Summary – What have we learnt
Project feedback from the schools and student evaluation has provided very positive results, including the Portsmouth Academy expressing interest in replicating and delivering a similar programme in-house. The programme has had a significant impact on students’ confidence, mindset, and overall attitude toward the subjects.
Out of the 9 students at the Portsmouth Academy who sat both pre- and post- assessments, 78 % of students improved by at least one grade. 92 % of students felt more confident about preparing for their English exams after the programme and 45 % of students felt more confident about obtaining their target grade, which is very positive. However, when analysing the students’ actual GCSE results, only 50 % of them received pass graded from either English Language or Literature, compared with 100 % passed marks in post Project 5 programme Paper 1 assessment.
In the five-day interventions at Bitterne Park School, out of the 7 students who sat both the pre- and postassessments in the maths group, 6 students improved by at least 2 grades. In the English group, out of the 14 students who sat both the pre- and post-assessments: 8 students improved by at least 2 grades and 5 students improved by 1 grade.
The timing of the programme also needs to be considered, should we decide to run the programme again i. e. was Year 10 too early to see the full benefits and whether the pre-exam period in Year 11 was the optimal time to deliver the programme, or if earlier in Year 11 would have been more effective. Based on the improvements in pre- and post- programme grades and attitudes, it is recommended that the programme should be run at least two more times to continue observing its impact. To assess the effectiveness further, the programme should be run with a control group.
Timing near exams was seen as optimal, though earlier implementation( e. g. January or February) was suggested to reduce exam-period pressures while still benefiting students.
Recommendations from the teachers
• Resource visibility: Repeated asks for a resource pack / overview of what was taught so departments can mirror strategies in lessons; also take-away resources for students. [ project-5-... 6-09-2025 | Excel ]
o“… useful to be sent a resource pack or overview of what was taught.” o
“ At the end … we have the report but we do not know what was covered … This means we are not able to mirror …”
• Teacher engagement: Greater teacher involvement / engagement requested.
• Format & reach: Consider running beyond the five consecutive days and offering to more students.
• SUN support: Ask for revision tips / tools, one-off skill sessions, and reusable resources to support study and assessment success.
Suggested next steps: 1. Rework delivery pattern: Pilot a spaced format( e. g., 1 – 2 days per week across 2 – 3 weeks, or half-days) to reduce fatigue and subject displacement while preserving intensity.
2. Publish a teacher resource pack: A concise overview of content, activities, and strategies, plus copies of materials and implementation notes for classroom follow-up.
3. Share individual & cohort data: Provide baseline vs. end-of-programme scores and a one-page dashboard by class to help teachers target gaps and evidence impact over time.
4. Plan follow-up touchpoints: Offer short, one-off skill boosters( e. g., exam technique clinics) 4 – 6 weeks later to reinforce learning and improve participation.
5. Co-design with departments: Involve HoDs and class teachers earlier— agree priority skills, coordinate scheduling to minimise clashes, and build buy-in.
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