sources
- Cullinane, C. & Montacute, R. (2023). Tutoring – The New Landscape: Recent trends in private and school-based tutoring. The Sutton Trust. Available at: https://www.suttontrust.com/our-research/tutoring-2023-the-new-landscape/
- Education Policy Institute. (2024). Annual Report 2024: Disadvantage. Available at: https://epi.org.uk/publications/annual-report-2024-disadvantage/
- National Audit Office. (2023). Education recovery in schools in England. Available at: https://www.nao.org.uk/reports/education-recovery-in-schools-in-england/
- NSEMM. (2024). Impact and Financial Report 2024. Available at: https://nsemm.org.uk/impact-and-finances
- Department for Work and Pensions. (2024). Households Below Average Income: FYE 1995 to FYE 2023. Available at: https://www.gov.uk/government/statistics/households-below-average-income-for-financial-years-ending-1995-to-2023