A collaborative approach to trackin acheivement with a focus on skills in Alva Academy: Data gathered

As outlined earlier in this document, it was important to gather both qualitative and quantitative data to explore young people’s progress and impact of personal achievement opportunities across the learning community. As practitioners selected the specific skills and indicators that were relevant to their context, not all groups measured the same skills and indicators.

Although it was not the main focus of this pilot, the process of gathering quantitative data did support richer discussions with young people about their own skills development journey.

In total, 57 young people participated in this pilot. The details of each group/activity[1] and the amount of young people involved in each is detailed below:

Group name	OYCI Leadership	Rights Respecting Schools	Duke of Edinburgh	Learning for Life	Volunteering
Number of young people	14	10	25	5	3

[1] Due to unforeseen circumstances data from the Sports Leader programme was not received. This may be added to this report later.

Skill areas

Across the 5 different groups, the range of opportunities covered almost all of the skills within the Youth Work Outcomes & Skills Framework. The table below lists the specific skills and which activity/groups each skill was measured by:

Skill	Measured by
Confidence	All
Resilience	OYCI Youth and Leadership programmes Duke of Edinburgh
Looking after myself	-
Building relationships	OYCI Youth and Leadership programmes Volunteering
Communication	All
Organising and planning	OYCI Youth and Leadership programmes. Rights Respecting Schools. Duke of Edinburgh. Volunteering
Decision Making	OYCI Youth and Leadership Pro
Problem Solving	OYCI Youth and Leadership programmes
Teamwork	OYCI Duke of Edinburgh Learning for Life
Leadership	OYCI Rights Respecting Schools Duke of Edinburgh
Creating change	OYCI Youth and Leadership programmes

Practitioners used a mixture of approaches to create a triangulated view on an individual young person’s progress towards each skill.

Evidence methods included but were not limited to:

Young person feedback and quality conversations
Skills baseline and pre/post questionnaires
Peer to peer activities
Voice recordings
Observation forms
Teacher & youth worker feedback
Parent, partner and practitioner feedback
End of Program evidence
Tangible evidence – presentations, posters, photos etc.

It is important to reinforce that there was no minimum level expected on 'how much' progress a young person had to make towards each skill. If there was clear evidence to demonstrate a young person had made progress towards a skill, regardless of the scale of said evidence, it was counted in the overall numbers. This approach for data gathering remains consistent with ensuring that young people remained at the centre of the process.

Data gathered for specific skills

Below highlights a selection of skills, the amount of young people that made progress towards them, and the means of which progress was demonstrated. Some views from young people and practitioners are also included.

Confidence

Skill	OYCI Leadership	Rights Respecting Schools	Duke of Edinburgh	Learning for Life	Volunteering
Confidence	14	10	10	5	3

Total number of young people where this skill was measured	57
Total number of young people evidenced making progress	42
Total percentage of young people evidenced making progress in this skill	74%

Data gathered for Confidence demonstrated that this skill was measured for all 57 young people across every opportunity. All 14 young people participating in OYCI leadership programmes demonstrated progress in this skill. The data demonstrated that 42 of young people were able to evidence making progress in this skill (74%).

Practitioners engaged young people in quality conversations to help them articulate their reflections about confidence in group activities. Young people complete pre activity questionnaires to gather baseline ratings for confidence indicators. Initially hesitant, the individuals gradually expressed their ideas more clearly, reflecting on the positive feedback received from their peers. The increased in willingness to participate and share opinions was evidence of progress in developing confidence. This ongoing dialogue highlighted the growth of the individuals and underscored the importance of creating a supportive environment for skill development. Young people highlighted they enjoyed reflecting on pre-activity questionnaires and discussing their progress with peers.

