ufa young researchers and evaluators impact report

UFA Young Researchers and Evaluators

Impact Report

December 2017

Children’sUniversity

AnintroductionfromHelenO’Donnell

InOctober2017,Children’sUniversityhadthepleasureofbeingevaluatedbyagroupofour

participants aspartof theUniversityof the FirstAge’s YoungResearchers andEvaluators

programme.Asanorganisation,itisvitallyimportantthatwelistentoourbeneficiariesand

UFA’sprojectenabledjustthat,providingadirectinsightintotheopinionsandattitudesof

thosearepartofandbenefitfromChildren’sUniversity.

Centringonchild-led,handsonresearchandconsistingofUFA’syoungesteverresearchers,

theprojectoffersanextracurricularlearningexperiencethatnotonlyprovidesyoungpeople

withpracticalresearch,analysis,andevaluationskills,butalsovarioustransferablelifeskills

andattitudes.LedbyandalongsidetwoChildren’sUniversityschoolsinBirminghamwhich

facerealbarrierstoattainmentandachievement,thisprojecthasactedasbothanevaluation

of Children’s University’s impact and an extension of our own fundamental values and

objectives.

IwouldliketothankUFAforitsmanagementandprovisionoftheprojectandthechildren

frombothColmoreJuniorSchoolandCliftonPrimaryfortheirparticipationandfantasticwork

ontheresearch.


Contents

Introduction…………………………………………………………………………………….1.

Overview………………………………………………………………………………………...3.

KeyFindings…………………………………………………………………………………….4.

- Successes………………………………………………………………………….......4.

- AreasforImprovement……………………………………………………….....5.

YREGroup1…………………………………………………………………………………….5.

YREGroup2…………………………………………………………………………………….7.

YREGroup3…………………………………………………………………………………….9.

YREGroup4......................................................................................12.

Conclusion.........................................................................................14.


1

IntroductionAs an organisation, Children’s University encourages and celebrates participation in

extracurricular learning activities for children between the ages of 5 and 14. For their

participation,childrenarerewardedintheformofChildren’sUniversitycredits.Eachcredit,

worthonehourofengagementinalearningactivityoutsideoftheclassroom,isrecordedin

the child’s Passport to Learning which can be used to track their progress through the

Children’sUniversity award system. This system ismanifested in the formof incremental

certificates,awardedatvariousstagesofthechild’shourlyprogress:Bronze(30hours),Silver

(65hours),andGold(100hours)andonwardsatthesamelevelsupto1,000hours.Once

participants are eligible for these awards, they are given the opportunity to attend a

graduation ceremony.Co-ordinatedat various venues ineachChildren’sUniversity’s local

area, includingUniversities andpublic buildings, these ceremonies are anopportunity for

Children’sUniversityparticipantstogainarealsenseofachievementandaccomplishment

fortheirengagementinoutofhourslearningandeducationalactivities.

Children’sUniversity’sfundamentalaimsareto:

• Encourage and celebrate participation in educational activities outside of the

traditionalclassroomenvironment

• Raiseaspirationsofchildrenandfamiliesalikethroughrewardingactiveparticipation

inlearning

• Encourageanappreciationoflearning

• Raiseeducationalattainmentandattendanceamongstchildrenandyoungpeople

• Instilpositiveskillsandattitudesinyoungpeople,includingself-confidence,wellbeing,

andcommunication

• Providechildrenandyoungpeoplewiththemeanstoimprovetheirlifechances


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LikeChildren’sUniversity,TheUniversityoftheFirstAge(UFA)areanorganisationfounded

on theprinciples of raising the aspirationof children and families in homes, schools, and

communitiesacrossthecountry.Toachievetheirfundamentalgoalofimprovinglifechances

foryoungpeople,UFAaimtoprovidetheirparticipantswithvaluableskills,attitudes,and

leadership qualities via a variety of ‘transformational learning experiences’. One such

experience,YoungResearchersandEvaluators(YRE),offersyoungpeopletheopportunityto

engageinaresearchprojectdesignedtoassessandevaluateafacetoftheirorganisation.

