2016-17: Initial Results

In 2015/16, West London Zone conducted a Pilot across three settings: a nursery in a children’s centre, a primary school, and a secondary school. Whilst the Pilot was intended primarily as a test to see if our complex delivery model could function effectively, it also achieved some positive early results. A full report on the Pilot is available here.

In 2016/17, after signing a contract with the London Borough of Hammersmith and Fulham to deliver our work in three schools across the borough, we worked with 132 children. Our preliminary analysis of data from this year has revealed some exciting results, which we have shared below (note that this data refers to school-age children; our work in the early years operates on a different measurement framework). We are still working on producing the full ‘Year 1’ Results – which will be shared here in due course.



Read the Pilot Implementation Study (2015-16)

Our children engaged with support to a high level

In Year 1, our milestones by which we measure success are based on how well our children engage with their support (number of interactions with Link Worker and attendance at partner support). This is in recognition of the long-term nature of our model, the fact that we are dealing with multiple risks and the fact that engaging the children and young people in intensive 1:1 support over a long period of time is challenging work. Our later milestones are on progress to better outcomes in life.

Our partners have done an outstanding job and our Link Workers have helped to ensure that attendance of the children and young people at the services is high. Over the course of the year, an average of 85% of our children engaged with their support to a “high” level, based on number of interactions with their Link Worker and attendance at partner support.

In the first quarter, our milestone was based on signing up children to the cohort. From October to December, we successfully gained consent to participate from 132 children – beating our sign-up target of 120 children – and if funds permitted we could have signed up many more. We met the high case in both quarters during the academic year and came close in the summer, despite the disruption of the holidays.

Our children achieved some great academic results…

Last year, WLZ supported 41 children at a primary and secondary school with Real Action and Beanstalk – two of our charity partners who both focus on literacy and reading.

Our analysis of English Reading scores at this primary school between December 2016 and March 2017 showed a statistically significant relationship (p<0.01) between minutes attended at partner reading support (Real Action sessions and/or 1:1 reading with a Beanstalk reading volunteer) and positive changes in reading score.

On average, every 52 minutes attended led to a 1% increase in a child’s national percentile rank in reading.

54% of the WLZ cohort lifted themselves out of bottom 20% nationally in reading after one term of reading support from Real Action and Beanstalk charities.

… often in a short space of time 

Last year, 14 children on our cohort participated in support from The ClementJames Centre, a local education and employment charity that has been working in this community for over two decades. Between February and July 2017, this group made remarkable progress.

86% (12 children) improved their English percentile rank;

The average change in reading score was +28 percentile points;

71% (10 students) progressed their Maths rank;

21% of students moved from the bottom quartile nationally to the top quartile, in both English reading and Maths.

Over this 5-month period, the reading ages of our students improved by an average of 23.5 months (equivalent to nearly 2 years in reading age).

There was a strong relationship between the number of sessions attended, and improvement in both Maths and Reading.

The more sessions attended, the higher the average change in these scores.

Our children improved their wellbeing at a faster rate than their peers.

Preliminary analysis suggests that the average rate of improvement in mental wellbeing (measured by the Strengths and Difficulties Questionnaire, known as ‘SDQ’) among the WLZ cohort was double the rate of their peers in one of our secondary schools, despite starting from a much higher baseline.

61.5% of the cohort in this school improved their wellbeing, by an average of 5.9 points. 

And our Partners think we are making a difference.

Our Methodology

WLZ’s evidence-led approach has three components. Click the links below to find out more about the measures we use to measure progress (our ‘outcomes framework’), how we identify the right children and young people to work with, and the means of gathering data and analysing it.

  • Outcomes Framework

  • Identification

  • Input & Analysis