Final report tring school 2015 public version

The application
of FRAMES®
with 11-16 year-
olds at Tring
School
Evaluation
An evaluation of the FRAMES Tutorials and FRAMES Futures24 tool
within the trial student groups at Tring School, Tring, Hertfordshire.
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Advance Ltd – All
Rights Reserved
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info@thinkaspire.com
www.thinkaspire.com

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CONFIDENTIAL – NOT FOR DISTRIBUTION © Copyright Aspire Advance Ltd 2015
Acknowledgements
With thanks to the staff and students of Tring School in Hertfordshire for both their professional support and
commitment to the FRAMES® Futures and tutorials project.
Special thanks to:
Ms Sue Collings - Headteacher
Mr Rod Gibberd – Business Director
Mr Benjamin Jones – Teacher & H9 Tutor
Ms Kim Baiden - Head of Halton House
Ms Pamela Fine - Learning Support Team Leader
Ms Claire Ramsden - Director of Learning for English, Geography, Music, Drama, Art, Life Skills and AMA
Co-ordinator
We give a special mention to the Tring School students and teachers, who have taken to the project with curiosity
and energy, and have provided valuable feedback for the future. We thank them wholeheartedly and wish them
every success in their futures.

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CONFIDENTIAL
Evaluation of feedback - Tring School Testing
March-July 2015 - FRAMES® Futures
Includes: FRAMES® Futures Tutorials, FRAMES® Futures 24, FRAMES® Launch Reports and Upshots.
Introduction
The aim of the project was to test FRAMES® concepts within a school environment including the adult online
version of the personal development tool under Licence from Aspire Advance Ltd. The hypothesis to be tested
was that the underpinning concepts embedded within FRAMES® Personal Development Tool could be learned by
children in varying ways related to their age and ability and help them to position to succeed in their aspirations.
To undertake this, a prototype FRAMES® Futures Tutorial workbook was designed with the intention of exploring
the extent to which children could engage with the FRAMES® concepts and how useful they would find them. In
recognition of the child development experience we wanted to ensure the test was inclusive of all ages and all
abilities, safeguarding issues were effectively addressed and key transition points were given particular support.
Setting Up:
The test site was established with the school leadership and expectations managed through the agreed Steering
Group at the end of February 2015. (appx 1. Proposal Summary). The commercial confidentiality was managed
through a Non-Disclosure Agreement and partnership working throughout the project. The School lead senior
Manager was Rod Gibberd, Business Manager and the Project lead manager for Aspire Advance was Richard Cash.
Day to day implementation was led by Katherine Cash, supported by Rod Gibberd.
The approach agreed included:
 Senior management demonstration and teacher training.
 Tutorial Group H8 to be led by KC – x 25
 AMA Group x 10
 Challenging Students with behavioural or academic support needs x 10
 Additional Tutor Group added H9 by BJ – x25
The measures for the purposes of evaluation included:
 User evaluation and feedback
 Teacher feedback
 Parent feedback
 Tracker analysis (limited)
The first Tutorial group (H8) began working through their workbooks at the end of February until May 2015. The
second Tutorial Group, H9, began working through their workbooks from 20th
April 2015 had not completed their
evaluation at the time of writing this report so the data relating to the full test ‘FRAMES® Futures The Tutorial
Book’ relates to the one group.

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Key Findings
 The FRAMES® Tutorial Workbook was generally well received across the age and ability groups. In
particular they liked their own workbook which built engagement and ownership, the colours and images
and the feedback after marking.
 FRAMES® Tutorial was not pitched for all ages and abilities and therefore some found it a little too easy
such as year 11 and others needed more help particularly those who have learning challenges.
 Allows an access route to personal development issues for the child such as, bullying, troubled family
pressure and communication difficulties. (see appdx 2)
 The workbook generally attracted student engagement with their futures and aspirations
 Supports dialogue between Teacher and student when regularly monitored and feedback given regarding
encouragement and challenge.
 Simplified questions for all younger groups around some of the concepts need to be designed in to assure
effective engagement.
 The adult series of questions is relevant for year 11 and above
 Goal setting should be supported with a fuller set of examples of different kinds of goals one can set.
 The test period is too short and would be better implemented over the full academic year.
 Adults having demonstrations or training must be alerted to where they can obtain further personal
support.
 Upshots need to be developed into child friendly format but retaining the outcome chart with Goal
 The project highlighted the need for more training in FRAMES® Training for Teachers around how to
support students to set goals.
 Parents would like to be involved at the beginning of their work with the tool so they can help support.

