Professional Documents
Culture Documents
10 Year Review
Creating social mobility,
transforming lives, getting
businesses Difference Ready
Arrival Education:
Success Through Difference
Foreword
02
03
10 years, 10 highlights
1. Working alongside over 3,500 diverse and talented individuals from inner-city communities
2. Working with more than 60 inner-city state schools
3. Partnering with more than 30 globally recognised / FTSE-listed businesses and their leaders
4. Providing hundreds of individually designed programme sessions, workshops, events and experiences that
developed both future talent and business leaders
5. Coaching hundreds of business leaders
6. Delivering over 10,000 hours of development work
7.
reating the worlds only long-term development programme that assures social mobility taking influential
C
inner-city state school students, and within 8 years, successfully placing them into graduate fast-track jobs
8. Producing large-scale social movements and events, such as Not In Our Name, that reached hundreds of
millions of people worldwide
9. Achieving measurable results and winning awards, attracting acknowledgement from national and international
media, including being welcomed at Downing Street by Prime Ministers.
10. Building a growing organization of talented people dedicated to advancing our social mission.
96%
24%
44%
68%
04
Ethnic Minority
05
06
Contents
Foreword by D GR Snell Founder of AE
Meet the talent
01. How we began
02. Time for a different approach
03. Back to school
04. Seeing talent differently
05. Our Programmes including Success for life
06. Good People Building a team
07. Our Partners
07.1. Schools
07.2. Government Payment by Results Contracts
07.3. Corporate Partners
07
Whats in a name?
People often ask why we are called Arrival Education.
Travis Reid and I, the original founders, alongside Kalim Rahaman, were discussing
names in a caf off Carnaby Street. We talked about how the long and challenging
journey to success occurred, and how most people were often stopped before they even
started because they felt overwhelmed by the weight of expectation.
However, if they could start and, indeed, make that journey from a standpoint of having
already arrived at their destination, then their journey would be all the lighter for it.
And because we wanted to offer a different kind of education, one likely to engender
success, we had our name.
08
09
Its challenging to keep young people engaged long-term when they have
chaotic lives
10
veryone has their own framework for meaning and reality. Understanding and
E
mapping that helps people understand themselves and make positive changes
y uprooting entrenched and unhelpful beliefs, young people can radically change
B
how they perceive themselves, what they do and their outcomes
oung people often have aspirations and ambitions, but become stuck in how to
Y
make them happen; that can lead to despondency, frustration or rage
ll behaviours and results are set by our beliefs. In understanding our decisions,
A
and subsequent beliefs, change can occur
Intelligence is malleable
hange takes time. To assure positive change, you need interwoven and
C
complex support
These insights, amongst others, became the cornerstones of our programme design.
11
In Arrival Educations early days, we naively assumed that all we had to do was ring up the
schools, offer our services, and they would welcome us with open arms.
How wrong we were!
Schools varied in their willingness, openness and ability to work with external
organisations like ours. In fact, when we first started they werent used to being solicited
by external services at all, as much was pre-purchased via local authorities or their
academy chains.
To understand the situation better and get under the bonnet of our new challenge,
we undertook a research year, where we developed our initial ideas and delivered our
first programmes. We also used those early years to better investigate the educational,
charitable, social enterprise and youth work sectors. Looking back, it was an invaluable
learning experience.
Its not hard to spot the talent in our inner-city schools; there has always been bright, able
young people who possess the raw ingredients for success. Yet what is equally apparent
is without the proper guidance, support and access to opportunities, those young people
would underperform, or worse. Sadly, that is too often the case.
We set about searching for solutions, and eventually realised we could do and offer things
that schools could not, namely:
e had a blank canvas in terms of approach, design and delivery, with the
W
flexibility to respond and adapt
We were more exciting and interesting to young people than school was
In other words, we could communicate what it took to achieve success, and how to
navigate that process.
