Impact in Graphs

Statistics only tell a small part of the story of VbE. Below are charts showing a small selection of outcomes following the introduction of VbE.

Improvement in GCSE results at Stamford Welland Academy in the year of introduction of Values-based Education.

 Improvement in academic performance at Chantry Primary School since the commencement of Values-based Education.

In 2018, Broughton Fields Primary School carried out research into the impact of VbE at its school.

The full report provides a deeper understanding of the impact at the school on its values, its learners, its staff, the school and the wider community. The report can be downloaded from the link below.

• Broughton Fields Report

• Impact of VbE at the school

Improvements in behaviour are reported throughout VbE schools. We have not formalised the impact into statistically analysed charts. But Bath Spa University carried out research into a similar field to VbE, Emotion Coaching. Below are the statistically significant changes they found after the first year of coaching, relative to the year prior to the coaching.

Melksham Oak Community Secondary School, Wiltshire, UK

Improvement in pupil engagement of the bottom 20th percentile of Airds School Cluster, since the commencement of Values-based Education

 Airds School Cluster, New South Wales, Australia

The impact on tolerance at Porchester Junior School in Nottingham, following the introduction of VbE.

The figures represent the learners’ self-assessment of their level of tolerance with 0% being completely intolerant and 100% being completely tolerant.

The school has created a poster with the learners’ comments that support and explain their self-ratings.

VbE provides a learning environment that supports narrowing the attainment gap between children of different backgrounds by supporting pupils to become self-motivated, with secure self-esteem regardless of their backgrounds. The Meads Primary School in Luton, a VbE hub school, was cited by OFSTED as providing exceptional progress in this area. 

Richard Jenkins, the school’s headteacher, describes his multi-faceted approach. He explains that VbE played a fundamental part in creating the conditions that allowed the school's initiative to succeed. He believes this success can be replicated in other schools. Click the link below to see the full report:

• The Meads School Report