If I am fortunate enough to be invited into your school, it is my aim to ensure that any session delivered to your students carries with it a positive and meaningful impact on student outcomes.

At Key Stage 2 & 3, my sessions focus on how I can have an impact on behaviour for learning. This may be developing an approach to understanding the relationship of the student with their self, with others and with the curriculum, promoting a readiness for education.

At Key Stage 4 & 5, sessions focus predominantly on how I can have an impact on learning, revision and examination performance. One example could be experiencing a change in the way a student thinks about approaching a topic or the manner in which they gain skills and knowledge.

Ultimately, the sessions I deliver with students in Key Stage 4 & 5 are geared towards equipping them with skill-sets that allow them to maximise future attainment and achievement across their GCSE or A’ Level examinations.

Evaluating the explicit and implicit impact of In the Mind of the Young on your students will be often be dependent on the nature of the sessions being delivered and the frequency at which I am able to visit. Schools I have visited previously have since shown improvements in P8 and A8 measures at GCSE in addition to improved performance against minimum target grades at A’ Level. I am careful however, that any credit for direct improvements in student attainment, progress, achievement and outcomes are attributed to the wonderful work carried out each day by school leaders, teachers and support staff. However, it is the aim of In the Mind of the Young to support your curriculum by ensuring that at the end of each session, students feel empowered to be more independent, autonomous and robust learners than when they arrived.

Matt Bromley (Sec Ed) argued that ‘test and qualification outcomes should not be the sole lens through which impact should be viewed’.

Whilst I encourage your school to use In the Mind of the Young to provide broader development opportunities for your students, I always aim to strike a balance. Attainment, progress, achievement and outcomes are naturally at the forefront of the messages delivered, but if classroom climate, motivation levels and the development of character, resilience, confidence and academic buoyancy can also be enhanced and impacted by my visit(s), then I very much hope us working together would be considered worthwhile.

Steve