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Student User evaluation
Comments from Tutorial Evaluations H8
Question 1: How useful was the tool in giving you an opportunity to consider your futures/next steps?
Figure 1.
All the students found the tool useful as can be seen in figure 1. 68% of the group scored it as ‘useful’ or ‘very
useful’. The remaining 32% found it quite useful.
When asked what students found useful about the tool, responses included:
“It was inspiring and made me see new light” Year 7 (SEN)
“It made me think and answer questions” Year 7
“It made me think, and be aware of what I need to be thinking about closer to the time. A bit of a
wake-up call in a way.” Year 8
“It shows you where you are.” Year 8
“It made me aware of what I need to do to achieve my goal.” Year 8 (AMA)
“It made me consider what I know and what I need to do in the future.” Year 8
“Most questions made me take action towards my goal.” Year 9
“Because it has taught me to aim for something.” Year 9
“It made me think about what I need to do.” Year 9
“It gave me a chance to consider my future.” Year 10
“I have a clear idea of my next steps and problems I might face.” Year 10
“As it taught me to achieve my goal and define it.” Year 10 (AMA)
“It made me realise what I still have to do to achieve my goal.” Year 11
“It gave me a better understanding in what I need for my goal.” Year 11
“It made me realise the steps I need/are possible to take in the future.” Year 11 (AMA)
“It helped me to focus on what I need for the future.” Year 11 (AMA)
“Because before I was unsure what steps to take to achieve my goal and now it’s clear.” Year 11
(AMA)
Year 7
Year 8
Year 9
Year 10
Year 11

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Question 2: Can you say what you noticed about yourself where there were changes? See Fig 2 below
The students identified some change in 91% of cases with the majority noticing a little change. See Figure 2.
When asked what changes students noticed here are some of the responses:
“Homework. It helps me focus on what I do with my homework.” Year 7
“My teachers now know I want to become a rally car driver.” Year 7 (SEN)
“Working harder in techni-quality for dance.” Year 7
“I have started to see I am becoming more trustworthy of work that is good enough.” Year 8
“I have thought about the future more.” Year 8 (AMA)
“In lessons I focus more and concentrate.” Year 8 (SEN)
“I have changed my thoughts on my goal.” Year 8
“I am putting more effort into lessons” Year 9 (SEN)
“More commitment.” Year 9
“Interested in lessons and work.” Year 9
“I am making much more progress in private music lessons.” Year 9
“More interest in lesson and a larger enthusiasm.” Year 10 (AMA)
“My motivation and concentration.” Year 10
“In lessons I have started thinking about what else I could do to help myself.” Year 10
“Marks gone up.” Year 11 (AMA)
“Become more motivated in revision for my exams, improving my exam technique.” Year 11
(AMA)
“Paying attention more in lessons and taking everything more seriously.” Year 11 (AMA)
“Interest in food-tech.” Year 11
“Paying attention more in lessons, going to more revision sessions.” Year 11
Year 7
Year 8
Year 9
Year 10
Year 11

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Question 3: Since using Frames® Tutorial what changes have you noticed in your thinking towards your future?
“I’ve been thinking more about my goals.” Year 7
“I think more of my goal.” Year 7 (SEN)
“It helps me decide what I want to do with my life and what I am doing with it.” Year 7
“Before it, I didn’t have a goal and I didn’t know what to do when I was older.” Year 7 (SEN)
“Just my thoughts when doing this tutorial.” Year 8
“I can see more of what I need to do.” Year 8 (SEN)
“I am thinking a bit more about how to get closer towards achieving my goal.” Year 8 AMA
“I am feeling more confident that in the future I will get to my goal and I am going to go out there
and express my real feelings.” Year 8
“I realised it’s not just music I need to be a music teacher. It’s core subjects too.” Year 9
“I am now more pro-active” Year 9
“I want to code a lot. I am more committed to do it.” Year 9
“Working towards getting work at the theatre.” Year 9 SEN
“I think about what else I could do to help myself” Year 10
“That I am thinking about my goal a lot more.” Year 10 (AMA)
“I have thought about what I need to do.” Year 10
“I have refined my future goal so now I know the steps needed to help me to succeed.” Year 11
(AMA)
“That my original goal may not be entirely realistic and that I need to think more for myself.” Year
11 (AMA)
“It has made me more motivated.” Year 11 (AMA)
“I have realised what my next steps are, what I still have to do and try to achieve those things.”
Year 11
“That if I put the work in I will succeed.” Year 11
Year 9
Year 8
Year 7
Year 11
Year 10

