The difference we make
Children who participate in Children’s University have the opportunity to learn in a rich range of contexts, experience new places, visit universities and attend their own graduation ceremonies. This adventure introduces children to the joy of learning, brings a sense of wonder in the world around them and develops their confidence and aspirations for the brightest futures. We know what we do works and has an incredible impact on the lives of children. It’s not just us saying this.
Children’s University evaluations
UFA Young Researchers and Evaluators - Children's University Evaluation
In October 2017, Children’s University had the pleasure of being evaluated by a group of our participants as part of the University of the First Age’s Young Researchers and Evaluators programme.
Utilising child-led, hands-on research, the evaluation was conducted by UFA's youngest ever researchers, providing them with invaluable research, analysis, and evaluation skills as well as acting as a vital opportunity for us to hear directly from our beneficiaries.
EEF - Children's University Evaluation
In 2017 the Education Endowment Foundation (EEF) released an evaluation of Children's University. Like us, their fundamental mission is to ensure that the education of young people offers a level playing field that enables each and every child to aspire, attain, and succeed.
Designed to assess the efficacy of extracurricular activities in increasing attainment and providing important life skills and attitudes, the project’s positive feedback serves to reiterate our firmly held belief in the worth and importance of learning opportunities outside of the classroom.
The Cambridge Network
In 2012 an independent evaluation of the work of the Children’s University was undertaken by ‘Leadership for Learning – The Cambridge Network’ led by Professor John MacBeath of the University of Cambridge in partnership with Fischer Family Trust. This recognised that “Children's University pupils attend better by virtue of the activities which enhance their school experience … achieve better by virtue of renewed self-confidence in their own potential … enjoy learning more because they extend their repertoire of interests and see learning in a new light.”
Sheffield Children’s University – How does it make a difference?
Each year Sheffield Children’s University analyses the impact of Children’s University participation in Sheffield. This report provides an analysis of results in Sheffield comparing academic performance in Key Stage 2 SATS taken in year 6 at primary school, and Key Stage 4 GCSE’s taken in year 11 with participation in Children’s University activities. Year on year, results of this analysis have continually shown a clear link between participation in Children’s University and achievement and attendance at school.
The University of Wolverhampton Children’s University
The University of Wolverhampton Children’s University - formerly known as ‘Black Country Children’s University (BCCU) – published an evaluation report in September 2018 by Tiller Research. Reporting on quantitative results alongside results gathered through discussion groups, the report highlighted the impact of Children’s University participation on children’s views of university, aspirations, attitude to learning and confidence and self-esteem.
As well as our own evaluations, there are plenty of external reports that reinforce the importance of what we do and the impact of extra-curricular activities.
The Sutton Trust – Life Lessons: Improving essential life skills for young people
In October 2017 The Sutton Trust released a report by Carl Cullinane and Rebecca Montacute that highlighted the importance of extra-curricular activities for equipping children with the life skills they need. It stressed that giving young people from all backgrounds a greater opportunity to develop those skills can be an engine for opportunity and social mobility. This is what Children’s University aims to do.
NatCen – Out of school activities and the education gap
NatCen are Britain’s largest independent social research agency. Together with Newcastle University and with funding from The Nuffield Foundation, they published a number of reports investigating how out of school activities help children's learning. They investigated how involvement in different types of activities varies for 5 to 11 year olds from different backgrounds and what this means for their educational achievement.