Basedontheprinciplesofhandson,ActionResearch,YREprovidesischild-ledandthusits

participantswithacombinationofpracticalresearch,analysis,andevaluationskills,aswell

asmanyothertransferablebenefits.UFAhaveidentifiedtheseas:

• Gainingagreatersenseofprideandsatisfactioninsolvingaproblem,andmakinga

changeorimprovementthatbenefitsotherpeers

• Developingusefullifeskills

• Developinggoodcommunicationskillsinbeingabletorelatetochildrenandadultsin

differentways

• Learning how to work cooperatively with other children from different cultures,

genderandagegroupsinapupil-ledactionresearchteam

• Learninghowtobecomeareflectiveandcriticalthinker

• Understandinghowdecisionsaremadeandchangehappens

• Improving the use and application of multi-media and technology (ICT) when

researchingastudentissueandanalysingandpresentingdata

• Feelingrespected,listenedtoandtakenseriouslybyteachersandotheradultsinthe

organisation

Since being founded in 1996, UFA have worked with over 750,000 young people, 5,000

teachers and youth workers, and 2,000 schools and youth organisations. With a well-

establishedandgrowingpresenceacrossthecountry,andasimilarvisionanddrivetothatof

Children’sUniversity,UFAhavebeenanexcitingandrewardingpartnertoworkwith.


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OverviewUFA’s Young Researchers and Evaluators is a child-led research programme run over a

numberofweeksduringwhicharesearchprojectisformulatedandcompleted.Theinitial

twodaysoftheprogrammeconsistofteachingtheyoungparticipantstheessentialprinciples

ofresearchandevaluation,includingkeyterms,theuseofdatacollectiontools,howtoframe

and formulate a research question, teamwork, and the ethical considerations of primary

research. Once this initial training period is completed, the YRE are then given time to

completetheir researchproject.Uponcompletion, thethirddayof training isprovidedto

teachparticipantshowtoanalyseandevaluatetheirdata,reporttheirfindings,andpresent

thesetoateamofseniorleadershipattheirorganisationorschool.

Basedonthismodel,UFA’sYREprojectinconjunctionwithChildren’sUniversitysoughtto

provide an evaluation of the impact and efficacy of Children’s University activities using

ColmoreJuniorSchoolandCliftonPrimarySchoolinBirmingham.Theseschoolswereselected

due to the proportion of students facing considerable disadvantage and barriers to

attainmentandachievement;theverystudentsChildren’sUniversityseekstoimprovethe

livesof.Conductedoveraperiodoftwoweeks,YREgroupsconsistingofatotalof20Year5s

and6swereasked to formulatea researchquestion regarding the impactandefficacyof

Children’sUniversityintheirschools.ThegroupsutilisedsurveystoaskfellowYear6students

toprovidetheirviewsontheimpactandsuccessesofChildren’sUniversity’sactivitiesintheir

school. YRE then analysed and evaluated this data, before presenting it to a selection of

teachersandschoolstaffinmid-October.Asachild-ledresearchproject,consistingofYRE’s

youngesteverparticipants, thisprogrammewasnotonlyexciting forboth itsnoveltyand

provisionofinvaluableskillsinresearchandevaluation,butalsogaveChildren’sUniversity

theopportunitytoreceivedirectfeedbackfromitsbeneficiaries.

ThisreportwillbeginbyofferingaselectionofkeyfindingsfromtheYREproject,focusingon

areas inwhichChildren’sUniversity issucceedingandareas inwhichresearchparticipants

identifiedaneedforimprovement.Second,thereportwillofferanin-depthsummaryofeach


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group’s project, providing an overviewof their research question,methods, findings, and

recommendations.Finally,thereport’sconclusionwillseektoconsolidatethisinformation,

highlightingwhereChildren’sUniversity issucceedingandinwhichareasitmightconsider

implementing improvements. For the sake of this report, the YRE groups have been

numberedtoclearlydefinetheiruniqueprojectsandapproaches.

