ImpactEd Group

As the Girls' Schools Association (GSA) celebrates its 150th year, ImpactEd Evaluation and the Girls’ Schools Association (GSA) partnered to ask all those involved in girls' education what their experience of girls’ schools is. The research sought to discover: - What are the benefits of single-sex girls’ schools through the eyes of those who are involved with them? - To what extent do girls' schools equip students for future success, both professional and personal? - What areas of improvement could girls' schools focus on to better prepare students for their future endeavours? Donna Stevens, the Girls’ Schools Association Chief Executive, says: “This research gives voice to every generation, providing the fullest expression of the female experience in girls’ schools from the youngest of girls in school to the oldest of alumnae. I’m proud to bring together all these voices and viewpoints from every kind of girls’ school, unifying state and independent girls’ schools’ experiences. The Girls’ Schools Association has always championed young women and places of learning to serve their interests best. In our 150th year it is right our association continues to examine and push for ever better educations for girls, so that they can have the best opportunities in the future.” Full article on the research available here: https://lnkd.in/eEMHmtXn

We are #hiring 📣 Associate Director, ImpactEd Evaluation The role will lead a portfolio of research projects across ImpactEd Evaluation and support our team to deliver effective partnerships. Our partners encompass education organisations such as charities, edtech organisations and government, and schools and multi-academy Trusts. We aim to deliver high-quality research and evaluation projects that help our partners make better decisions to benefit young people. Apply today: https://lnkd.in/easvCcaK #evaluation #research #education #jobs

We're pleased to announce our partnership with the Education Endowment Foundation (EEF) as their Capability Building Partner this academic year. As #programmes grow their reach, they often face challenges that can limit their scalability and #sustainability. Through the Accelerator Fund, the EEF has commissioned ImpactEd Group to help teams navigate these #scaling complexities. This support targets organisations within EEF's Accelerator Fund, equipping them with strategies to overcome common scaling obstacles. Dr Rajbir Hazelwood, "Our work with EEF is grounded in a shared belief that sustainability is the key to meaningful impact. Our partnership is about more than scaling programmes; it’s about nurturing organisations to be resilient and impactful in the long run, ensuring they continue to make a difference in schools and communities for years to come." Amy Clark, Head of Programme Development and Scale-up at EEF, "We are delighted to be working with ImpactEd Consulting on this critical scheme to support EEF evaluated programmes to scale and benefit more settings and children. We expect this work to support the reach of evidenced programmes during Accelerator Fund, and have a long lasting legacy beyond the fund period." For more details on the programme, see: https://lnkd.in/d3nzFv-P For more on the partnership: https://lnkd.in/du3P5792

We are #hiring 📣 Associate Director, ImpactEd Evaluation The role will lead a portfolio of research projects across ImpactEd Evaluation and support our team to deliver effective partnerships. Our partners encompass education organisations such as charities, edtech organisations and government, and schools and multi-academy Trusts. We aim to deliver high-quality research and evaluation projects that help our partners make better decisions to benefit young people. Apply today: https://lnkd.in/easvCcaK #evaluation #research #education #jobs

A new study examining the effects of setting and streaming in English schools has found no evidence that these practices harm educational outcomes for socio-economically disadvantaged pupils. "These results suggest that schools could have flexibility in choosing between achievement grouping or mixed-attainment approaches," says Professor john jerrim, UCL. "While both methods have their merits, our data indicates that achievement grouping does not systematically disadvantage pupils from lower socio-economic backgrounds." The study utilized data from the TIMSS international assessment, examining both Year 5 and Year 9 pupils' performance in mathematics and science. The research methodology focused on schools that implemented setting in one subject but not another, providing more robust evidence than previous studies. “School leaders should be encouraged to make informed decisions based on their specific contexts while ensuring proper implementation of whichever grouping method they choose.” More on the research in Tes https://lnkd.in/eR6TnTRT #abilitygrouping #education #tes #schoolsweek

‘No evidence’ streaming and setting harms poorer pupils’ outcomes john jerrim, leading education statistician and Professor at UCL Institute of Education, "A lot of qualitative research has been written about the potential negative impacts of such achievement grouping. Particular concern has been shown for its potential negative impacts on young people from socio-economically disadvantaged backgrounds. When the school uses achievement grouping, we do not see any clear evidence of substantial negative effects on disadvantaged pupil’s test scores, self-confidence or enjoyment of a subject. Indeed, if anything, tests scores of year 5 pupils may be very slightly higher when achievement grouping is used.” Study: https://lnkd.in/enAB8-dZ Full Article: https://lnkd.in/ej-med5s

If you're looking for a new opportunity to make an impact on education, why not consider applying to join the incredible Trustee Board of SHINE Trust You'll be in good company! All info here https://lnkd.in/eYXdEb8c Raksha Pattni Samantha Twiselton OBE Jonny Uttley Cameron Ogden Kavita Gupta Lorna Fitzsimons Sarah Loftus Paul Green

Boromi’s latest impact report draws upon quantitative and qualitative work carried out by Boromi and ImpactEd Evaluation in 2023-24. The programme’s impact on outcomes was measured using before-and-after surveys for teachers and parents, along with feedback from parents, teachers, and children. Evaluations conducted by ImpactEd Evaluation since 2021 have found Boromi has led to consistent improvements across both children and parents’ skillsets and relationships to learning. This year, SHINE Trust has funded a further evolution of the Boromi model. Thanks to a grant of almost £250,000, Boromi has been able to pilot and evaluate a community Play Libraries model that has been specifically designed for families with children from birth, with the flexibility to be able to work in partnership with a diverse array of community settings. This community model is enabling Boromi to reach new families of children aged 0-5 years, expanding its reach beyond what was possible through its school-based programme alone. Read the full story https://lnkd.in/dJdu5Kwh Find out more about Boromi's impact: https://lnkd.in/dyNz9P4A

We're delighted to announce our newest partnership with Excalibur Academies Trust. This collaboration will expand the Attendance Project's reach across #Bristol and #Reading, supporting our mission to enhance student attendance and engagement. Through this partnership, we look forward to making a meaningful impact on attendance rates across Excalibur's school network, helping ensure every student can reach their full potential. "Thrilled to be working with ImpactEd Evaluation on this very exciting project." Jason Tudor, Director of Secondary Education To hear more about the research and how it could help your school: https://lnkd.in/eDw-F9Ug #education #attendance #school #teaching