12
13
We learnt a lot more. Here are further insights from our research year:
If you bring all the bad kids together and tell them you are here to help them, you
are going to struggle to get buy-in, especially if the intervention is forced on them.
hile schools valued and measured good behaviour and academic success,
W
most of the students valued being cool, powerful, popular or attractive much more.
xtra curricula opportunities went to the well-behaved, Gifted & Talented students,
E
who were rarely the natural leaders of the playground.
chools couldnt authentically and powerfully connect with or resolve the students
S
emotional, developmental and social needs.
oung people didnt learn how to learn, nor did they fully understand the purpose
Y
of school
For many young people, education became a negative and toxic experience
0.4
Seeing talent
differently
15
10 years, 10 programmes
All those insights and experiences influenced our delivery style and content design. We
also set ourselves very high standards, which led to continuous improvements that drove
better engagement and behavior change.
We wrote, re-wrote and then re-wrote again. We redesigned Success for Life over 40
times in our commitment to making improvements as we learned; grew and understand
our successes.
As we started to deliver results, we were commissioned to produce other interventions,
which targeted different needs and ages. Our first programme was called The Truth
About Success, and over the following years we authored 10 distinct youth development
programmes that ranged from two days to four years, all of them designed with unique
outcome requirements:
1. Success for Me (9 13 year-olds)
2. My Success (11 13 year-olds)
3. Cool & Successful (13 15 year-olds)
4. Future Success (14 16 year-olds)
5. Its Your Choice (14 16 year-olds)
6. Our Success (14 16 year-olds)
7.
3511
16
Below are a set of tables that capture the number of unique programmes delivered over
the past 10 years. Typically each programme involves 15-25 young people.
20032006
2008
2009
2010
2011
2012
2013
2014
2015
2016
Total
14
14
15
29
39
27
17
165
Cool or Successful
17
Green Talent
Programme
School Programmes
2007
My Success
Teacher CPD
1
1
Our Success
Its your choice
13
2
26
Success for me
1
11
11
15
17
20
39
58
43
18
235
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
Total
20
17
82
20
17
72
Stage 1
Stage 2
Stage 3
Stage 4
Corporate
Programmes
13
10
Im alright,youre Alright
10
Future Success
Truth about Success
2
1
14
14
15
29
39
27
17
235
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
Total
Entrepreneurs Mindset
Eversheds Unlocked
2
6
46
Creating Exceptional
Teams (ERAC)
Coaching In Action
(Kerry)
Peak Performance
17
13
13
7
2
59
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
Total
11
16
21
25
27
46
65
50
27
294
We realised we needed to get the talent to the point where they had the right mindsets,
attitudes and behaviours to flourish personally and professionally. In other words, to
achieve Success for Life for themselves.
Below we have captured some of the components of this programme, starting with the
4 different stages:
Stage 1
A rigorous recruitment and selection process in Year 10, followed by a fiveday change programme dealing with students underlying current limiting
beliefs. Each session was run in venues out of school, over four to six weeks.
Additionally, the students were placed into three groups to design and
deliver community projects, challenging them to step into their leadership
potential. At the end of Stage 1 there is a celebration event which parents also
attend. All sessions are supported with regular one-to-one meets with their
dedicated Talent Development Manager (TDM), and Success Workbooks with
assignments that engage home and school. After Stage 1, all engagement
happens in the studentsown time.
Stage 2
Twelve core success skills sessions (eight after-school sessions and four
Saturday sessions), take the students to the end of Year 11, with additional
optional engagements such as workshops with corporates. Students were
expected to travel independently to venues across London. Fortnightly oneto-ones with a Talent Development Manager were used as an opportunity for
deeper and practical investigation of the themes covered in the sessions. During
Stage 2 students also had the opportunity for work experience by being recruited
as Student Managers.
Stage 3
This is a leadership development programme that focuses on Their Success
Track. Here they develop the skills to articulate what they want, the structures
to achieve and develop the capacity for success. Students were also obliged
to accomplish a set of personal and professional outcomes, including attending
workshops, events and networking, as well as supporting the development of
younger participants.
Stage 4
Building on the demands of Stage 3 and supporting the students in graduating
on to one of the three programme outcomes employments, apprenticeship or a
top university place. Additionally, we supplied further development and leadership
opportunities such as one-on-one corporate coaches.
