Our impact
We are proud to share the impact that Jacari tutoring has on children and young people
These are some of the highlights of our impact evaluation for the 2024-25 academic year.
of partner schools said they would recommend Jacari to another school.
of pupils said their tutor was a good role model.
of parents/carers said Jacari tutoring helped their child's confidence.
of schools said Jacari tutoring had a positive impact on pupils' English language skills.
of sixth-form volunteers thought being a peer tutor improved their communicaton skills.
of schools said Jacari tutoring had a positive impact on pupils' wellbeing.
“Jacari has been brilliant for our EAL pupils. The one-to-one support has really helped them feel more confident speaking and understanding English. It's made a big difference in how they settle into school life and the pupils always look forward to their sessions!”
Navak Dehghenpour, EAL Teacher, St Christopher's Cof E School
“Our pupils love having a Jacari tutor. Their confidence grows as well as friendships which is a pleasure to watch...they have flexibility to explore topics that they can't with a school teacher, which helps their learning of English."
EAL Coordinator, Fairfield High
"[Her]confidence has really grown since she started Jacari, she is speaking a lot more English and she has made friends in her class… Jacari sessions were a chance for her to build her vocabulary quickly through language games at her level, in a really supportive environment."
Hannah White, EAL Lead, The Dolphin School
Jacari is committed to monitoring and evaluating our work and to learning from what we find, so that our programmes are as effective as possible. We regularly seek feedback from all our stakeholders - the children and young people, their parents/carers, our volunteers, and our partner schools, and we use the results to inform and improve our programmes.
We survey all Jacari pupils, their parents/carers, our volunteer tutors, and school contacts at the end of the academic year. We also ask schools to assess each pupil’s English language skills at the start and end of the year using nationally recognised EAL Bands, which we can use to measure progress. In addition, we gather qualitative feedback throughout the year through focus groups, session visits, and informal chats with all stakeholders.
Learning from this process is valuable both internally—helping us to reflect, adapt, and improve what we offer—and externally, where sharing insights about what has worked can contribute to the wider sector and, where relevant, influence practice beyond Jacari.