Our impact


The leaders we develop help disadvantaged children make more progress than disadvantaged children in similar schools.*

Middle leaders

Our middle leaders raise pupil achievement to meet or exceed the national average.

  • Participants on our Teaching Leaders Secondary programme consistently raise the proportion of A*-C grades in their departments. Each cohort brings results from below the national average to meeting or exceeding it.
  • Pupils in the Impact Initiatives of our secondary participants outperform those in other eligible schools for expected levels of progress in both English and maths.
  • On average, more low-attaining pupils in schools we are working with on our Teaching Leaders Primary and Teaching Leaders Secondary programmes are making the required progress than in other challenging schools and nationally.

Senior leaders

Our senior leaders demonstrate impact from the outset.

  • After less than a term hosting Future Leaders in their first year of the programme, 77% of headteachers say our participants have demonstrated impact in their school.
  • Each year our participants complete over 200 evidence-informed school improvement projects.

Headteachers

Disadvantaged children at schools that have been led by our headteachers for at least two years make better progress and have higher attainment than those in similar schools.

  • 39.7% of disadvantaged students in schools led by our heads for two or more years achieve five or more A*-C GCSEs (including English and maths), compared to 36.9% in similar schools and 36.7% nationally.
  • 83% of students in schools led by our heads for two or more years achieve Level 4 or above in reading, writing and maths at the end of Key Stage 2, compared to a national average of 80%.

Retention in challenging schools

We have been developing leaders on our selective programmes since 2006. Over 70% are still working in challenging schools.

Click here to find out more about our programmes.



* Data taken from evaluations of our selective programmes.