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Q4 asked about the A* scoring scheme
Figure 4.
Q6 asks about different thinking patters as shown in the chart below: See figure 5.
Question 7: Asks the student to consider what they knew before doing FRAMES® Tutorial and give a score from
your training in FRAMES Tutorial to the statements in the table below (22 students).
FRAMES FUTURES Tutorials helped me
understand……(Score 0-10) - 0 = not at all 10 = completely
%
Setting a goal helps me focus on what I want 77%
why curiosity in study is important 72%
That building a future means I need to take action
and step forward
84%
I can take responsibility to work for a good future 79%
I can ask for help and explore through researching
steps to my goal
75%
By owning my own future I will be happier in
working towards it
78%

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Question 8: In your own words, explain what you thought of your experience doing the FRAMES® Tutorial.
“It was great! There was a lot of pressure on you but it was fun and helpful.” Year 7
“It was quite hard and it made me think a lot.” Year 7 (SEN)
“I thought it was fun because I could learn what to do in the future.” Year 7
“It was showing my dream job. It made me more confident.” Year 8 (SEN)
“I thought it was useful because it made me focus on my goal.” Year 8
“It was great!” Year 9
“I thought it was a great experience.” Year 9
“Most questions made me think differently towards my goal and most big questions were easy to
understand.” Year 9
“I liked it because it helped me towards my goal and helped me to think about what I want to
do.” Year 9
“It was good as it reminded me what I was working for and how to achieve it.” Year 10 (AMA)
“It was useful because it helped me to see the steps I need to take and what I need to improve on
so I don’t make as many mistakes.” Year 10
“I thought it was quite useful in helping me think about my next steps.” Year 10
“It was helpful because it made me think about my goal more because it was in front of me.” Year
10
“I would do this again, it was an easy and engaging process.” Year 11
“I thought it was very useful as it helped me to realise what I still have to do, what my next steps
are and how important doing those next steps are to achieving my goal.” Year 11
“I really think this helped me as now I know exactly what I need to do to achieve my goal and now
I am a lot more motivated in working towards this.” Year 11 (AMA)
“I thought it was really helpful in motivating me to revise and succeed in my exams. It also helped
me to put into perspective that things that I do now could affect my future.” Year 11 (AMA)
“It has helped inspire me to succeed in lessons to get good grades. I think that this booklet has
helped me, as a Year 11, to understand the importance of my exams.” Year 11 (AMA)
Year 7
Year 8
Year 9
Year 10
Year 11

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Parent Feedback: parents of children who undertook the Tutorials were invited to an evening event at the end of
the trial to enable them to contribute their experience. All parents had heard about the FRAMES® Futures The
Tutorial from their child and most had discussed it in varying degrees. Each parent reported they would find it
useful to have a section in the workbook where they could comment and communicate with the Tutor and 6 out
of nine parents reported positive changes and could link these to the tool.
The following comments were made by parents:
“I think this is a very useful tool for students at this time of life. I would like to see it used throughout the school”
“M has developed a very positive relationship with (her tutor) and has found this course very helpful in being
honest with herself and opening up about her struggles and looking more positively about her own future. I feel
the booklet would be very helpful to me to read in more depth and this work with M, more particularly in the
areas of difficulty exposed within it.”
“I like that time was taken at school to think about what they can work towards. I think this is very useful in
preparation for options etc.”
“There wasn’t really enough time to read the book and appreciate what has been done this evening”
“We would like to find out how the programme is to be taken forward. Also, would have been useful to have
understood more detail about the programme at the outset.”
“Really interesting idea. I suspect you are on to something!”

