E-ACT
This year, 377 students have received mentoring from Oppidan Education across four E-ACT schools.
Each has participated in a group workshop and received a 1:1 mentoring session with a personalised report.
E-ACT Partner Schools
Student Voice
E-ACT students rated Oppidan mentoring 8.3/ 10.
85%
Character
of students agree or strongly agree that they understand themselves and their identity better as a result of their Oppidan programme.
75%
Oracy
of students agree or strongly agree that their communication skills improved as a result of their Oppidan programme.
80%
Readiness
of students agree or strongly agree that they feel more prepared for challenges in the future as a result of their Oppidan programme.
“The mentors were absolutely amazing, they really know how to listen and how to give constructive feedback. It honestly really helps you to understand yourself, your goals and your aspirations.”
Mostafa, Year 9, Heatlands Academy
Teacher Voice
E-ACT teachers rated the impact of the Oppidan mentoring programme 8.5/ 10.
Teachers rated Oppidan’s mentoring programmes 9/10 and would highly recommend them to other teachers.
“The students showed great confidence, they were made to feel important, like they had a voice that you wanted to hear.”
Helen Evans, DSLV
“Partnering with Oppidan for us at E-ACT aligns with our mission of opening minds and opening doors.'“
Sophie Kayani, Head of Partnerships, E-ACT
Reporting
Each of the 377 students received a personalised report similar to the example report below.
This anonymised report was written for a student at North Birmingham Academy by Oppidan mentor Jeremy.
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It was a pleasure to meet X today; she approached our session with enthusiasm and was eager to engage in the conversation. Throughout the session, she showed a great willingness to reflect on her strengths, challenges, and goals for the future. X shared that her immediate goal is to get into the school’s production of Grease next year, a goal she is clearly passionate about. She mentioned her love for the performing arts, particularly drama, and expressed a desire to improve in this area, both in terms of her performance on stage and her confidence. As we discussed her aspirations, it became evident that she has a deep passion for acting, with a particular flair for immersing herself in different roles and conveying emotions effectively.
During our discussion, X identified several personal strengths that contribute to her success, particularly her energy, sense of humour, and her ability to connect with younger children. These qualities, she mentioned, make her a strong candidate for roles that involve supporting and working with others. X cited several career options where she felt she could thrive, including a dance teacher, nail artist, and childcare worker. Her interest in working with people, especially in supportive roles, aligns well with her aspirations. It was clear that X is a naturally energetic and positive individual, and she displayed a great deal of confidence in expressing these strengths. However, X also recognised areas for improvement, particularly in her approach to drama and mathematics. In drama, she expressed a challenge with memorising lines and maintaining consistent energy levels during rehearsals. X explained that she sometimes struggles to stay focused and energetic for long periods, especially when rehearsing scenes over extended periods. To address this, we discussed practical strategies such as pacing herself during rehearsals and conserving her energy during breaks by engaging in quieter, more restorative activities. Additionally, we explored techniques to help with memorisation, such as connecting drama scripts to subjects that interest her, like history or storytelling, which could make the memorisation process more engaging and enjoyable.
X also expressed frustration with problem-solving, particularly in mathematics. While she enjoys learning, she finds it difficult to approach problems when they seem too complex or overwhelming. To support her with this, we explored how breaking down problems into smaller, more manageable steps could make them feel more achievable. I suggested that she take a systematic approach to problem-solving, starting with the most straightforward aspects of a problem and gradually building up to more complex elements. By focusing on the process rather than the end result, she may find that problems become easier to tackle. X responded positively to these suggestions and showed a willingness to apply these strategies to her studies in the future.
One key takeaway from our session was X’s excellent self-awareness. She demonstrated a strong understanding of her strengths and challenges, and she was eager to improve in areas where she felt less confident. As she continues to work on her energy management during rehearsals and her line memorisation, as well as honing her problem-solving skills, she will be well-equipped to achieve her goals. X is clearly driven by her passion for the performing arts, and her determination to succeed in the school’s production of Grease is a great motivating factor. With continued focus on her development, I have no doubt that X will thrive in her future endeavours and achieve the goals she has set for herself.
