Appendix 3: ERO's Evaluation Indicators for the role of Year 9 Plus champion

These indicators (see Figure 16) have been developed from examining the work of the 'change- facilitators' (support-personnel) of two overseas trials of similar educational interventions to Year 9 Plus, aiming to provide new forms of tailored support for vulnerable young people. These trials are:

  • The 'Rock Up' trial and the role of the 'Education Support Worker' (ESW) in it (from central Melbourne in Victoria, Australia- focus on primary-secondary transition).
  • The 'ThinkForward' trial and the role of the 'Coach' in it (from East London, in the United Kingdom- focus on vocational planning and entry to work or further education).

Figure 16: ERO's evaluation indicators for the role of Year 9 Plus champion

Indicator- Rock Up example (Carmen et al, 2011)

ThinkForward example (ThinkForward,

1.Clear aims for the trial
'Rock Up' was set up in 2010 to support the transition of final year primary students facing difficulty in transition to secondary school.

‘ThinkForward’ was set up in 2011 to help with the UK’s high youth unemployment problems in economically deprived urban areas.

2.Coherent operating
principles for the
The programme's key principle is to foster confidence and wellbeing in students who might be vulnerable during schooling transition, by setting up and applying a personalised action plan for personal growth of each participant over the last term in primary and first term in secondary schooling. The key principle in the programme is properly preparing young people for employment by developing their capabilities in being well organised; being self assured; showing resilience; developing good communication; receptiveness to advice and improved motivation for further education.
3.Careful selection
of participants and
matching with
Three key factors were used in student selection- identified high learning needs; social, emotional or behavioural issues; a poor attendance record in the last year. Those selected must have at least two of these- behaved and attended poorly; have low attainment; have an unsatisfactory home situation; or have limited social skills.
4.Role clarity of
The ESW has three main roles- provide personalised support over last term in primary and first term in secondary; offer support activity in summer vacation; and lend further support to the most vulnerable. A coach has four main roles- build trusting relationships with students; help build their strengths and areas for development; link them to local social services; link them to employment opportunities.
5.Training and
support for
ESW were selected only if they had
experience in providing wellbeing support as well as academic support to young teens.
Coaches are carefully selected and have professional training in interpersonal development and vocational planning

6.Strong evaluation

The trial is externally evaluated by the local university. Strong feedback loops are built in to the trial’s evaluation based on a combination of participant feedback, teacher feedback and parent feedback.

The trial has key goals for each year that are monitored internally by the team and also checked by external evaluation- (i) improving attendance and behaviour; (ii) increasing academic attainment; (iii)
vocational exploration; (iv) plans for
progressing to future work, further
education or training; (v) job or training.