KeyFindingsSuccesses

• 70%ofthoseaskedbelievedChildren’sUniversityactivitiesandclubsmakeadifference

totheirexperienceofschool,suggestingthattheimpactofChildren’sUniversityisfar

reaching

• 72% of those asked believed that Children’s University makes school more fun,

suggestingthattheimpactofChildren’sUniversityidentifiedaboveisinfactpositive

• 69.4%ofthoseaskedbelievedthatChildren’sUniversitygraduationceremoniesmake

adifferenceinschool,suggestingthatChildren’sUniversity’sissuccessfulinitsaimto

makeparticipationinlearningrewarding

• 80.95%ofthoseaskedbelievedthattakingpartinChildren’sUniversityhelpedthemin

lessons

• 78.57%ofthoseaskedbelievedthattheirparticipationinChildren’sUniversityhelped

themtobemorerelaxedinschool

• 81.40%ofthoseaskedbelievedthatparticipationinChildren’sUniversityactivitiesand

clubshelpedwithdifferentlessons,suggestingthatthevarietyofChildren’sUniversity

activitiesonofferaidsinhelpingchildrenacrossdifferentsubjects

• FurtherindicatorsofsuccessidentifiedintheYREprojectwereascertainedthrough

open questions, these included: an introduction to new activities and knowledge,

buildingofconfidence,developmentofcommunicationskills,reductioninstressand

anxiety,andmakingparticipationineducationfunandrewarding


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AreasforImprovement

Throughfurtheropenquestions,theYREprojectalsoidentifiedanumberofareasinwhich

Children’sUniversitycouldbeimproved.Theseinclude:

• A wider variety of activities for Children’s University participants, including more

adventurous,non-traditionalphysicalandsportingactivities

• Improvedaccessibilitywithmoreclubsandactivitiesavailabletodisabledstudents

• Furtherhelpwithmentalhealthcareandthereductionofstressandanxietyviathe

implementationofworkshopssuchasyogaandmindfulness

YREGroup1–ColmoreJuniorSchoolChoosing to address what difference Children’s University activities make to a child’s

experienceofschool,YREGroup1formulatedfourresearchquestions:

1. DoChildren’sUniversityclubsmakeadifferenceatschool?

2. DoyouthinkChildren’sUniversitymakesschoolmorefun?

3. Dograduationceremoniesmakeadifferenceinschool?

4. HowdoesChildren’sUniversitymakeadifferencetoyouatschool?

Inordertogatherdataonthesequestions,thegroupoptedtosurvey50studentsattending

Year6ofColmoreJuniorSchool.ThegroupchosetousetheonlineserviceSurveyMonkeyto

conducttheirresearchduetoitsprovisionofpercentagesfortheirYes/No/NotSurequestions

andabilitytoassistintheanalysisofresults.

Throughtheirresearchandevaluation,Group1foundthatatotalof70%ofstudentsasked

believedthatChildren’sUniversityclubsmakeadifferenceattheirschool.Thisiscompared

withananswerrateof12%for‘No’and18%for‘NotSure’,showingthatthemajorityofthose

involvedinthestudyfeelasthoughChildren’sUniversitymakesadifferenceattheirschool.

Building upon this, Group 1’s results to their second question show that 72% of those

surveyedbelievethatChildren’sUniversitymakesschoolmorefun.Thiswascomparedto


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12%for ‘No’and16%for ‘NotSure’, suggestingthatmostparticipants felt thatChildren’s

Universitymakesapositivedifferencetotheirexperienceofschoolbymakingitamorefun

experience.Regardinggraduations,69.4%ofthosesurveyedanswered‘Yes’whenaskedif

ceremoniesmadeadifferencetothematschool.Thiswascomparedtoarateof16.3%for

‘No’and14.3%for‘NotSure’.Group1alsonotedthatoneparticipantskippedthisquestion.