'I am more able to talk to teachers and adults. Being involved in the whole school recycling program has helped my confidence. I think my confidence has improved.' – Young person

'The overall feeling of being more confident was shown by all with a particular reference to 2 individuals who felt confident enough with a new skill to share with others.' – Teacher

Communication

Group name	OYCI Leadership	Rights Respecting Schools	Duke of Edinburgh	Learning for Life	Volunteering
Communication	14	10	10	5	3

Total number of young people where this skill was measured	57
Total number of young people evidenced making progress	42
Total percentage of young people evidenced making progress in this skill	74%

Data gathered for Communication also demonstrated that this skill was measured for all 57 young people across every opportunity. The data demonstrated that 42 of young people were able to evidence making progress in this skill (74%).

For the 3 young people participating in Volunteering and measuring their progress in communication, all 3 could evidence progress. Teachers and youth workers gathering the data noted that the actual number of young people making progress was probably higher than this but recognised that reporting should reflect concrete evidence of progress.

Young people participating in the Rights Respecting Schools Award Group used a range of mixed methods to evidence progress in communication. Evidencing methods included staff observations triangulated with conversations with young people and feedback from other members of staff around the school. The practitioner leading the group stated:

'Young people involved in the RRSA group have had to work hard to improve their communication skills. The thing to be noted in this case in particular is their positive communication with members of staff. Previously when arranging events students would create resources/information and have teachers send it out. Since the start of this process young people have taken ownership of communication methods for events and when interacting with teachers and other members of staff.' - Teacher

Organising and planning

Group name	OYCI Leadership	Rights Respecting Schools	Duke of Edinburgh	Learning for Life	Volunteering
Organising and planning	12	8	25	0	3

Total number of young people where this skill was measured	52
Total number of young people evidenced making progress	48
Total percentage of young people evidenced making progress in this skill	92%

Data gathered for Organising and Planning demonstrated that out of the 52 young people working on this skill, 48 evidenced making progress (92%) across the 4 programmes which were looking at this skill.

For the 25 young people participating in Duke of Edinburgh’s Award measuring their progress in organising and planning, all 25 were able to evidence their progress in this skill (100%).

Young people participating in the OYCI Leadership Group were able to demonstrate their progress in this skill while undertaking peer mentor training and developing transition sessions for Primary 7’s. Practitioners enhanced the recognition of this skill through one to one discussions, skills observation sheets and peer to peer discussion activities to support the young people to reflect on their skills development. The lead practitioner explained that:

'5 of our S3-S5 Leaders completed Peer Mentor training with Youth Scotland & Place2B mental health charity, setting their own targets and gaining an additional Dynamic Youth Award. They have applied for a £250 grant to set up a lunchtime Drop-in, to help support mental health & well-being of other young people in school. They planned what resources they would need for the sessions.' - Youth worker

'I researched and planned which games would be suitable. I organised the equipment needed.' - Young person

Teamwork

Group name	OYCI Leadership	Rights Respecting Schools	Duke of Edinburgh	Learning for Life	Volunteering
Teamwork	12	0	5	5	0

Total number of young people where this skill was measured	44
Total number of young people evidenced making progress	22
Total percentage of young people evidenced making progress in this skill	50%

Data gathered for Teamwork demonstrated that out of the 44 young people working on this skill, 22 evidenced making progress (50%).

For the 14 young people participating in OYCI leadership programmes, 12 demonstrated progress in this skill (86%). Practitioners supported young people to reflect on their teamworking achievements through one-to-one discussions, peer to peer activities and skills baseline sheets – this was enhanced by practitioners using an online platform to record observations and input skills scoring at several points in the programme.

Within the Duke of Edinburgh group, it could be evidenced that 5 of the young people made progress in teamwork, however this does not mean that more young people did not make progress in this area. Time for quality discussions with young people was crucial in this pilot process to support understanding and reflection on a particular skill. This is articulated by two young who said that:

'It can be difficult sometimes, I don’t always get on with everyone in the group, I have different ideas, but I can still work with them' - Young person

'I wasn’t just going with my own ideas; I was listening to what other people had to say and deciding' - Young person