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Teacher feedback
Teacher feedback on Tutorials (comparing winter term with spring/summer term) indicates that any changes
noticed in the student behaviour was positive but cannot be attributed directly to the impact of FRAMES®
Tutorial.
Teacher observations of changes in student conduct from the Tutorial H8 include:
 ‘more drive and maturity’ – Claire Ramsden
 ‘More independence’ Jo Pennington-Wright
 ‘More serious about their work and more organised…definitely making more effort than
they had – Sarah Coren
 ‘More focused and concentrating better in my lessons…working with a greater sense of
determination and organisation both at home and in the classroom’ - Louise Otto (this
student secured a summer job directly related to her goal which was working with
grooming animals)
 ‘more motivated and likes structure’ – Emma Snow
 ‘More positive attitude towards her Art …working with more determination and
organisation’ – Louise Otto
 ‘Much improved attitude to learning’ – Hilary Knight
 ‘ star, increased in confidence’ (SEN Student) – Hilary Knight
 ‘both students have been more positive and grown in confidence’ – Sally Ambrose
 ’focused in lessons and wants to do well’ – Janice Brown
 ‘I have noticed a steady improvement in her work…in recent months she has become more
vocal and asked more questions. I feel she has built up a lot of confidence and is much
more positive in the mistakes that she makes’ – Kasey Doyle
 ‘…she really perked up and produced some excellent work’ – Karen Guy
 ‘…she would have responded well to the FRAMES® initiative and this probably helped to
motivate her more’. – Karen Guy
The professional opinion of the tool was sought from Tring School senior teachers who specialised in learning
approaches. The Learning Support Team Leader, Pamela Fine, commented on the Tutorial design for SEN
Students in particular she said:
“'Each student is offered the opportunity to build a tangible pathway to the future”… she went on to say
“This programme offers students the chance to think about what they want, how to get there, and helps them
internalise useful thinking structures to support that journey”… This specialist teacher’s final comment noted that
FRAMES® Futures The Tutorial, “Provides the student with a tangible frame of reference that can help them
negotiate their journey towards their own unique goals”.
Claire Ramsden, Director of Learning for English, Geography, Music, Drama, Art, Life Skills and AMA Co-
ordinator had the following to say about the FRAMES® Futures Tool:
“The Frames Futures tool is a fantastic way to empower students and enable them to take ownership of their
goals and the steps needed to meet those goals. It will complement a school's Life Skills or Tutor Time programme,
whilst helping young people to develop learning habits which allow them to thrive as learners - and also as
individuals in the wider world.”
“I am impressed with the concept of Frames and it will clearly be a beneficial tool to support the education and
learning of young people - in particular providing a clearer focus and sense of direction for more challenging
students.”

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Benjamin Jones – Tutor H9 (FRAMES Tutorials project Review)
“As a tutor, I have found the FRAMES programme generally rewarding and engaging to use with my tutor
group. I have my own unique teaching style, and feel that this will tie in exceptionally well with the new
language for learning curriculum to further the pupils expectation and esteem of themselves in school,
and prepare them for their futures.
I am consistently surprised by the regularity in which I see apathy from pupils. I am certain that this is not
a Tring-only issue, and stems from the distance pupils feel they are from their eventual goal in life. I
myself did not know what I wanted at a school age – but I feel many pupils, specifically those of a middle-
ability or disaffected male cohort – may feel even less driven to excel due to their lack of specific goal.
FRAMES remedies that, by first asking for a goal, and then narrowing down what that goal may mean: e.g.
when a pupil states a goal of “I want a good job with good pay,” the programme will make the pupil think
of what a “good job” is, or what they can do.
Pupils found the FRAMES books easy enough to use, although the late stage in the year may have led to
some huffing and puffing when asked to do the task at hand. Eventually, it was easier for me as a tutor to
let go and allow pupils to work at their own pace, completing a certain section by the end of the week.
This way, conscientious year 7 girls could get the task done early and relax, whereas year 9 boys were free
to leave it until Friday afternoon. This approach also instilled more of a sense of ownership on the pupils.
It was their responsibility to complete the task, not mine to tell them to complete it.
The activities were relatively self-explanatory, once the pupils had found specific instructions for them. I
would recommend lower-ability text for the school version to ensure all abilities can access the work. The
forms also conducted an assembly on their experiences with the project to great success and acclaim
from peers and teachers. The FRAMES allowed them to clearly define their goals, steps they would take,
considerations and precautions to take when setting goals, and execution of plans.
Overall, I would rate the FRAMES project as a success – I have certainly enjoyed delivering it as a tutor,
and hope my form will benefit from it as much as possible.”

