Invitation to tender: learning programme for SHINE-funded project leads
SHINE is seeking an experienced partner to design and deliver a two-year learning programme that will support teachers leading SHINE-funded innovation projects.
News
SHINE: Support and Help IN Education
Empowering teachers to change lives.
SHINE is an education charity that finds and backs exceptional teachers with the ideas to improve outcomes for disadvantaged children.
We fund, evaluate and scale evidence-based innovations that raise attainment and strengthen schools across the North of England.
Innovation
SHINE identifies, evaluates, and scales up the most promising educational ideas.
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Philanthropy
SHINE connects donors with teachers to create new opportunities for disadvantaged children.
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Insight
SHINE uses evidence from its work to influence positive changes for children.
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Our latest impact
What we achieved over the past 12 months
SHINE's projects have made a significant impact.
In the last 12 months, we have helped more than 100,000 children across nearly 750 schools, while also providing support to over 26,000 parents and 5,220 teachers.
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Information for schools
Get involved
Opportunities to join our network of successful practice across the North.
Discover our funding opportunities, the support we offer, and ways to participate in our programmes.
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Fundraise for SHINE
You could help transform young lives
It's easy to make a donation to SHINE. Even the smallest gift could make a big difference to the lives of children in the North.
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SHINE's projects
Find out more about the projects and programmes we support
SHINE backs innovative learning approaches aimed at levelling the playing field for all children.
We fund school-based projects supporting children aged 0-19, addressing a wide range of areas such as reading, maths, science, verbal communication, parental engagement, school transitions, and wellbeing.
Find out moreEducation should unleash life’s potential, but too often, a child’s future is shaped by their background and circumstances beyond their control.
Many from low-income homes start school without key skills, fall behind, and over half leave school without essential GCSEs in English and maths – limiting their opportunities for further education or good jobs.
The divide is particularly acute in parts of the North.
Quick links to our Latest Updates
New report urges next Prime Minister to put communities at the heart of education reform
Report by SHINE Trustee Jonny Utley makes direct appeal to Andy Burnham to translate his commitment to devolution and inclusion into new era of education reform.
Insight, News
The case for a long-term approach to educational disadvantage
The disadvantage gap won’t be closed by focusing on the early years alone. The Coalition for Pupil Premium Reform argues that sustained, well-funded interventions are needed throughout a child’s education.
Insight, News
Olivia Richards: Reading for results misses the real power of stories
Fluency and attainment matter. But unless children discover the joy, meaning and comfort that books can bring, we risk teaching them the mechanics of reading without giving them a reason to keep turning the page.
Insight, NewsInspiring Stories of impact
Rachel’s Story
Although she’d been nervous to begin with, Rachel soon got to know the other mums and dads
Rachel has two young children, 18-month-old Amy and four-year-old Aaron. She suffers from anxiety, and while she wants the best for her children, she is low in confidence when it comes to educating them at home. She often worries that Aaron seems to be reluctant to read.
Khadija’s story
Khadija arrived in Bradford from Pakistan in 2019. She didn’t speak very much English and was particularly worried about how her youngest daughter, Hafsa, was going to manage at school.
Not knowing many people in the city, and with little knowledge of British education, Khadija tried her best to teach 3-year-old Hafsa with some resources she purchased herself, but it was a struggle.
Lee’s story
Even though he was only 10 years old, Lee would storm out of the house in a rage, refusing to say where he was going or when he would be back
Lee was finding primary school increasingly stressful. The noise of other children and all the questions from the teacher made him anxious and upset. Nobody seemed to understand how he was feeling.