We are in our fourth year of partnership with ImpactEd. With their support we have conducted annual research into the wellbeing of our children, enabling us to see what works to support children’s wellbeing, and to benchmark the wellbeing of our children against children in schools nationally. Across our family of schools we can see where wellbeing is higher, and share a school’s learning about what works effectively, and also target interventions skillfully where we see wellbeing is less good. This year ImpactEd are helping us to look at wellbeing as a driver for attendance, as well as other factors that influence children’s propensity to attend school.
ImpactEd have also helped us determine factors influencing children’s reading, oracy and agency.
What have we learned?
- Children in ASSET schools have higher levels of wellbeing and reading ability than nationally
- Girls with high levels of reading fluency can be less confident about their ability to read well
- Having a quiet space to read at home or school encourages children to read more
- Having a range of books on topics that children are passionate about encourages more reading
- Children express higher levels of agency when they are younger and this can decline as they get older
- Children have higher oracy skills when teachers express greater confidence in teaching oracy
- Inference has the strongest positive influence on children’s reading attainment
To discuss potential partnerships, please contact Ben Gough, Partnership and Engagement Manager on ben.gough@asseteducation.co.uk or 07752 778758.