Our Cohort 1 Results and Cohort 2 'Mid-Point' Results

In late 2018, we finalised the outcomes data for our Cohort 1. We also analysed the ‘mid-point’ data for our Cohort 2, who are one year through their two-year programme. The table below shows both sets of results, but they are not directly comparable as explained below:

 

We improved the programme during the delivery for Cohort 1, with support from Impetus-PEF. While Cohort 1 made good progress, Cohort 2 are already benefitting from these refinements. Our children have multiple, connected, unmet needs which is why our programme lasts for two years – it takes time to build the necessary relationship with the Link Worker, and it is usually necessary to address emotional wellbeing, relationships and engagement with school before beginning an intensive literacy programme, maths tutoring or study skills. As such, we do not necessarily expect progress to be visible in the data only one year through the programme, so it is encouraging and affirming of our model improvements that Cohort 2 midpoints are that much stronger than Cohort 1 end-of-programme-outcomes.

To read more about our results for Cohort 1 and 2, please see our Collective Impact in Practice Report.

 

The West London Zone Outcomes Framework

We have a bespoke data system, which enables us to track the outcomes we work to every day. Our Link Workers collect data on the frequency, length and content of every interaction they have with a child. Our partners record each child’s attendance and engagement at every session. These data are automatically displayed on visual ‘data dashboards’. This gives us an idea of how well each child is engaging with their programme, allowing the Link Worker to quickly follow up if a child has not attended or engaged at school or at a support session.

To understand how each child is progressing towards their four outcome areas, our partners measure their impact on the outcome area they are delivering to at regular intervals and we repeat the same process we use for identification annually – using data from the school, qualitative teacher input, and ‘My Voice’, our survey which we designed for this purpose with Dartington Social Research Unit.

 

 

Our Pilot Project

Our pilot project was our starting point. Having designed our model in 2014/15 with local schools, charities and other organisations, in 2015/16 we conducted a Pilot across three settings: a nursery in a children’s centre, a primary school, and a secondary school. Whilst the Pilot was intended primarily as a test to see if our complex delivery model could function effectively, it also achieved some positive early results, which we discuss in our ‘Pilot Review’, available below. Because of the success of the pilot, we formally launched in September 2016 and have grown and improved our impact significantly since then.