Executive Summary
Executive Summary
The Project 5 programme, delivered in partnership with Twenty Twenty Learning, aimed to raise attainment and strengthen student confidence, motivation, and engagement in GCSE English Language and maths. The intervention consisted of intensive, five-day subject-specific workshops delivered to small groups of Year 10 and Year 11 students across two schools: The Portsmouth Academy and Bitterne Park School. In total, 42 learners participated, 41 of whom were Uni Connect students.
Across both schools and subjects, the programme delivered strong immediate gains, notably in students’ confidence, exam readiness, and pre- to post-assessment performance. Students consistently reported improved understanding of exam requirements, enhanced skills, and greater belief in their ability to achieve their target grades. Teachers observed increased confidence and improved exam technique, although they noted that transfer of skills into classroom practice was not yet fully evident.
At The Portsmouth Academy( Year 11), the majority of students improved by at least one grade between initial and summative assessments, and questionnaire data showed significant increases in confidence and motivation. However, these improvements did not translate reliably into final GCSE outcomes: only half of students achieved a pass grade, despite universal progress in assessments conducted during the programme. Nevertheless, Year 11 students exhibited a statistically significant mean uplift of + 0.67 grades from mock to final exams, indicating a positive impact within a short pre-exam window.
At Bitterne Park School( Year 10), students across both English and maths made substantial gains. Most improved their assessment scores by 1 – 3 grades within the week, and 100 % improved their raw marks. The Year 10 cohort went on to achieve stronger GCSE outcomes overall compared with Year 11, and statistical analysis demonstrates significantly higher pre- to post-programme progress. Students and staff attributed this success to the personalised, supportive facilitation, small group sizes, and clear focus on exam skills. The Year 10 format led to sustained benefits into Year 11, suggesting that earlier delivery may maximise impact.
Across both settings, strong relational practice, personalised support, structured exam technique, and effective behaviour environments were identified as key strengths of the programme. Challenges included the intensity of the five-day format, student fatigue, some attendance inconsistency, and concerns about time away from other subjects. Teachers expressed a need for greater visibility of programme content, additional resource packs, and closer alignment with curriculum planning to sustain impact.
Overall, 80 % of students either improved or maintained their grade between mock / assessment and final results, with particularly strong outcomes for Year 10 students. Confidence indicators increased substantially across all cohorts, aligning with SUN’ s evaluation and progression frameworks.
The evaluation suggests that Project 5 is a high-value intervention for improving confidence, exam readiness, and short-term attainment gains. To strengthen long-term impact, recommended next steps include piloting alternative delivery formats, increasing teacher engagement, providing resource packs for classroom integration, and using control groups to improve attribution. Based on positive outcomes to date, delivering at least two further cohort cycles is advised to validate emerging findings and refine programme design.
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