18
190
18,000
HOURS
HOURS
Number of Students
812
622
507
390
200
180
240
271
185
104
2007
19
2008
2009
2010
2011
2012
2013
2014
2015
2016
The journey for a typical student from start to finish and helps
the reader to grasp all of the different components:
Session 4
Year 10 Exams
Session 5
Session 3
Session 1
Stage 2
Start
Session 2
Students investigate how to rebuild trust once its
been broken, sparking great debate.
Session 6
Team work
Group discussion to highlight that we are
in more teams than we realise, as well
as, the powerful effects of a dysfunctional
team and the different roles people play.
Stage 1 Graduation
5 Day Programme
Sessions supported by AEs, Talent
Development Managers (TDMs) and Success
Workbooks with assignments for students
to complete at home and school. The 5-day
intensive programme covers: Understanding
the game of success, Excuses & Justifications, Session 7
Change thinking to change behaviour, SelfAwareness, Dealing with Challenges, Reputation
and Decision Making.
Selection
From 50, we narrow it down to the 26 students who
meet the Success for Life criteria.
Group Interviews
AE forms a shortlist of 50 students.
Application
Any student can apply. We look for realness and authenticity,
seeking students with opinions and attitude, as well as, those
with charisma and influence.
Assembly
Arrival Education (AE) pitches Success for Life to Year 10
students.
Mock Exams
6th Form Applications
Session 8
Session 10
Session 9
Session 11
Age 14
Age 15
GCSE Exams
Coaching
A 9 month 1-2-1 coaching programme where student and coach meet every
4-6weeks. Coaches are staff from one of our corporate partners identified as
employees the company wants to invest in further. The programme develops skills
in both coach and student covering goal setting, producing results, increasing selfawareness and effectiveness at producing results.
Final Graduation
Info needed
Session 8
Changing perspective can help us deal with
challenging situations makes our students
stronger and more resilient.
Session 6
Session 5
Session 4
Session 7
AS Exams
Session 10
Session 9
Session 10
Session 4
Confidence
Discussion on metaphorical
masks and learnt coping
mechanisms, often hiding
our authentic selves and
genuine confidence.
Also understanding the
difference between bravado
and true confidence.
Corporate Partner
Workshop
How to Influence
Others
Students can learn how
to effectively influence
and persuade others to
see substantial shifts in
their results. Teaching
our students this has
meant they have entered
higher GCSE papers;
gaining access to the top
education facilities and
careers.
Session 3
Session 2
Session 1
Stage 3 Start
Transition to 6th
Form/College
Stage 2 Graduation
Corporate Partner Workshop
Time Management
Students will identify the key
aspects of time management.
At this point students begin to
understand the impact of what
they are doing/not doing in their
short and long term goals.
Session 2
Focus is on building
capacity for success and
how to increase your
capacity and change your
behaviours and mind-sets
for achieving results.
Stage 3 Graduation
Stage 4 start
Session 1
Corporate Partner
Workshop
Fine Dining
Helping the students
develop confidence we run
unique sessions in a formal
dining situation and building
their confidence in social
situations.
Learning to be comfortable
meeting new people is a critical
part of success. This workshop
takes the apprehension out of
meeting new people, so that
rather something to fear and
avoid, it is actually an enjoyable
experience that leads to
opportunities that may enable
our students future success.
Session 3
Session 4
Session 5
Decision making
Understanding how our
experiences shape our decision
making but through using tools
such as the 5 whys we can
become more aware in our
decision making.
Session 7
Students are asked
how they have
changed across
the four years of the
programme, what
they have achieved
and what the highs
and lows were. Then
looking forward to
what their future
looks like.
