With the support of Ipsos, TASO partnered with six higher education providers (HEPs) to develop Theories of Change (ToCs) for pre-16 attainment-raising initiatives.

On this page you can find:

    • Background to the project
    • ToC narrative overviews of HEP initiatives
    • ToC diagrams for HEP initiatives

Overview

The Theories of Change (ToCs) included on this page are much more comprehensive than our core Theory of Change templates. The diagrams have linkages between the different components (inputs, activities, outcomes and impact) and a wide-ranging narrative covering pathways from activities to outcomes, the assumptions and risks, and how and when you might collect data to evaluate the activities. These ToCs also clearly describe the hypothesised causal pathways – the way in which the activities are intended to achieve their expected outcomes.

The comprehensive ToCs were developed by Ipsos staff from stakeholder documentation and consultations. From this, Ipsos developed the comprehensive diagram and narratives for each intervention – which are available to download below under each initiative.

Teaching of the national curriculum through tutoring – King’s College London

King’s College London (King’s) is running a targeted GCSE Maths and English tutoring programme, which also includes wellbeing support and study skills sessions, called Scholars+. The programme aims to help pupils, mainly from underrepresented or low-income backgrounds, to improve their attainment. The Scholars+ programme sits within a range of programmes delivered by King’s to support pupils from Year 7 to Year 11.
King’s College London ToC overview 
King’s College London ToC diagram

Collaborative design of new curricula – University of Chester

This intervention is designed to address attainment challenges. The Teacher Research Group (TRG) model involves University of Chester (UoC) working collaboratively with schools within the Cheshire region to design and develop research-informed content and lessons – mainly focused on Mathematics – for teaching the school curriculum, including pedagogy and teacher development. These lesson plans, which are intended to be accessible and effective for all pupils, aim to develop the cognitive and emotional skills of pupils, thereby improving attainment. Lessons follow a collaborative design, as they are informed by research, teachers’ professional knowledge, and an understanding of the existing school context.
University of Chester ToC overview
University of Chester ToC diagram

School governance – The London School of Economics and Political Science

This intervention aims to recruit and place London School of Economics (LSE) staff and alumni into school governance roles in England and Wales in partnership with Governors for Schools (GfS). The initiative seeks to reduce governance skills gaps mainly in disadvantaged areas, support underperforming schools, and contribute to improved school outcomes, including pupil attainment.
London School of Economics ToC overview
London School School of Economics ToC diagram

Literacy confidence and skills – University of Kent

This programme pairs University of Kent (UoK) Student Ambassadors with pupils in partner schools to deliver weekly reading sessions, with the aim to develop their literacy confidence and skills. UoK partner schools include 40 non-selective schools and colleges in Kent and Medway, which historically have had lower attainment and a higher proportion of disadvantaged pupils – such as pupils eligible for Free School Meals.
University of Kent ToC overview
University of Kent ToC diagram 

Aspiration-raising and study/soft skills – Aston University

The Aspire to Aston Progression Programme aims to support pupils who may have limited awareness of higher education (HE) options to better understand these pathways and support them in making informed decisions about their future. It also aims to normalise the idea of going to HE, encourage pupils to start thinking about their future goals, and help them build up skills to support their academic and professional journey.
Aston University ToC overview
Aston University ToC diagram

Aspiration-raising and study/soft skills – University of Greenwich

The GREat Skills programme features a series of workshops that aim to develop students’ academic, personal, and transferable skills. With a particular focus on groups underrepresented in higher education, this intervention seeks to help students succeed in their current programmes of study (i.e. improving attainment), support them with their transition into university, and offer them guidance on their future career plans. This intervention draws on existing evidence which demonstrates learning strategies focused on developing study skills and softer skills can contribute to attainment-raising.
University of Greenwich ToC overview
University of Greenwich ToC diagram