Our vision

Our core vision is a world in which communities unite to create the future that they want to see through education.

Cost effective nature of our model

Dream Spot Model

Together with our communities, we have created a model for how we think the ‘ideal’ or ‘dream’ Spot would operate.

The version below demonstrated our model until 2023. In 2024, we have simplified our model to three core areas:

  1. Spot Leadership (team management, resource management, local fundraising, systems and community engagement)
  2. Keeping Spots Safe (safeguarding, and promoting wider engagement on child rights and responsibilities)
  3. Educational Equity (promoting community-led activities, and our four learner strands)

Theory of Change

This is due to be updated in 2024, reflecting on new programmes strands:

Our Process

  1. Application & community engagement: Community-based teams apply to become a Spot, understanding our Spot model. Teams are interviewed, with a Spot visit to confirm community engagement (including local stakeholders’ commitment and support), team interest and space.  
  2. Team building: Teams engage community and local schools to create a Spot committee comprising a range of local stakeholders and recruit further local volunteers. 
  3. Induction: Accepted teams enter a specific Spot and volunteer induction process including signing a partnership agreement. At least one Spot leader joins the Catalyse Programme. Ongoing mentorship for the whole team from regional coordinator.
  4. Safeguarding: Teams all engage in safeguarding training, and roll this out at their Spots to students, teachers and wider community members.
  5. Resources & tech: Teams are (funds dependent) given a device loaded with the app and other online resources, alongside books and strand-related resource kits. 
  6. Programme participation: Teams choose one education strand (or more) alongside Spot Ops, and join the Ignite Programme, engaging in WhatsApp communities of practice. They are supported in setting up clubs, with community specific activities also promoted, communicating activities with stakeholders. 
  7. Systems: Spots set up wider systems (using app where possible), including for finance, resource management and volunteer management. 
  8. Communication: Spots are supported in setting up key communication channels, including local WhatsApp groups, noticeboards, local social media accounts, and approaching schools and wider stakeholders. 
  9. Fundraising & enterprise: Spots identify local ongoing costs and aims for the future. They are supported in creating an income generation and resource acquisition plan. 
  10. Impact, monitoring & storytelling: Alongside sending key Spot information, Spots are supported in communicating their own impact, reporting on progress and giving key information and updates to stakeholders. 

Why work with communities and not just schools? Some reasons…

  • Education can be driven by local aspirations and understanding, relating to local concerns. 
  • Student performance is directly linked to parental engagement & community influences.  
  • This allows students, teachers & community members to take ownership of projects.   
  • Volunteers grow skills & drive project sustainability.
  • Students can work together on school work and on wider projects that move beyond national curriculums.  
  • Students can see active citizenship role modelled by volunteers, leading to later active engagement in their communities. 
  • All students can have access to space, resources & support in evenings & weekends. Schools & adults can share resources and therefore optimise usage.
  • Teachers & students from different schools can work together rather than existing in silos.

Note that many of our ‘Spots’ are positioned within school spaces, but connect with the wider community.