Session 6
Session 5
University Applications
Age 16
Age 17
Age 18
On reflection, Successful for Life worked because we learnt how to create the necessary
environment to enable change:
22
Participants felt valued and the expectation they would be successful was set
articipants felt safe by creating authentic environments for deep, open and
P
personal sharing
We took time to understand their feelings and points of view in a nonjudgemental way
e actively encouraged and dealt with the often overwhelming real life issues,
W
as well as business skills and success mindsets
e used third party examples, narratives and content that dealt with the sort of
W
issues they might be facing
We utilised the power of group work through public declarations and
peer support
The evolution of the programme happened organically through tinkering, testing, writing,
delivery and responding to constant feedback. This led to a deep understanding of how
to design and deliver change programmes at a scale that actually produced results.
963
867
781
769
292
211
211
2010
2011
175
0
2007
76
2008
2009
2012
2013
2014
2015
2016
On average Success for Life students achieved 2 grades higher than they
were predicted at GCSE in all their subjects. And some cases, students even
achieved a 4 grade improvement
Success for Life generated levels of authentic reflection and insight that one rarely witnesses
in adults, let alone young people from inner city communities. Time and time again we
saw new positive thoughts and behaviours happening away from the programme, as the
young people built upon what they learnt and made the ideas their own, in school and in
their communities.
23
024
24
We have been lucky and privileged to work with some amazing people over the past 10
years who have contributed massively to our success and the development of thousands
of young people.
It takes a special kind of person to equip young people with the kind of mind-sets and
knowledge needed for a successful life.
That someone needs to embody many of the mind-sets we ask the participants to
develop, including:
bility to build empathy and connection with a young person who may be
A
drastically different from them
rive and tenacity to believe in someone even when they dont believe
D
in themselves
penness and authenticity to recognise their own development gaps and always
O
be looking to improve
We would typically need to screen 100 candidates to find the right Talent Development
Manager (TDM).
Creating Employment
We provided full-time employment to more than 50 people in 10 years seven of whom are Success for Life graduates.
We employed over 20 exceptional youth facilitators, some of whom are the
best in the youth development space today.
Number of Schools
16
16
2010
2011
17
18
18
18
2013
2014
2015
19
4
2
2007
2008
2009
2012
2016
25
A. Schools
Schools paid for a service that kept some of their most challenging young people
in education, improved their engagement levels, and ultimately improved their
grades. Over an eight-year period, by successfully demonstrating the quality
and impact of what we do, our value increase from charging 1,000 for a five-day
intervention to 40,000 for a two-year programme.
C. Businesses
Funding initially began through corporate social community/responsibility
budgets. Now with our business model changing allocations come through
learning & development, diversity & inclusion, talent and culture change budgets.
In the last ten years, we have had the privilege to work alongside some worldfamous business brands and forge links with extraordinary corporate partners.
The following pages investigate these three types of partnerships in more detail.
26
27
Gilbert Scott;
Greensward; Harlington;
Harris Academy
Battersea; Greenwich;
Upper Norwood;
Purely; Highgate
Wood; Kingsford;
Langdon Park; La
Retraite; Leytonstone;
Lister Community;
Little Ilford; Newman
Catholic; NMBEC;
Northumberland Park;
Northwood; Oasis
Academy;
28
29
30
We supported a total of 642 young people over 33 programmes from 2012 2016.
ver 50% of the students improved their attendance, attitude, and behavior
O
at school.
31
32
Mentoring programmes and reading schemes, where staff travelled to schools, as well
as employability workshops on Interview Skills and CVs were very popular at the time; we
decided to take a different approach with great success.
1. Where possible we always ran sessions at our partner organisations to help
students get used to travelling to and being in different environments, and to
make it easy for time-pressured staff to participate.
2. We designed experiences that mirrored the type of skills and knowledge
required for success, whatever the participants chosen profession or level of
seniority. All experiences were designed for mutual benefit so that volunteer
staff participating found the experience of working with our students as
rewarding, beneficial and developmental as our students did.
3. We had to help volunteers feel supported and ready so we provided
structured learning experiences, training and support, and managed all aspects
regarding safeguarding.
