Activity Name MADE Training Sessions Date Dates throughout Tranche 3 (September 2018 – July 2019) Location 31 target schools and colleges across Cornwall, Devon, and Somerset (see schools involved) Total number of ≈5500 Students students Sessions also delivered to ≈450 Parents and Carers, and to ≈ 250 teachers Number of target ≈1750 Target Students students Schools involved in All Saints Academy, Bideford College, Bodmin College, Brannel the event School, Bridgwater and Taunton College, Buckler's Mead Academy, Callywith College, Chilton Trinity, Clyst Vale Community College, Cornwall College, Exeter College, Fowey River Academy, Great Torrington School, Hayle Academy, Holyrood Academy, Honiton Community College, Isca Academy, Marine Academy Plymouth, Penrice Academy, Pilton Community College, Robert Blake Science College, St James School, St Peter’s CoE Aided School, Teignmouth Community School, The Blue School, The Ilfracombe Academy, The Spires College, The Taunton Academy, Tiverton High School, Torquay Academy, Whitstone School Introduction Throughout Tranche 3, MADE Training worked in collaboration with Next Steps South West (NSSW) to deliver a range of sessions to target and non-target students in years 9-13 across over 30 schools in Cornwall, Devon, and Somerset. All sessions were designed and delivered by MADE’s professional trainers, and covered a range of topics that support students to progress through their studies and on to Higher Education. Sessions delivered included: Fast Track to Success Goals and Aspirations Exams MADE easy Rapid Revision Studying MADE Simple Advanced Note Taking Following the delivery model of MADE Training, all sessions were interactive, and encouraged students to participate and take away new skills and resources to support their personal development. In addition to the student workshops, MADE Training also provided sessions for students’ key influencers and motivators. Teacher CPD workshops shared effective revision strategies with school staff, whilst parents and carers sessions provided tools and tactics for this audience group to encourage independent learning and exam preparation outside of school. Aims All sessions aimed to support students to address key barriers identified by NSSW relating to Soft Skills and Socio-economic factors, focusing either on study and revision skills and techniques, or on providing students with tools to make informed decisions about their next steps, increasing their motivation and raising their aspirations. Additionally, the workshops provided for teachers, parents, and carers addressed the barrier of Influencers. By providing tools to help students with active and productive study support in the classroom and at home, the sessions aimed to increase influencers’ understanding of how to motivate and support students towards their educational aspirations. MADE Training Sessions Report Tranche 3 Eleanor Hodgson (Evaluation Specialist) Page 1 Evaluation Design and Data Collection Evaluation of MADE sessions across the NSSW consortium consisted of two evaluation types: MADE-issued feedback forms focusing on process evaluation of sessions NSSW-issued feedback forms focusing on impact evaluation of sessions, with separate surveys for different audience groups and intervention types Process evaluation data was collected at all MADE sessions run for NSSW schools during the Tranche, representing a sample of 4101 surveys from students (N=3869), parents and carers (N=160), and teachers (N=72). Impact evaluation data was also collected from students (N=2885), parents and carers (N=116), and teachers and staff (N=30). In order to triangulate self-reported responses from students in relation to the student-facing sessions delivered by MADE, this report also includes data collected from NSSW In School Coordinators (ISCs) regarding their perception of the student workshops and the impact of these interventions on the pupils in their school. MADE Process Evaluation Data MADE-issued surveys asked participants in all sessions (including teachers, parents and carers) four questions to gather feedback on how well the workshops had gone. Figure 1 presents responses to each question from the three audience groups engaged in sessions. MADE Process Evaluation Surveys 4% 2% 1% 1% 1% 4% 2% 5% 6% 10% 95% 96% 98% 94% 99% 99% 99% 100% 100% 90% 96% 98% Students Parents Teachers Students Parents Teachers Students Parents Teachers Students Parents Teachers Did you enjoy today’s Was the content useful to Did the trainer explain the Will you be using the workshop? you? material clearly? techniques yourself? Yes No Figure 1 – MADE-issued process evaluation surveys Figure 1 indicates that the significant majority (≥94%) of participants in all three audience groups had a positive experience at the MADE sessions, as shown by the proportion who agreed (‘Yes’) that they enjoyed the workshop and that the content was useful to them. Overall, teachers were the most positive in their responses, although the smaller sample size of this group should be taken into consideration when comparing the data in Figure 1. 