Itisunclearwhetherthisnon-answerandthe14.3%answerrateof‘No’wereduetothose

participantshavingnotattendedaceremonyorotherreasons.Althoughthehighpercentage

ofanswersto‘Yes’issuperficiallypositive,itisdifficulttoascertainwhetherthedifferenceto

theirschoolexperiencewasdeemedtobepositive.

For their fourth question, Group 1 identified a number of common and key answers

highlightinghowChildren’sUniversitymakesadifference,undertakingathematicanalysisof

theirresults.Theseanswerswereidentifiedas:

• Graduationceremoniesmakeadifference

• Itrewardslearning

• Itmakeslearningfun

• Helpstomakefriendsandcommunicate

• Varietyofactivities

• Buildsconfidence

• Helpsrelaxationafterahardday

FromGroup1’sresearchwecangatherthatChildren’sUniversity’sactivitiesandclubsfor

ColmoreJuniorSchoolYear6studentsarehavingapositiveimpactupontheirexperienceof

schoolandeducation.Particularlyregardingthebuildingofconfidence,makinglearningfun,

andaidinginthedevelopmentofcommunicationabilities,itisclearthatthisimpactisalsoin

linewithChildren’sUniversity’sprimaryandfundamentalobjectives,reflectingourambition

toofferexperiencesandskillstochildrenwhootherwisefacebarrierstotheattainmentof

themand,resultantly,achievementtoo.


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YREGroup2–ColmoreJuniorSchoolGroup2ofUFA’sYREchosetoaddresstheresearchquestion:DoestakingpartinChildren’s

Universityclubshelpchildreninlessons?Group2againbroketheirmainquestiondowninto

4subquestions:

1. DoestakingpartinChildren’sUniversityhelpyouinlessons?

2. Doestakingpartinclubshelpyoutobemorerelaxed?

3. Dotheclubsyoudohelpyouwithdifferentlessons?

4. HowdoChildren’sUniversityclubshelpyouwithyourlearning?

Group2alsooptedtousesurveysfortheirresearchmethod,surveyingatotalof43Year6

studentsusingSurveyMonkeyinordertohelpwithanalysisandavoidtheuseofpaper.Group

2wrotetheirfourthquestionasanopenquestionsothattheycouldgathermoredetailed

data.

Throughtheirresearchandevaluation,Group2foundthat80.95%ofthoseaskedfeltthat

takingpartinChildren’sUniversityhelpedtheminlessons.Comparedtoananswerrateof

9.52%forboth‘No’and‘NotSure’,thisresultshowsthatChildren’sUniversityactivitiesand

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45%

Moreclubsandactivities Moreexternaltrips Differentcolouredrobes

DoyouthinkChildren’sUniversitymakesschoolmorefun?


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aids in students’ learningwhilst in the classroom.More specifically, thegroup found that

78.57%ofthosesurveyedfeltasthoseChildren’sUniversityhelpedthemtobemorerelaxed

inschool,whilst4.76%answered‘No’and19.05%answered‘NotSure’.Thisresultsuggests

thatoneoftheprimarywaysinwhichChildren’sUniversityactivitieshelpchildrenwhenthey

areintheclassroomisinenablingthemtofeelrelaxedandrelievingtheanxietyandstress

thatmayresultfromclassroomlearning.InaskingwhetherChildren’sUniversityclubshelp

withdifferentlessons,Group2receivedananswerrateof81.40%for‘Yes’and9.30%forboth

‘No’and‘NotSure’,suggestingthatthemajorityofrespondentsfeltasthoughclubshelps

themacrossthecurriculum,reaffirmingChildrenUniversity’sefficacyinofferingvariedand

diversebenefitsinanumberofeducationalcontexts.