Over the last 10 years, Arrival Education is proud to have partnered with companies
such as:
Number of Corporates
18
16
11
12
10
11
11
11
2014
2015
2016
8
4
2007
33
2008
2009
2010
2011
2012
2013
34
35
Delivery
Our range of corporate partnership programmes and activities has included:
Success Skill
Workshops 90-120
minutes facilitated group
learning workshops
on topics such as
How to Build Effective
Relationships, How to
Make Good Decisions,
How to Influence, How
to Deal Effectively with
Conflict and Stress
and Fine Dining
Developing Leaders
Coaching Programme
a 9 month structured
programme where
corporate staff and
students are partnered
one-to-one to help
students achieve shortterm goals, deepen
their self-awareness and
develop new behaviours
and mind-sets to
support their long-term
success. Participants are
trained in our tried-andtested coaching model
and are supported by AE
through the process.
Peak Performance
A team activity day
to illustrate Success
through Team where
staff and students
participate in a range of
physical activities
Mini-Coaching Activities
where staff coach
students through a range
of topics over 90 mins
Leadership Learnings
Inspiring, authentic and
real Key-Note sessions
where AE students
and Founders share
insights about resilience,
purposeful leadership,
dealing with change to
organisational leaders
The Entrepreneurs
Mind-set a 2 week
programme designed
to introduce students
to some of the key
mind-sets behind
entrepreneurial success,
culminating in a real-life
market place activity
Introduction to Investing
a 6 month programme
to give students an
insight into the stock
market and to equip
them with the language
and base skills required
to pursue a career in a
hard-to-access sector
Success Support
Groups 3 Staff and 3
Students form a group to
meet 12 times over a 1215 month period to set
and share goals, discuss
learnings and build
leadership attributes
Future Success
Sessions where teams
receive training and are
they sent to a school to
run coaching sessions
to help students connect
education with their
future Success
37
11,684
1,738
480
443
195
38
95% reported that they felt they had learnt something new as a result of attending
2% also report that the experiences help them to think differently about their
5
own life/ work success
Workshops help us as
volunteers to explore our own
skills/traits and reflect on
this, as well as supporting the
future generations to become
confident and give them that
push to be successful.
Investec Volunteer
Arrival Education has gained
real insight into what it takes
to develop young and diverse
talent in partnership with
businesses. At Investec we
love to work with passionate
people who have the ambition,
confidence and energ y to make
things happen. When you get
to know the people that have
come through the Success for
Life programme, the value
of Arrivals work speaks for
itself. ave the ambition,
confidence and energ y to make
things happen. When you get
to know the people that have
come through the Success for
Life programme, the value of
Arrivals work speaks
for itself.
Simon Mcbride, Head of
Human Resources, Investec
Case Studies
Some partnerships involved one-off interventions; however most are significant long-term
relationships which have enabled us to build out the UKs only long-term social mobility
programme for 14-18 year olds. The following case studies highlight two of our longest
standing corporate partnerships.
Both have evolved from being purely one-way (i.e. corporate sponsorship to benefit
young people) to being partnerships that are helping the organisations remove barriers to
becoming the diverse and inclusive organisations they need to be to succeed commercially.
Investec
100% feel their ability to help others produce results has improved
People in all levels of the business have become advocates and champions of our
talent. And viewpoints have changed about what talent really looks like, with attributes
such as drive, tenacity, resilience, original thinking and resourcefulness becoming
more important than other attributes where our students do not score as well as more
privileged candidates.
39
From our first crop of students ready for graduate level jobs, in 2016 Investec has hired
6, from a pool of 12 candidates recommended to them.
Skanska UK is working
with Arrival Education
on our new Leading with
Purpose programme which
combines traditional
leadership development with
an experiential coaching
module where we partner
with AE. Line managers are
paired with a student from
AE & embark on a 9-month
supported coaching module
that not only aligns to our
sustainability and social
responsibility agenda, but by
working with students from
diverse backgrounds we are
able to create change within
our middle managers. This
is done by changing attitudes,
stereotypes and unconscious
biases our line managers may
have when recruiting and thus
addressing some industrywide issues by broadening
the talent pool to select from.
Line managers are also able to
use their increased confidence
in coaching, with members
of their teams in all areas of
performance management and
this enables our managers
to develop their own skills
and understanding in areas
such as social media and
digitalisation.