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FRAMES® Futures24 – Single session events
The Steering Group agreed to include both challenged (11) and Academically Most Able students (10) to be given
an opportunity to experience the programme. Staff time was an issue in delivery therefore we devised a short
1.5hrs session to experience the questions alone with a help booklet for these groups.
The results showed:
 The experience was useful to everyone achieving 100% engagement.
 The strongest personal impact results emerged from the most Challenged students
 There was a good grasp of how to create goals and how to consider planning for their future
 The impact of doing the assessment was experienced slightly differently with both groups recognising
goal setting benefits and the possibility of a happier future. However, the Challenged group of students
had a stronger recognition of the impact on taking more responsibility and in fact their scores showed
higher impact across every factor. See the two tables below:
FRAMES FUTURES 24 helped me understand…… (Challenged)
Score 0-10 0 = not at all, 10 = completely
%
That building a future means I need to take action and step forward 89%
I can ask for help and explore through researching steps to my goal 87%
By owning my own future I will be happier in working towards it 96%
FRAMES FUTURES 24 helped me understand……(AMA)
Score 0-10 0 = not at all, 10 = completely
% Score
That building a future means I need to take action and step forward 78%
I can ask for help and explore through researching steps to my goal 71%
By owning my own future I will be happier in working towards it 82%

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Across the 21 students undertaking Futures 24 every young person participating felt that there was a change in
their thinking towards their future as the chart below demonstrates – The overall average was 92% in completely
understanding the set of learning factors measured.
Figure 6.
The comments AMA students gave from asking what changes they had noticed before and after the session
include:
“I know what I have to improve on to achieve my goal”
“What I want to do and how I am going to do some of it”
“I am more confident with my own vision”
“I have a clearer understanding of my goal”
“Which decisions to make for my future career”
“I now know what I can focus on in order to reach my goal”
“I have realised a more foreseeable way of achieving my goal”
“I know what I have to improve on and I have to take more action”
“I have a clearer view of the steps I need to take to achieve my goal”
The comments students who are finding school a challenge gave, in the evaluation where we
asked ‘what changes they had noticed before and after the session’, include:
“I have understood how I need to achieve my goal”
“I have got a clearer view of what I need to do to achieve my goals”
“Confidence”
“I have noticed that I need to focus to be able to achieve my goal”
“I’ve learned that I do not take any action however motivated I may be”
“I have learned that even meeting my goals I need my GCSE’s”
“I am more aware of what needs to be done in order to be successful in my dream”
“I have learned how much I need to focus and be motivated to achieve my goal”

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Figure 7.
Most AMA students found the tool useful or very useful in considering their future and next steps. When asked
why they had scored it in the way they had selected, they said the following:
“Because it showed me the steps I had to take to improve”
“Because it helped me understand what areas I need to work on e.g. action to reach my goal”
“Because it showed me what I needed to improve”
“Because it made me consider what my goal is and how important it was to me”
“Because I realised what I want to do in my future”
“The questions were specific and I could relate them to my goal”
“Because it was very informative and helped me relate them to myself”
All students who were more challenged found the tool to have some use. The majority of these students
identified it as useful or very useful in considering their future and next steps. When asked why they had
scored it in the way they had selected they said the following:
“Because now I know what I need to know to achieve my goal”
“Because it tells me what I need to do”
“Because now I know how to get my goal”.
“It made me realise what to accomplish in order to fulfil this dream
“Because I didn’t know how to reach my goal, now I do”
“I didn’t know the different steps to take but now I do and have a clearer vision”
“Because it has given me more choice”
“Because it has really made me think about what I want to do”
“Because, I know the different steps to take to achieve my goals”
“Because I can focus on what I need to do”
“I felt it was useful because I have an understanding of where I am heading and what I need to do next”
Tracker: It should be noted that the reports for each year group are produced at varying times throughout the
term making the measurements from these fail co-terminosity with the Tutorial Test.