Forthefourthquestion,Group2pickedaselectionofresponsestheyfeltweremostcommon

andimportant.Thesewere:

• ‘Helpsmeimprovemymentalability

• ‘Knowledge’

• ‘Theyhelpmethink’

• ‘TheyhelpmebyhelpingmelearnsoIcanfocus’

• ‘IlikecodingclubthathelpsmewithICTandIplaydodgeballthathelpsmeinPE’

• ‘TheymakemefocussoIcanlearnanddon’tfeelstressed’

FromtheseanswerswecanagainascertainthatChildren’sUniversityisachievingmanyofits

primarygoalsandobjectives.Forexample,alongwithexhibitingthatChildren’sUniversity

clubsandactivitiesdoindeedhelpthechildrenintheirdaytodayparticipationincurricular

education,wecanseethespecificwaysinwhichthishelpmanifestsitself.Interestingly,there

seems to be a particular onus on mental resilience and health, with stress, focus, and

relaxationbeingcommonthemes.Second,theintroductionofnewactivitiessuchascoding

anddodgeballareshowntobehelpingintraditional,classroombasedlearning,showingthat

suchactivitiesnotonlyengagechildren innovelways,butalso reinforceexisting learning

structures.ThisisagainapositivereaffirmationofChildren’sUniversity’sabilitytoaidinthe


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removalofbarrierstoeducationalattainment,byhelpingchildrentorelaxandexperience

activitiesandknowledgetheyarenotnormallyexposedto.

YREGroup3–ColmoreJuniorSchoolTakingaslightlydifferentapproachtopreviousgroupsandchoosingtoaddresswaysinwhich

Children’sUniversitycouldimprovetheiractivitiesandclubssothatmorestudentscouldget

involved,Group3posedtheresearchquestion,HowcouldChildren’sUniversitybeimproved

so thatmore people can benefit? Again using SurveyMonkey to conduct their research,

Group3askedatotalof35Year6studentsatColmoreJuniorSchoolthreesubquestions:

1. DoyouthinkthatChildren’sUniversitycouldbeimproved?

2. CanyousuggestthreewaysinwhichChildren’sUniversitycouldbeimproved?

3. Whatactivitiesdoyouthinkcouldgetmorechildreninvolved?

The group noted that they chose two questions that allowed for longer, more detailed

answers and for those surveyed to respond how theywanted. They also noted that this

causedmoredifficultyattheanalysisstageasSurveyMonkeywasnotabletoanalysethe

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HowcouldChildren'sUniversitybeimproved?


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dataontheirbehalf,resultinginthegroupundertakingathematicanalysisoftheresponses

toidentifycommonanswers.

Throughtheanalysisofresponsestotheirfirstquestion,Group3foundthat60%ofthose

askedbelievedthatChildren’sUniversitycouldbeimproved.Thiswascomparedtoananswer

rateof5.71%for‘No’and34.29%for‘NotSure’,showingthatthemajorityofrespondents

believed that some form of improvement was necessary for Children’s University to

implement.Toascertainspecificwaysinwhichtherespondentsbelievedtheseimprovements

couldbemade,theresponsestoGroup3’ssecondquestionwerenarroweddowntothemost

popular.Thesewere:

• Trampolining

• LaserQuest

• Climbing

• Gettingpeopletoexplaintheirinterestingjobs

• Moreclubsatlunchtimes

• Clubsfordisabledpeople

Thegroupanalysedtheresponsestotheirthirdquestioninthesameway.Themostcommon

responsestothisquestionwere:

• Clubsthathelpwithschoolwork

• Clubsthathelpwithstress

• Differentwaystogethours

• Easierwaystocheckhours

The responses garnered from Group 3’s second and third questions paint an interesting

pictureregardinghowtherespondentsfelttheirexperiencewithChildren’sUniversitycould

beimproved.Responsesseemtoalludetoawantformorevarietyinactivities,includingmore

adventurous, non-traditional physical activities such as trampolining, climbing, and laser

quest.Similarly, theways inwhichstudentsareable tocollectandcheck theirhourswas

raisedasanareaforimprovement,suggestingthatChildren’sUniversitymaywishtoconsider


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changes to their model of implementing the programme itself. The suggestion of career

explanations by thosewith ‘interesting’ jobs is also a thought-provoking answer, perhaps

suggesting that Children’s Universitymay find success in implementing careerworkshops

wherechildrencanexperiencejobsandcareerstheymaynormallynotbeexposedto.Thisis

aparticularlypertinentideagiventhegovernment’srecentSocialMobilityactionplanandits

