We believe that rigorous monitoring and evaluation is the best way to judge whether SHINE-funded projects are actually making a significant difference to the lives and educational achievement levels of children and young people. Alongside our regular internal monitoring and evaluating our programmes, we have also conducted a number of external evaluations to assess the impact of our work.
Below is a summary of the external evaluations that have been conducted on SHINE’s programmes.
Economic impact analysis of SHINE on Saturday:
This report, put together by a volunteer professional economist from Pro Bono Economics sets out a detailed methodology for carrying out a full economic impact analysis of the SHINE on Saturday programme with a step-by-step approach to measuring both the economic benefits and costs. Based on the results of an initial, small pilot study, using data from one school, it is estimated that pupils who attended SHINE on Saturday would have gone on to achieve 1-2 additional GCSEs at grade A*-C on average. This could have resulted in a gross improvement in economic productivity of around £6.3 million across all pupils from that particular school who had attended SHINE on Saturday. The full report can be read here.
SHINE on Saturday evaluation:
In 2010 SHINE commissioned the National Foundation for Educational Research (NFER) to carry out an independent evaluation of the delivery and effectiveness of our SHINE on Saturday programme. The research found that the programme is meeting its aim to enable schools to run SHINE on Saturday with clear learning outcomes for underachieving, disadvantaged children. NFER recommended that SHINE continue to support the programme:“The SHINE on Saturday programme is having a positive impact on the lives of students in terms of learning, social and emotional outcomes as well as on teaching, staff, schools, parents and the wider community.” Further information on the findings and the recommendations can be found in the executive summary and full report.
Let Teachers SHINE evaluation:
The Colebrooke Centre for Evidence and Implementation (CCEI) published an independent evaluation of Let Teachers SHINE in 2015. Their report stated: “Let Teachers SHINE is demonstrating that schools can be positive and effective hosts of innovation. The first two years of Let Teachers SHINE have generated a high level of enthusiasm, a set of promising projects and considerable learning about implementation. It has the potential to make an important contribution to building the capacity of the schools system for effective innovation and implementation.” The full report is available to read here.
Endorsement from New Philanthropy Capital:
New Philanthropy Capital (NPC) has also conducted a detailed examination of our projects, methodology and approach; in its summary, NPC describes SHINE as “an experienced grant-maker with proven results”and “a small organisation with a big impact.”
In addition to the evidence supporting SHINE’s programmes, we rely on external research and evidence to direct SHINE’s approach to supporting the children and schools we work with. The reports below relate to SHINE’s mission and approach of giving all children the opportunity to succeed at school and beyond.
- The Centre for Social Justice 2015 report, Closing the divide: Tackling educational inequality in England.
- Nuffield Foundation on Teacher-led out of school study programme improves GCSE results for poorer pupils.
- National Numeracy on why numeracy is so important.
- The Sutton Trust report on missing talent.
- 2016 Impact ReportMultimedia
- What we doProject Spotlight
- I didn’t used to write that much and literacy used to be my most boring subject and now it’s one of my favourite subjects.
SHINE StudentOur children deserve the best. If we can give them another way to go on to bigger and better things then we should do everything to help them get there.
HeadteacherI just praise the amazing level of teaching. She now has a willingness to take risks in subjects and to try new things.
SHINE ParentI understand more about maths and literacy because of the games and quizzes. I am also much better at speaking out loud.
Serious Fun StudentEducation has become so complex but in fact it really should be quite straightforward and that’s good teaching, rigorous, challenging subjects and motivating pupils.
Project ManagerWhat people say
- StoriesProject Spotlight