Ipsos | Uni Connect Phase 3 : Attainment-raising Activity – Final Report
20 when it comes to attainment-raising . At the same time , partnership leads reflected that these types of activities were complementary to school-led activities . For example , one partnership noted that they were surprised that schools offered very few revision / study skills sessions , and schools were keen to adopt this activity and demand was evident with waiting lists for these sessions . Other partnerships noted that their metacognition programmes – and skills-based approaches more generally – helped complement curriculum content .
The prevalence of activity delivered varied by year group , with some activities being delivered more to specific year groups ( Annex B : Figure B5 ). This is supported by the survey findings that found :
▪ Year 8 : Metacognition and literacy / comprehension / oracy were the most common . Of those surveyed 70 % reported the delivery of metacognition activities and 50 % reported the delivery of literacy / comprehension / oracy activities within the Year 8 group .
▪ Year 9 : Metacognition , literacy / comprehension / oracy and non-academic barriers were the most common . Of those surveyed 55 % reported the delivery of metacognition activities , 56 % reported the delivery of literacy / comprehension / oracy activities and 57 % reported the delivery of activities related non-academic barriers within the Year 9 group .
▪ Year 10 : Summer school / after school clubs and mentoring were the most common . Of those surveyed 78 % reported the delivery of summer school / after school clubs and 71 % reported the delivery of mentoring activities within the Year 10 group .
▪ Year 11 : Study / revision skills and subject specific tutoring were the most common . Of those surveyed 70 % reported the delivery of study / revision skills and 50 % reported the delivery of subject specific tutoring within the Year 11 group .
In addition to this , nearly all partnerships continue to deliver non-academic support ( which they offered before the attainment-raising focus ). Partnership leads emphasised the importance of addressing the needs of learners holistically – many felt that learner well-being , self-esteem and ambition needed to be improved to support improvements in attainment .
2.5 Deviation and adaptation from intended delivery plans Partnerships emphasised the importance of taking a flexible and iterative approach to delivery to meet school and learner needs . Whilst most partnership leads felt this was a positive aspect of delivery and trusted delivery staff to adapt plans to support schools and learners , some partnerships were cautious to deviate extensively from original plans to ensure the Theory of Change and evaluated outcomes were still applicable . One partnership expressed that they have “ little control ” over delivery in schools yet still seek to keep the programme “ on track ” whilst allowing for the inevitable adaptations .
A common example of adaptation was activities being delivered before and / or after school ( twilight hours ) to ensure learners did not miss curriculum-based lessons . Another example of adaptation included the relaxation of selection criterion to enable target learners to bring their friends / peers , thus improving attendance and engagement . As mentioned , school staff tend to have more agency over learner selection and engagement . In most cases , flexibility was seen to be a facilitator for delivery :
“ Our co-ordinators who go out and deliver , they ’ re really clear on the objectives of the session and what they want the young people to experience and get out of it . They have some flex and movement within how they may deliver that . What they ’ re delivering tends to stay the same but how that is done can sometimes adapt .” ( Partnership lead ).
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