Paula Lindores, Head of
Leadership & Organisational
Capability, Skanskastec
40
Skanska
Our partnership with Skanska, a leading global construction firm, began as part of the
Building Schools for the Future bidding process, where Skanska wanted to demonstrate
a real commitment to student development beyond simply the fabric of the buildings.
Having being involved in other initiatives, they were keen to ensure that the impact was
not just short-term, but was sustainable and built towards clear outcomes not simply
about staff feeling good through doing community volunteering.
Skanskas corporate mission is Building for a Better Society. As such, long-term thinking
and community engagement and positive impact are part of Skanskas organisational
DNA. When AE presented the vision for Success for Life, the leaders at Skanskas
small infrastructure development business (Skanska ID) immediately got the idea and
wanted to not only play a part through direct staff engagement, but also to take the ideas
and embed them in the schools they were hoping to build.
Over 8 years, the partnership with Skanska ID has not only given AEs young talent insight
into the opportunities of the emerging Green Sector, but has, through running Success
Skill workshops at their offices in London and partnering students with volunteer
coaches, directly positively impacted over 350 young people at risk of becoming NEET
with 100% of those with close ties to Skanska remaining in education, employment and/
or training.
Such has been the impact that the partnership has recently expanded from Skanska
ID. It is now a key part of Skanska UKs leadership development and diversity initiatives,
helping future leaders develop new skills in coaching and development, connect with
diverse and different talent and break down barriers that exist on both sides, through
Skanska UKs new Leadership Development Programme, Leading with Purpose.
In Summary
Ten years of working with some of the UKs leading businesses and diverse young talent
has helped us understand what it really takes to remove barriers, change mind-sets,
develop new behaviours and transform cultures and processes.
These days, businesses are seeking us out.
41
42
96%
96%
95.8%
92%
92%
83%
63%
43
73.3%
73.3%
73.3%
67.2%
44
045
45
10 The Future
Over the past 10 years, we have amassed an immense amount of contacts, insight,
knowledge and expertise working with socially, culturally and ethnically diverse young
talent and with leading businesses and their best people.
We have proven that young diverse and different talent, with the right support,
can flourish in top businesses. They can compete and even outperform
those from more privileged backgrounds, thus assuring social mobility
When we first started, businesses typically saw engagement with our young people as a
CSR intervention; but times have changed.
Businesses have become desperate for different and fresh talent, to respond to and
compete in a wildly different future from the one theyve known to date. They have woken
up to the following:
ven though the diversity of British society has fundamentally changed into the
E
21st Century, many FTSE 250 companys recruitment processes have not
This has led to our business partners, starting to hire our graduates from
our programmes.
46
47
48
Young People
If we want the youth of London to grow and develop, then for me
Success for Life is not optional but imperative!
David Hamilton, Chief Innovation Officer, Kerry Foods
T hrough challenging workshops, Success for Life gave me an open
mind. Becoming self-aware was particularly challenging as I had
to breakdown some barriers I had, to some truths that I had built
up which to conflict during these sessions but Im grateful to have
gone through them.
Faisal, Graduate
Amongst other things, Arrival Education made it clear to me from
a young age how important it is to be self aware and have integrity.
I have used these skills more than anything I have learned in any
institution thus far in my life.
Muctarr Graduate
Corporates / Businesses
T hey walk the talk. They practice what they preach. And if I had
my way, theyd work with every teenager in the country.
Karl James, The Dialogue Project
T heir programmes are truly transformative and enable students
and company employees alike to see new possibilities for
themselves, what it takes to realise them and build the self-belief
that they can be realised.
Rick Bacon, Aqua Metrolog y Systems
T he opportunities my son has had from Arrival
are life changing experiences at such a young age.
The people he gets to meet and the companies that
he goes into definitely shape his outlook and
work ethic.
49
Acknowledgments
Everything should flow downhill S.B.
We have been privileged by the incredible friendship and support weve received over
the years.
Although the list below is in no way complete, it goes some way to capture the
remarkable people; Mentors, Partners, Champions, Connectors and Supporters that
have helped us achieve the success and impact we have had. We are eternally grateful.
