Our Impact

Indicators of impact from some of the 250+ schools, pre-schools and colleges we are currently woking with in-depth

Although we receive fabulous feedback for our keynote speeches, it is the indicators of impact from our long-term processes that mean most to us.

Many of the schools, pre-schools and colleges we are working with have seen a significant rise in their national test scores; some to the best levels they have achieved in over a decade. Some are seeing a rise in the number of people applying to join them because of the exciting things happening; many have seen a rise in student attendance rates as well as student enrolments. In all cases, we are delighted to be a contributing factorin their growth and development.

Below are some specifics: the left-hand column below shares responses from our one-off presentations; the right-hand column shares indicators of impact from our in-depth, sustainable processes.

To find out more, you could read the case studies at the bottom of this page. We could also put you in direct contact with some of the 198 schools, 41 pre-schools and 11 colleges we are currently working with across 32 projects in Australia, Denmark, Finland, Latvia, New Zealand, Norway, Sweden, the UK and the USA.

REVIEWS of recent presentations

“Educational; thoughtful insights; learning by doing; rigorous; and practical tools - words to describe your lecture - and it was all served with a great sense of humour! You made a difference to me as a teacher/ coach. I will use the learning to improve my teaching, particularly to make a difference for my immigrant students.” (International Conference, Sweden)

“Wow, I was blown away. I shared what I had learned with some of my co-workers at the secondary school I work. They were so enthusiastic that they kept discussing for an hour after the presentation about how to implement this into their classes.” (Mindset Conference, Netherlands)

“Thank you so much for a fantastic keynote speech at our conference yesterday; it was the perfect way to start a conference titled #BeInspired. The feedback from delegates has been fantastic and so many forms refer to your inspirational speech and workshop. We were delighted with how successful the conference was and that was in large part due to your input.(Leaders Conference, UK)

“I thought it was a very inspiring lecture. It's just such lectures I wish more people in our industry would be able to share.” (National Conference, Finland)

“James delivered a fantastic thought-provoking keynote that sparked debate and discussion amongst delegates alongside some excellent examples and nuggets of suggested good practice for them to take back to school.” (Services for Education, Birmingham, UK)

INDICATORS OF IMPACT from recent long-term work

Teachers and leaders are more systematically collecting and using student data to inform their decision-making around next steps for learning” (Visible Learning project with 52 schools close to Copenhagen, Denmark)

The school review board reported that “Students in all classrooms articulated individual and class goals and reported that they enjoyed being challenged and improving from feedback” (Challenging Learning Process with a primary school in rural Victoria, Australia)

“Students no longer go to the teacher first when struggling; in all observed cases they now choose to work with a peer first. In more than 60% of observed lessons, students can describe the learning strategies they use to help them learn” (Project a very multicultural school for 6-16 year olds in Aarhus, Denmark)

“Education Scotland reported that an observed 26 of 27 lessons featured active learning” (Challenging Learning Process with Brechin High School, Scotland)

“The amount of classroom dialogue has increased in more than 50% of the visited classrooms and exploratory talk is now developing” (Challenging Learning Process with 17 organisations in Mönsterås, Sweden)

“In every classroom, 100% of pupils are actively encouraged to examine mistakes and talk about the learning that arises, compared with 55% who were encouraged to do this in 2016” (Urban primary school, Devon, England)

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