100% of teachers, parents, and carers, and 99% of students agreed that the trainer had explained material clearly. Furthermore, 99% of teachers, parents, and carers and 94% of students agreed that the content was useful. The only area in which the data suggests improvements could be made is regarding participants’ intentions to use techniques shown in the workshop, as 10% of students stated that they would not be using techniques themselves. Nevertheless, this data presents a very positive picture of the sessions, particularly given the MADE Training Sessions Report Tranche 3 Eleanor Hodgson (Evaluation Specialist) Page 2 large student sample size, and suggests that MADE successfully delivered appropriate content to support the respective audience groups in a manner that was beneficial to them. MADE Impact Evaluation Data In order to gather more nuanced data surrounding the potential impact of MADE sessions on participants, NSSW created separate surveys that were issued to students, teachers, and parents and carers who attended workshops throughout Tranche 3. Two different impact evaluation surveys were distributed to student participants, depending on the focus of the workshop they attended (Study Skills or Aspirations), both gathering pre- and post-activity data in order to ascertain impact. The following sections present data from each separate survey, with analysis highlighting key findings and the evidence they indicate in relation to MADE aims and the NSSW barriers to HE. Aspirations Survey (Students) This survey was issued during workshops with a focus on raising students’ aspirations for the future (such as ‘Goals and Aspirations’), and on equipping them with the skills needed to start planning their future career paths (such as ‘Fast Track to Success’ and ‘The Lighthouse’). Students were asked to complete two sections reflecting their attitudes and perceptions before and after the workshop, and Figures 2 and 3 present the data from 1881 survey responses. Before today's event (Aspirations) 54% 50% 42% 40% 36% 28% 29% 30% 22% 23% 17% 18% 20% 10% 9% 10% 3% 4% 2% 4% 0% I felt confident in planning the next steps I was motivated to do well at I had already thought about going to in my future study/career path school/college University/Higher Education Strongly agree Agree Unsure Disagree Strongly disagree Figure 2 – NSSW Aspirations Pre-survey After today's event (Aspirations) 53% 54% 50% 50% 49% 50% 44% 40% 33% 30% 27% 31% 29% 30% 26% 17% 19% 19% 20% 15% 15% 13% 5% 10% 1%1% 2%1% 3%1% 3%1% 3%1% 3% 0% I am better able to I am better able to I am more confident I am more I am more I am more likely to set goals for the make decisions in planning the next interested in motivated to do consider going to future about my future steps in my future learning new well at University/Higher study/career path information and school/college Education skills Strongly agree Agree Unsure Disagree Strongly disagree Figure 3 – NSSW Aspirations Post-survey Although students reported confidence in career planning (59% agreement) and motivation to do well at school/college (76% agreement) before the workshop, comparison of Figures 2 and MADE Training Sessions Report Tranche 3 Eleanor Hodgson (Evaluation Specialist) Page 3 3 suggests that these workshops had an impact on these areas. After the sessions, 77% of students agreed that they were more confident to plan their next steps, with 80% agreeing that they were better able to make decisions about their future, and 83% feeling more able to set goals. Students’ motivation to do well at school or college also increased to 82% (+6%), with 81% reporting that they were more interested in learning new information and skills. This data indicates that these workshops may have had a positive impact on the barrier of Socio-economic factors, particularly surrounding students’ motivation and aspirations for the future. Further evidence of impact is shown by the increase in the proportion of students indicating that they are considering HE study. Whilst 65% agreed that they had thought about higher education before the workshop, 73% agreed or strongly agreed that they were more likely to consider going to university or HE study after the sessions, with only 8% disagreeing or strongly disagreeing with this statement. Study Skills (Students) For workshops with a focus on developing students’ study skills, such as ‘Exams MADE Easy’ and ‘Rapid Revision’, it was