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Thanks to an invitation from one of our partner schools, Trinity Cathedral Academy, Think for the Future was thrilled to recently take part in the Holding all the ACEs – Supporting Social Work Experienced Children Conference in Wakefield. This event brought together educators from a number of schools, as well as social workers, council representatives, and other professionals dedicated to supporting children who have experienced social work involvement. The conference provided a valuable platform for sharing strategies, fostering collaboration, and highlighting successful approaches to improving outcomes for some of the most vulnerable young people in our communities.
We were honoured to be invited by one of our partner schools to co-present, showcasing how our mentoring provision has made a meaningful impact on a particular group of students who have previously had a social worker involved in their lives. This cohort, mentored by our dedicated team member Adam, has seen significant progress over the past term, making Adam’s work an ideal case study to present at the conference.
Sharing our Approach
During the presentation, we focused on how TFTF works with schools, our methods for engaging students, and how we measure the impact of our provision. We shared practical examples from Adam’s work with this specific cohort and how his consistent and structured approach has led to positive outcomes. Adam’s mentoring centred around improving attendance—a key indicator of student engagement and success—and creating a safe, supportive environment where students felt understood and motivated to make positive changes.
Measuring Impact with Purple
A key element of our presentation focused on how Trinity Cathedral Academy used our impact analysis platform, Purple, to track and measure the progress of the students. Through regular monitoring and detailed reporting on attendance and behaviour, Purple provided clear, quantifiable data that showed significant improvements in the student’s engagement. The platform enabled the school to see exactly how the targeted interventions were making a difference, revealing a marked increase in both attendance and positive behaviours for the group.
Using Purple, we were able to show that Adam’s mentoring approach contributed directly to these gains. By visually presenting these changes, we not only demonstrated the effectiveness of our provision but also highlighted the value of ongoing data-driven evaluations to refine our support and achieve better outcomes for students.
Understanding what works: Adam's strategies
Ahead of the conference, we asked Adam to reflect on what contributed to the positive impact he was able to achieve. His insights highlighted the importance of having a strong relationship with both the school staff and the students. Adam worked closely with the school’s designated lead contact and Deputy Headteacher, ensuring that they had a shared understanding of the goals and clear targets to work towards. This alignment meant that the mentoring sessions were not just reactive but part of a larger strategic approach to improving attendance and engagement.
Adam also emphasised the significance of smaller, day-to-day actions that built trust and presence, such as greeting students at the school gates and reminding them about upcoming sessions. These simple interactions laid the groundwork for more focused support within the sessions themselves. During each session, Adam would use the school’s attendance data to show students their progress, reiterate why attendance matters, and set targets for the following week. He introduced small incentives, such as allowing students to choose their seating if they met attendance targets, which helped maintain engagement and motivation.
Creating a Positive Learning Environment
The group of students Adam supported were described as sometimes difficult to engage, but they responded well to his approach. By making data visible and engaging—writing attendance figures on the whiteboard and encouraging friendly competition between students—Adam turned what could have been a dry topic into something that captured their attention and motivated them to improve. This strategy gave students a clear sense of ownership and responsibility over the process, turning the concept of attendance into a collective goal rather than an individual task.
Empowering Students Through Trust and Relatability
One of the key breakthroughs Adam achieved was motivating the students to improve their punctuality. While many of the young people faced challenges at home that he couldn’t delve into within the group setting, Adam ensured that they still felt heard and supported. His approach was to be a relatable role model—someone who listened without judgment and encouraged them to be their best selves. Sessions covered a range of topics beyond attendance, including resilience, respect, motivation, social media, and aspirations for life after school. This holistic approach ensured that students felt valued and empowered, which, in turn, influenced their overall school engagement.
A Successful Collaboration
The feedback from the conference was overwhelmingly positive. Educators, social workers, and other delegates appreciated the practical examples of what works and how TFTF’s mentoring approach aligns with broader educational and well-being strategies. The session not only highlighted the impact of our work but also demonstrated the power of collaboration between schools, mentors, and the wider community.
Think for the Future is proud to support schools in engaging their most vulnerable students and making a real difference in their lives. We’re excited to continue sharing our experiences and insights at upcoming events and conferences. If your school has any events where you'd like Think for the Future to contribute or get involved, please don’t hesitate to reach out – we’d love to be a part of it!
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