Real data. Real students. Real change.
Developed in line with Recommendation 5 of the EEF’s Improving Behaviour in Schools guidance, the Maps programmes provide targeted support for students who need more than universal strategies. Because the sessions are carefully sequenced and fully prepared, Inclusion Leaders can concentrate on skilful delivery and adapting content to meet the needs of each group. Recognition as a Teach Secondary Awards Finalist reflects the quality and impact of this work, reinforcing our commitment to inclusive, high-impact practice across all member schools.
How we track progress
Every student who takes part in a MAPs programme completes a School Life Survey at three points during the six weeks — at the start, the midpoint and the end. This repeated measure approach allows us to track self-reported change over time across three core areas:
Engagement & Behaviour — how students feel about learning, following instructions and managing classroom challenges
Relationships & Motivation — how students feel about their connections with peers, teachers and school more broadly
Wellbeing & Self-Regulation — how students feel about themselves, their confidence and their ability to manage difficult emotions
The survey consists of 15 questions, each rated on a scale of 1 to 5. Responses are aggregated to give an overall picture of change across each core area.
We place particular emphasis on Wellbeing because our evidence suggests it acts as a foundation. When a young person's wellbeing improves, progress in behaviour and engagement tends to follow.
Student J was selected to work with Mr Desforges due to ongoing difficulties with emotional regulation, relationships, and understanding the impact of his actions. While he has always had the potential to succeed within a school environment, he could become easily distracted and, at times, distract others. He previously struggled to manage his emotions, understand the perspectives of others, and reflect on consequences. His impulsive decision-making often led to poor choices and negative outcomes.
Student J is a young person with significant potential, but he requires positive role models and consistent support to achieve success. Since working with Mr Desforges, he has shown substantial improvement across a range of areas, including emotional understanding, positive relationships, and engagement within school life.
Comparing his behaviour data from the start of Year 9 to the start of Year 10, there has been over 40% reduction in negative behaviour points. This significant improvement highlights the positive impact Mr Desforges has had. Alongside this, both his attendance and punctuality have also improved, further demonstrating his increased commitment to school.
Student A now shows pride in his work and is making academic progress. For example, he recently achieved a Grade 6 in his GCSE PE assessment and was eager to share this success with his Key Stage team. Socially, he has built strong relationships with peers he previously did not interact with and has developed healthier strategies for managing his emotions, particularly when feeling overwhelmed or overstimulated.
He is now far more positive and motivated, actively seeking support from staff, asking about homework, and even discussing future career aspirations. These behaviours reflect a growing sense of trust in adults and an increased willingness to engage positively within the school community
Silverdale School
What students told us
Term 1, all schools45% improved across all three core areas33% improved across two core areas14% improved across one core area3% showed no overall improvement5% declined across two or more areas
Three things that stood out:
Highest-rated response — 4.5 / 5 "I want to do well at school" Despite the challenges they face, students across all seven schools consistently rated this statement highest. There is a strong, shared aspiration to succeed — MAPs works with that aspiration, not against it.
Strongest area of progress — Wellbeing +0.6 Wellbeing showed the greatest improvement of any core area, suggesting that focusing on belonging and emotional regulation creates the strongest foundation for wider progress. This reflects our deliberate programme design.
Most improved statement — "I stay focused and don't get distracted easily in class" This was the lowest-rated statement overall, scoring 3.4 out of 5 — but it showed the greatest improvement from baseline across several schools. Lower scores in this area typically reflect barriers to engagement rather than lack of motivation. The fact that it improved most significantly is an encouraging sign.
