Our impact


Over the past ten years, we have trained 10,197 leaders to have a positive impact on the lives of disadvantaged pupils. We have worked with 2,543 schools and spanning 271 trusts.  

We work with the schools where we can have the biggest impact on the lives of disadvantaged children.  

  • 43% of the children in our secondary leaders’ schools are disadvantaged, compared the national average of 27%.  
  • 52% of the children in our primary leaders' schools are disadvantaged, compared the national average of 32%.

The following data combines recent Ambition School Leadership statistical analysis for school data from 2016/17 with the DfE’s own evaluation of the Teaching Leaders programme through Education Datalab released in autumn 2017.

Teaching Leaders Primary 

Disadvantaged pupils make better progress in reading with a Teaching Leader.

  • In 2016/17, progress in reading was significantly higher for disadvantaged pupils in schools where a Teaching Leaders Primary Foundations participant focused on improving reading.
  • Average progress in reading of -0.51, compared with -1.05 in similar schools.

Teaching Leaders Secondary 

More pupils get a higher grade at GCSE with a Teaching Leader.

  • A recent DfE evaluation found that in departments led by a Teaching Leaders Secondary participant, one in 12 pupils achieved an extra grade higher at GCSE in each of the department’s subjects. 

Future Leaders (primary headteachers): 

More disadvantaged pupils are at the expected standard in reading, writing and maths with a Future Leader.  

  • In 2016/17, the proportion of disadvantaged pupils reaching the expected standard in reading, writing and maths was 12 percentage points higher in primary schools led by Future Leaders headteacher three or more years than in similar schools
  • 57.5% reached the expected standard compared with 45.7% in similar schools.

Future Leaders (secondary headteachers):

More pupils get a standard pass English and maths GCSEs with a Future Leader.  

  • In 2016/17, the proportion of disadvantaged pupils achieving at least grade 4 in English and maths was ten percentage points higher in schools led by a Future Leaders headteacher for three or more years than in similar schools.
  • 53% achieved 4 or above in English and maths compared with 43% in similar schools. 

On our programmes: 

  1. Our leaders are changing lives. Data from 2016/17 provides statistically significant evidence that leaders who have completed the Future Leaders and Teaching Leaders programmes are having a positive impact on children from disadvantaged backgrounds. They are achieving higher grades and making more progress, compared to disadvantaged children in similar schools. 
  2. Our leaders stay in the sector. Leaders who have completed Future Leaders or Teaching Leaders are more likely to stay working in disadvantaged schools compared to other leaders. 

Retention in schools based in challenging contexts

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

Click here to find out more about our programmes.



* Data taken from evaluations of our selective programmes.