new what we do
  • “My son has improved his manners and behaviour so, so much since he started at boarding school. Now he always thinks before he talks and he mentors his younger and older brother – and even me, his father and extended family!” Parent

    Pages/Gallery/DisplayImage.aspx?id=100

  • “My son has improved his manners and behaviour so, so much since he started at boarding school. Now he always thinks before he talks and he mentors his younger and older brother – and even me, his father and extended family!” Parent

    Pages/Gallery/DisplayImage.aspx?id=101

  • “My son has improved his manners and behaviour so, so much since he started at boarding school. Now he always thinks before he talks and he mentors his younger and older brother – and even me, his father and extended family!” Parent

    Pages/Gallery/DisplayImage.aspx?id=102

  • “My son has improved his manners and behaviour so, so much since he started at boarding school. Now he always thinks before he talks and he mentors his younger and older brother – and even me, his father and extended family!” Parent

    Pages/Gallery/DisplayImage.aspx?id=103


Making a difference

Our pupils thrive in a stable, caring and secure environment for living and learning during term time, with pastoral and academic support provided during school holidays. Our pupils:

  • are happy, confident and resilient
  • broaden their horizons and raise their aspirations
  • improve their social skills and make new friends
  • improve their academic performance
  • enhance their prospects of further education and fulfilling jobs
  • raise aspirations among their families and home communities by sharing their experience.

How do we know that we are making a difference

We know that our work transforms lives for the better. We talk to our pupils, our partners and schools to find out about the effect of our work.

The impact of our work is also independently evaluated by the National Foundation for Education Research. Its third evaluation report was published in November 2016. Click here to read it. Key findings include:

  • The tripartite and ongoing support from partners, member schools and SpringBoard appears to be central to the success of the programme, enabling pupils to quickly settle and thrive at boarding school.
  • Impacts are being realised for pupils in four key areas: academic progress and attainment; raised aspirations, broadened horizons and enhanced future prospects; improved social skills and interactions and increased awareness of social diversity; and increased confidence and well-being. Many of these impacts have been achieved as a result of pupils benefitting from a stable and secure school environment.
  • Wider impacts are being seen in terms of, for example: the development of the knowledge, skills and personal satisfaction of boarding school staff; raised awareness of social diversity within schools and SpringBoard pupils acting as positive role models; and other young people in SpringBoard pupils’ home communities aspiring to follow in their footsteps or having raised aspirations.

Click here to read the second interim Evaluation Report and here to read the first interim Evaluation Report.

We continue to measure the impact of our work on:

  • our pupils
  • the home communities of our pupils
  • the boarding school communities our pupils join
  • society.

We work with multiple control groups and other agencies to assess the impact of our work, during the timespan of our pupils’ school careers and beyond into tertiary education and employment. Results and analysis are published as available.