THIS month SkillForce was delighted to learn that interim research, carried out by an independent research organisation has found that confidence and resilience have emerged as two of the areas where teachers and parents alike have seen the biggest improvements for pupils currently working towards their Prince William Award.
The evaluation by Chrysalis Research found that as well as this, improvements in listening skills, problem-solving and teamwork were scored highly by teachers and parents noticed improvements in emotional well-being.
The findings give an extra boost to SkillForce as the charity begins to plan for the graduation ceremonies of all of those pupils who have been part of The Prince William Award in its first full academic year.
The feedback from pupils, parents and teachers has been overwhelmingly positive so far and these findings help to confirm that the Prince William Award is on course to achieve its mission of helping children and young people everywhere to develop confidence, resilience and self-belief through pioneering character education.
While the report has been produced using evidence collected at the mid-way point of delivering the programme findings are consistent across the board with teachers, parents and pupils reporting similar levels of improvement across all areas and across all parts of the UK, with the report stating that:
“Some clear patterns emerge, all consistent with the previous year evaluation findings. In particular, teacher and parent assessments of pupils’ personal, social and moral development show improvement across the entire cohort of participating children and young people, regardless of where the programme is being delivered and the level of award. Furthermore, teacher and parent datasets suggest developments ‘across the board’, i.e. the entire range of the outcomes being assessed”.
The evaluation report listed in its key messages that: “Confidence and resilience have emerged as the two areas where teachers and parents alike noticed some of the biggest improvements in children and young people. In addition, improvements in listening skills, problem-solving and team work were scored highly by teachers. Improvements in emotional wellbeing was scored highly by parents.”
Since its pilot in the last academic year, the number of schools and pupils enrolled on The Prince William Award has grown six fold, with more than 6, 500 pupils currently on track to complete the programme.
Feedback from education leaders, separate to the independent research, has been hugely positive. Michelle Walton, head teacher of Brocks Hill Primary in Leicestershire said of The Prince William Award:
“It has already had a profound impact on developing the character of the children involved. The depth of learning has been incredible and exceeded our expectations. I would strongly urge all leaders working with young people to get involved.”
SkillForce looks forward to the next independent evaluation report being produced at the end of the programme.