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CONCLUSION
There is a common high level of satisfaction from students, their parents and teachers, in their experience with
the school trial. Whilst there has been no external evaluation it would seem that using FRAMES® Futures within a
school environment could potentially offer significant benefits for children, parents and carers and teaching staff,
in particular in creating dialogue. Despite the prototype nature of the tool trialled, the children have performed
well indicating a connection between their work with FRAMES ® Futures and improved behaviour towards
learning. This behaviour not only related to study but also to other life skills, including taking on delivering an
assembly, making it the first Tutor Group led assembly ever in the school. The H8 and H9 Tutor group has won a
prestigious award for performance within their school house. Finally, it is noteworthy that the programme
enabled better dialogue between teacher and student as a result of the trust the programme built.
RECOMMENDATIONS
 Aspire Advance should develop further insight into the methodology to draw out and optimise
the application of their approach in the development of products for children and students in
partnership with an appropriate academic institution.
 The learning has the potential to be accessed earlier and reinforced throughout the student’s
school life providing core skills for their future success. It is therefore recommended that a suite
of tools be developed to appeal and increase accessibility, for every student regardless of age,
ability or background.
 Further use of the FRAMES® Futures: The Tutorial and associated tools should take account of the
need to include the parents as major stakeholders in the introduction of the tool to their child
and Parental dialogue should be designed in to further versions of the tool.

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Tring School & Aspire Advance Partnership Appendix 1.
Test Site FRAMES ® Futures: The Tutorials
Start-Up Check List for Manager Responsible:
 Read and sign new NDA
 Read, comment and if possible agree the draft proposal, in particular the measures to be used to identify
outcomes of the Test and lead Manager accountable for the School side.
 Organise workbook reproduction – PDF file available when authorised.
 Organise student moves and TA to Tutor Group ASAP:
o Alfie Morris
o Sarah Griffiths
o Christopher Chambers
o Kieran Clark
o TA needed to help support teacher with tasks
 Organise Teaching Staff to be involved in the Test and identify a training day date ASAP
o Claire Ramsden (AMA)
o Kim Baden (Challenging students)
o Nigel Barlow (Safeguarding)
 Agree and action letter for staff generally (suggested draft sent)
 Agree and action introduction of Test site to parents/students (suggested draft sent)
 Establish Project Steering Group (Rod)

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Case Studies Appendix 2
M - Year 8, with low reading age; troubled background; ‘Pupil Premium’; Attendance issues.
M had been working on the FRAMES Tutorials with me and approached me before an English lesson. She
explained to me that she had gone onto the computer to do some research around her goal of being a child
minder. She then said to me that as she was researching last night and her older brother (21 years), asked her
what she was doing. She said explained to him the FRAMES project and that she was working on with her goal of
being a child minder. Her brother then told her that she shouldn’t look so far ahead into the future and that the
idea of researching course now was pointless. M said she replied with, “but I want to be a child minder”.
Key Learning:
The workbook has had a positive impact on children who have a culture at home of not aspiring. It has built
resilience in M to keep working despite negative input. It has also made her proud of what she wants to become
as the research she found, she copied out in her best writing and put it in her FRAMES Tutorials workbook. M was
looking for a supportive comment from me as her tutor, that she had done the right thing.
R - Year 9, extremely quiet and shy student, won’t make eye contact or speak.
R had a history of producing great work and putting in good effort into his schoolwork however, he would shy
away from any discussions or talk in lessons. (See his report). Taking part in the FRAMES Tutorials project has
enabled me as his tutor to have an insight into his interests, aspirations and where he wants to take his life. I have
found that R actually wants to be a music teacher and that he plays guitar and piano outside of school. The music
department were unaware of this and without the tutorial workbook the school could not have known how to
support R successfully in his future success as a musician and music teacher.
Key Learning:
The FRAMES workbook has acted as a tool for communication between the student and tutor. It has the potential
to engage quiet or selective mute students who are under-going difficult social periods in their lives.
J - Year 8, high achiever but a bullying victim
J’s mother contacted me as her tutor to try and find a way to help her with a group of girls who were bullying her.
The mother asked me to keep the fact she had emailed about J’s issue confidential from J. I could therefore use
the section on ‘Confidence’ in the book to communicate under the radar with J about the importance of sharing
information. J expressed in the ‘Confidence’ section of the book some troubles around friendships and I was then
able to write feedback comments to her to let her know I was here if she wanted to talk about it.
Key Learning
The workbook acted as a communication tool between the tutor and a student who had trouble expressing
problems they were facing. It allowed me as a tutor to steer whole class discussions towards situations of when to
build confidence “Maybe there has been a time when you thought all your friends were against you and you
didn’t have the confidence to sort out your troubles….” It enabled J to take a step towards communicating to me-
even though she clearly didn’t want to speak about it. It also allowed her the knowledge that she had support if
needed.

