Project Impact
Our projects have massive impact and here’s why:
We love feedback. Whoever you are. Young people, schools, teachers, parents, local authorities and government departments, we welcome them all.
This is why we listen to those in the know. One Deputy Head Teacher at a school (in the bottom 10% of deprived wards nationally) said of two of their most disadvantaged pupils on our course:
“Gerald, (dancer) aged 14 and BME; was internally excluded from lessons during May 2009, before taking part in the project. He was often in trouble due to an inability to interact with other pupils in an acceptable way. Very poor social skills, low self confidence and low self esteem combined to cause him great difficulty in settling down to work in class. Gerald himself now says that he feels more self-confident and finds concentrating in class much easier. He has not been excluded since the project and his attendance has been excellent. Gerald's average attendance has gone up to 87. 9%, (29% before taking part in Imagine You Can).”
This makes us happy! But it doesn’t stop there.
“Karl (singer), 14, has improved his attendance considerably since the project. His average attendance before the project was a very poor 50% and also he had an unfortunate tendency to truant from school during the day, whenever something happened to upset him. He now attends regularly and is resident in the music department most lunch times. Today he played the piano in the dining hall while the rest of pupils were eating, practising for his performance in the school Fame Academy. His form teacher is pleased with his progress, particularly as he now has the confidence to come to her with his problems, rather than walking straight out of school. Karl's average attendance is now 82. 4% and he is a valued member of the pupil council in Lincoln House.”
Just two examples of the significant impact the Imagine You Can programme has.
Meanwhile, one large city Youth Offending Service offered us the following evaluations:
Martin (presenter; media and filming team), 14: “prior to the programme was involved in criminal activity, anti-social behaviour, and was also a poor school attendee. Since the start of the new term he has been attending school regularly and his attitude towards life has improved. He has shown a keen interest in developing a career in performing arts and is currently looking at ways to take this further.”
Amy (dancer), 14: “was having problems with attendance before the Imagine You Can programme, but has since returned to school with an excellent attendance record. At the Inclusion Team we have also noticed a growth in her confidence and commitment and a result she has been selected to go on a 14 day working residential to Cuba in December.”
Perhaps critically, our arts based learning encouraged the following outcome and response from Lucy, 16, a singer from our one project with “at risk” pupils who said:
"You are impacting on our (young peoples) lives. Because of Imagine You Can I have since applied to Performing Arts College because you gave me the confidence to and I have been accepted! You were great role models to me and I’ve now started to try and be a better role model for my younger brother as he grows up. I’m also volunteering at the Buttershaw Youth Centre and I am getting my friends to do the same. It’s good to give a little something back."Well said Lucy!