recognition of the need to expose disadvantaged children to careers outside of their

immediate consideration and aspiration. Perhaps most importantly, though, Group 3’s

researchalsoraisedtheconcernofstressandaccessibility,withrespondentshighlightinga

needforactivitiesthatenabledparticipationforthosewithdisabilities,andthathelpedwith

the reductionof school-related stress.Disability accessandyouthmentalhealthareboth

currentandpertinent issues incontemporarysocietyand,havingbeenraisedasareas for

improvement,mustbeconsideredaprioritybyChildren’sUniversityandcouldperhapsbe

consideredalongsidetherequestformorevariety.

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70%

Yes No NotSure

DoyouthinkthatChildren’sUniversitycouldbeimproved?


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YREGroup4–CliftonPrimarySchoolGroup4’sresearchalsosoughttoidentifywaysinwhichChildren’sUniversitycouldimprove

itsprogramme,activities,andclubs.ConductedbypupilsatCliftonPrimarySchool,Group4

asked the research question, how could Children’s University be improved so that more

childrencanbenefit?Optingtoconducttheirresearchusingaquestionnaire,Group4asked

a total of 14 Year 6 students what they liked most and least about their experience of

Children’sUniversity.Regardingtherespondents’ favouriteaspectofChildren’sUniversity,

themostpopularanswerwasgraduationceremonies,with10(71%)participantsanswering

thisway.Thiswasfollowedbyatotalof4(29%)respondentsansweringthattheclubsand

activities themselvesweretheir favouriteaspect. In termsof thechildren’s least favourite

part of their participation in Children’s University, 4 (29%) respondents stated that they

disliked the hats worn at graduations and 1 (7%) answered that they felt nervous when

receivingtheircertificate.Theremainingrespondentsleftthisquestionblankorresponded

with‘nothing’.

When asked to provide ways in which Children’s University could improve, Group 4’s

participantspredominantlyrespondedwith‘moreclubs’,withatotalof6(42%)answering

thisway.Remaininganswersincludedawantformoreexternaltrips(14%),andasuggestion

fordifferentcolouredgraduationrobesdependingonwhichawardwasbeingreceived(7%).

Group4’s researchoffersan interesting insight intohowChildren’sUniversityparticipants

believethattheirexperiencewithactivitiesandclubscouldbeimproved.SimilartoGroup3’s

research inColmore Junior School, theCliftonPrimary students appeared keen tohave a

wider variety of clubs and activities, includingmore external trips. Specifically, Group 4’s

respondentssuggestedaswimmingclub,artclub,basketballclub,andarunningclubthat

wasn’t exclusively for girls, again raising the issue of inclusivity and variety. Regarding

unpopular aspects of Children’s University, Group 4’s research highlighted a dislike for

graduationhats.Althoughundoubtedlyapointforconsideration,itisgratifyingtoseethat

thechildrenwerenothighlightingmoresignificantaspectsofChildren’sUniversityasareas


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for concern and improvement. Having highlighted positive attitudes towards graduation

ceremonies, in offering areas for improvement, the group at Clifton Primary have again

reiteratedChildren’sUniversity’ssuccessinofferingarewardingexperience,suggestingthat

thegoaltoraiseaspirationamongstthoseoftenleftbehindbytheeducationsystemisbeing

met.

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HowcouldChildren'sUniversitybeimproved?


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ConclusionTheresearchconductedbyUFA’sYoungResearchersandEvaluatorsisundoubtedlyinsightful,

offeringmany interesting judgements intoboth theways inwhichChildren’sUniversity is

having a positive effect on those experiencing barriers to attainment, and where the

organisationcouldconsiderimplementingimprovementsandchanges.

