SOCIAL MOBILITY: HOW AND WHERE ARE WE CREATING SOCIAL MOBILITY IN EDUCATIONAL SETTINGS? Mentoring, Role Models, and Social Capital Jonathan Freeman National Director, Mosaic

About Mosaic Mosaic inspires young people from deprived communities to realise their talents and potential. Founded by HRH The Prince of Wales in 2007, Mosaic’s mentoring programmes create opportunities for young people growing up in our most deprived communities. Our programmes are delivered by volunteers and lift the aspirations of young people and close the gap between those aspirations and their attainment.

The communities we serve Mosaic supports those growing up in the most deprived communities 83% of the young people we support are growing up in the 20% most deprived communities 84% are from ethnic minorities other than White British 71% are Muslim 20% are growing up in families in which neither parent is employed and only one-third have both parents in employment

Social Mobility – the reality for our target beneficiaries The ceiling really isn’t glass British Bangladeshi and British Pakistani students most under-represented within UK universities Muslims the most disadvantaged faith group in the labour market, with the lowest employment rate and highest economic inactivity rate. Muslims aged over twice as likely as Christians be unemployed 40% of Muslims are in lowest occupation groups and least likely to be in a managerial or professional job. Pakistani and Bangladeshi women four times more likely to be economically inactive than white women, controlling for qualifications and class background

Social Mobility – the reality for our beneficiaries The ceiling is in place from the start By age 11, those living in the poorest fifth of UK household have only a 75% chance of reaching the Government’s Key Stage 2 expected levels, compared to 97% of children from the richest fifth. Those from the poorest fifth of families have a 45% chance of being read to daily at age 3 compared with 80% of children from the richest fifth. At the age of 4, children in receipt of free school meals will have heard 32 million fewer words than children from professional families Less affluent youngsters twice as likely to feel they had "already failed in life" if they failed an exam or were turned down for a job.

The importance of – meaningful – external engagement in schools Educational achievement is necessary but not sufficient There is a “massive disconnect between the world of education and the world of work”(Innovation Unit) Teenagers aspirations have nothing in common with projected employment demand. (Education Employers Taskforce) Each engagement with an employer at school = +£900p.a. extra income by mid-20s (Education Employers Taskforce) We should expect schools to actively engage the wider community to ensure all young people have exposure to positive role models and ideas of what they could achieve – but those outside the school gates must give the support schools need. (CBI)

Soft Skills and Social Capital The business case for aspirations and soft skills Young people’s own aspiration to stay on at school after 16 equivalent to 1½ additional terms of learning. Very clear link between what 11 year-olds said they wanted to do and what they did in later life: of those with professional aspirations at 11, half were in professional jobs aged 42 (National Child Development Study) Personal and social skills 33 times more important in determining relative life chances – but opportunities to develop these capabilities have narrowed in lower income households. (IPPR ) “In the most challenging areas, parental role models and wider experience of what young people might be able achieve may not be readily available to young people, particularly because the UK has unintentionally built one of the most highly socially segregated school systems in the world. “(CBI)

Young people will succeed if they are supported by those who are already successful. We link young people with positive role models, who can enhance their confidence, self-efficacy and long-term employability. Each of our programmes is based on a foundation of mentoring support, tailored to the needs of particular groups: Primary School students Secondary School students Ex Offenders

Mosaic’s primary school mentoring programme aims to raise the aspirations of young girls, aged years old, and help empower their mothers to be better able to support their daughters in fulfilling their potential. The programme includes a visit to a prominent university and a graduation ceremony. Primary School Mentoring

Secondary School Mentoring Mentoring support is supplemented with World of Work visits and inspirational presentations. In addition, we offer students access to the Apax-Mosaic Enterprise Challenge business competition and a more intensive programme for those Mentees demonstrating leadership potential.

Mosaic’s impact “The Mosaic scheme is very well run and both the mentors and mentees reported significant benefits in taking part.” - Demos 10% improvement in likelihood of mentees wanting to go to university. 17% improvement of mentees’ view of likelihood of gaining a university place. 10% increase in mentees’ views that they would be happier in 12 months’ time. Those with poor initial views about school showed noticeable Improvements post-programme. Almost all mentors would Recommend mentoring to others and a significant majority benefit personally and professionally.

Does it really work?

Unlocking the talent and realising the full potential of every young person, whatever their background or circumstances, is a cause close to my heart. It gives me great joy to see the sense of self-worth and belonging Mosaic provides by extending that much-needed helping hand to those of our diverse communities who need it most. HRH The Prince of Wales Founder of Mosaic

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