FBB impacts the lives of young people at risk of exclusion.
This academic year, we are delivering our FBB Schools programme to more than 1,000 students across our 55 projects in 36 schools across London, Essex and the North West.
Our 2018/19 impact figures show that it is possible to change the trajectories of hard-to-reach young people who are at risk of exclusion:
- 95% of participants who were at risk of exclusion at the start of the year finished the year still in school.
- 72% of FBB participants improved their behaviour in school.
Our FBB Schools programme has significant impact when measured against matched control groups:
- 42% fewer incidents of poor behaviour from FBB participants who were paired with a Control Group students, where the Control Group received 13% fewer incidents
We have a greater impact when we have more time with our participants:
- 84% of participants improved their behaviour in Year 2 compared with 68% in Year 1.
- 51% reduction in incidents of poor behaviour for Year 2 participants compared with 20% for Year 1.
The FBB Schools programme is built around the ongoing development of trusting relationships between our participants and our staff. We start to see strong improvements in participants’ behaviour over the course of their first year of our programme, and these improvements become even greater in Year 2. This has led to the extension of our programme to 3 years, where everything we do supports a young person to achieve the outcomes of improved social and emotional skills and their GCSE Level 4 or above in English and maths.
Our FBB Schools programme delivers significant, tangible cost savings to our partner schools:
- Our partner schools spent an average £11,150 less on the FBB group than the control group through reductions in exclusions, respite and additional behavioural and therapeutic interventions.
We track the attitudinal, behavioural and academic performance of our participants against a paired control group at each of our partner schools. Alongside attainment, behaviour and exclusion data we use the following nationally validated measures to monitor student progress:
Attitude to Learning – GL Assessment’s Pupil Attitudes to Self and School – here
Social and Emotional Competencies – Delaware Social-Emotional Competency Scale (D-SECS) – here
Our programme works to provide meaningful, long term outcomes which provide young people with the skills and grades to make a successful transition into adulthood. We expect all our participants to achieve minimum Level 4 English and Maths GCSE and to meet age-related expectations for core social and emotional competencies.