First,regardingthepositiveimpactthatChildren’sUniversityishavinguponparticipantsat

Colmore Junior School, therearemanyelementswhich show thatChildren’sUniversity is

achievingitsintendedaimsandgoals.Forexample,asfoundbytheresearchconductedby

bothGroups1and2,itisclearthatChildren’sUniversityishavinganimpactuponthosewho

undertaketheactivitiesandclubsonoffer,withasmanyas80.95%ofrespondentsagreeing

thattakingpartinChildren’sUniversityhelpstheminapositiveway.Excitingly,wecansee

that the ways in which such help is manifesting itself aligns with the organisation’s

fundamentalaimofprovidingtransferablelifeskillsthataidchildrenbothinandoutofthe

classroom.Thisisparticularlyhighlightedbyresponsestoquestion4ofbothGroup1and2’s

research, which show that Children’s University activities are helping children to

communicate,appreciatelearning,andfindnewconfidence.Notonlydotheseskillshelpwith

educational attainment, but are undeniably necessary to ensuring success outside of the

classroomtoo.

Similarly,inresearchingthespecificwaysinwhichChildren’sUniversitybenefitsthosewho

participate,Groups1and2bothidentifiedthatthevarietyofclubsandactivitiesenablesan

introduction to new knowledge and skills that are otherwise unavailable in traditional,

classroombasedlearning.InGroup2’sresearch,onesuchnovelactivitywasidentifiedinthe

formofacodingclub;anexcitingactivityforstudentstogetinvolvedwithinanincreasingly

technological world where up to the minute STEM knowledge and skills are not only in

demand,butofteninaccessibleviamainstreameducation.


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However,aspositiveandreassuringasmuchofthefeedbackfromUFA’sprogrammewas,

theYREprojectalsoidentifiedanumberofareaswhereChildren’sUniversityshouldstriveto

improve. In Group 3 and 4’s research, these areas were identified and addressed, with

respondents asked to offer suggestions regarding both their least and most preferable

aspectsofCU,andhowChildren’sUniversitycouldspecificallyimproveupontheprovisionof

activities.

Across both groups’ research, common themes regarding potential improvements for

Children’sUniversityto implement includedtheprovisionofactivitiesthataddressmental

healthcare,suchasyogaandmeditation,andbetteraccessibilityforthosewithdisabilities.

Interestingly, respondentsalsosuggestedthatChildren’sUniversityneedstoofferawider

varietyofactivities.DespitepositivefeedbackfromtwoYREgroupsincludingpraiseforthe

varietyofactivitiesavailable,thisrecommendationforimprovementsuggeststhatthereis

stillmuchtobedoneintermsofensuringthatChildren’sUniversityoffersarangeofactivities

thatsuitmultipleinterestsandabilities,andoffernewformsofknowledgeandskills.These

suggestionsofbetteraccessfordisabledstudentsandmoreattentionformentalhealthalso

allude topertinent and contemporary issues affectingwider society. ToensureChildren’s

University remains up-to-date and viable, issues such as these must be addressed, and

althoughpositiveresponsestoUFA’sresearchshowthatactivitiesdocontributetotherelief

ofstressandanxietyamongstschoolchildren,thesuggestionremainsthatthisisanaspect

thatneedstobeaddressedmorethoroughly.

Group4did,however,identifyhowChildren’sUniversitygraduationswereapopularfeature

forstudents.Aligningwithourbeliefthattheseceremonieshelptoinspirestudentsandinstil

asenseofachievement,reward,andaspiration,thisfeedbackisapositiveconfirmationof

oneofourmostuniqueandexcitingfeatures.

In summary, this report has sought to outline the evaluation of Children’s University

undertakenbyUFAYoungResearchersandEvaluatorsinColmoreJuniorandCliftonPrimary


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school.Anexcitingpartnership,UFA’sprojecthasnotonlyofferedanin-depthinsightinto

theefficacyofourorganisationfromtheperspectiveofourbeneficiaries,buthasdonesoin

awaythatsimultaneouslyoffersitsownparticipantsalearningexperiencethatalignswith

our fundamentalaimofofferingyoungpeoplevaluableeducationalopportunities thatgo

beyondthoseofthetraditionalclassroomenvironment.

ufa young researchers and evaluators impact report

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