• FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
  • FBB
  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
  • FBB
  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
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  • Our Impact
  • FBB
  • Our Impact

Our Impact

In 2019 /20 academic year, we are delivering our FBB Schools programme to more than 1,000 students across our 50 partner schools. Our programme exists to deliver meaningful, long-term outcomes for our young people.

Our 2017/ 18 headline results demonstrate that:

Our FBB Schools programme has significant, concrete impact when measured against matched control groups:

  • 28.4% fewer school behaviour points between FBB Schools participants and the students in the matched control group for participants in Year 1 of the FBB Schools programme
  • 45.5% fewer school behaviour points between FBB Schools participants and the students in the matched control group for participants in Year 2 of the FBB Schools programme

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.

You can download our latest impact report here. Our 2018 / 2019 Impact Report will be published in November 2019.

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.