We acknowledge:
Abi Oxford; Aladin Aladin; Alison Gardner; Alison Proud; Allen Zimbler; Amanda Crompton;
Amanda Musker; Andras Sirztes; Andrew Haigh; Andrew Holford; Anthea Shenton; Atif
Sheikh; Bella Lambourne; Billy Suid; Caroline Plumb; Charlie Johnston; Christian Banfield,
Christine Nicholson; Claire-Marie Smith; David Hamilton; Devon Hanson; Elle Harrison;
Emily Woolard; Flor Healey; Franklin Asante; Geoff; Mulgan; Georgina Stevens; Gerrard
McKenna; Graham Hodgkin; Greg Chant-Hall; Gurnek Bains; Jade Tong; James Arnold;
Jo Baker; Jo Keeling; Joan Deslondes; Joel Simpson; John Bothamley; Jonathan
Harris; Kalim Rahaman; Karl James; Katie Deeble; Ken McCallum; Kev Brennan; Khalil
Ibrahimi; Lindsay Whitelaw; Louise McCabe; Louise Mousseau; Margaret Exley; Margot
Katz; Mario King; Martin Fewell; Martin Swain; Mellissa Norman; Mia Bjork; Michael
Morley; Moira Nangle; Nick Beighton; Niklas Franck; Nyree Brocklehurst; Oli Barrett;
Patricia Hamazhee; Paula Lindores; Phil Lancaster; Ramsays, Shentons & Snells;
Renee McTavish; Richard Williamson; Rick Bacon; Sir Rod Aldridge; Rory Stewart; Sally
Bibb; Sam Gilpin; Shachi Shah; Simon Callow; Simon McBride; Simon Stillwell; Sinclair
Beecham; Sir Bernard Hogan-Howe; Sir Paul Judge; Sir Stanley Kink; Smith; Steve Butts;
Steve Cooper; Steve Moore; Susie Steyn; Tim Hincks; Tina Squire; Toffael Rashid; Travis
Reid; Vicky Chapman.
We would also like to appreciate everyone who ever worked for Arrival Education, be it in
the role of an administrator, client management consultant, manager, peer mentor, sales,
facilitator or talent development manager. We couldnt have done this with you.
Thanks to Sam, Alice, Charlie, Elizabeth for helping create this document; to Steve Coles,
Rick Bacon, Toffael Rashid for contributions and a massive shout out to Christian Banfield,
Phil Bedford at Schmick for the design work and lastly to Alain Sherter at CBS News NYC
for his editorial guidance.
We have had so many happy and successful moments but we have also had our
fair share of tragic ones R.I.P Basel Aghabra Im sorry I wasnt there when you really
needed me.
Our final acknowledgement goes to the talented young people we worked with, in
particular those who graduated the four years of Success for Life.
We never stopped believing in you, and now youre changing the world and how the
world views talent. Remember your time is limited, so dont waste it living someone elses
life have the courage to follow your heart and you will have success, for life.
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NESTA
NESTA was an early supporter and funder
of Success for Life and Cool & Successful
programmes.
Young Foundation
We were one of the very first organisations
selected for the Young Foundations Learning
Launch Pad, funded by Edge and ran by
Geoff Mulgan who went on to become CEO
of NESTA.
The Guardian
A good Influence by Josephine Moulds and
Building sustainability in your social enterprise
2007
Dragon Awards
We received a Dragon Heart of the City
Award for our community engagement work
in London.
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2008
Management Today
Emily Shenton, MD, was acknowledged from
Management Today and was listed in 35
women under 35 sponsored by Accenture.
2009
2010
2011
2012
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HR Magazine
Karl Gregory, managing director of the UKs
largest dating agency Match.com shares
the value of working with Arrival Educations
coaching programme.
2013
Deutsche Welle
UK youth equipped for the office by
Anja Kueppers.
2014
Arrival Education
Suite 3.6, The Loom,
14 Gowers Walk,
London, E1 8PY
T: 020 3535 9310
E: info@arrivaleducation.com