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A - Year 7, High achiever, professional dancer in ballet.
A came to me with a CV she had written with Mrs Baiden. She was keen to be able to stick it into her FRAMES
Workbook so she could be clear on what she has already achieved. Building affirmation.
Key Learning
The workbook needs a space for accumulated achievements over the school year. Students can get excited and
enthusiastic towards the thought of a career in the direction they want.
D - Year 10, SEN took part in the challenging student’s 1.5hr session after school
After taking part in the after school session D came to me whilst in the library to ask if that group would be doing
the tool again. I asked would he like to do it again? He replied with an enthusiastic ”yes, I really enjoyed doing it.
I want to do some more research on becoming a pilot.”
Key Learning
Even with a short amount of time, the tool has the ability to engage students with their futures and get them
excited. However, to keep the enthusiasm of having a future up, students need regular prompting to think about
it.
Whole school assembly- H8 and H9
Pilot tutor groups H8 and H9 collaborated together to do a series of house assemblies (being the whole school by
the end of the week) on goal setting. From my observations the students were not keen in taking part in this but,
in the end, they decided that they would all do their bit in delivering the assembly. By the end of the week
students had developed public speaking skills, could demonstrate good knowledge of goal setting and developed
confidence.
Key Learning
It is important to persevere with students, even if they think what you are suggesting is a bad idea. Although, the
experience of public speaking was difficult for them, they achieved together what no other tutor groups have
done in the school before; they delivered a series of assemblies.

19
FRAMES® FUTURES 24 Appendix 3
Feedback on flash test – CHALLENGED at Tring School on 9th
& 11th
May 2015
Aspire Advance established a Tutorial version of the FRAMES® personal development Tool to test the capacity it
had to reach younger people. This test is ongoing at this time in Tring School . However, we wanted to ascertain
the possibility of using the programme in a shortened version to acquire a snapshot analysis for more challenged
students. To this end the school brought together 11 students mostly from the ‘Challenged’ sub set of students.
This was to undertake a 1.5hr session using the focused snapshot version of the tool for young people. Their
feedback was sought directly after undertaking the test using 4 key questions. The following was the picture
provided by these young people after the event.
We asked the group….after using FRAMES® FUTURES 24, has your thinking now
changed towards your future?
The findings showed that every child found the tool had changed their thinking towards their future the majority
finding it had changed their thinking a lot:
The comments they gave from asking what changes they had noticed before and after the session include:
“Confidence”
“I have noticed and realised what I can now do to achieve my goal”
“It has given me a lot more confidence about achieving my goal”
“I know how I am going to achieve my goals”

20
We asked the group…consider what you knew before doing FRAMES® FUTURES 24, can
you give a score from your experience of doing FRAMES FUTURES 24 to those
statements in the table?
The highlighted statements were the most strongly recognised amongst the group. The overall average score of
the impact on these six key areas for students from their own insight and perspective was 91%.
We asked the group….To explain in their own words what they thought of their
experience doing the FRAMES® FUTURES 24. This is what they said..
“I think that doing the FRAMES Tutorial has helped me a lot to understand what I need to do to
be able to achieve my goal as an electrician – I now know I need to focus more” (yr9)
“It opened my eyes to how much action I need to take towards my work” (yr10)
“I thought doing the FRAMES Programme helped me understand much more on what I wanted to
do and noticed how many GCSE’s I need to get my goal” (yr?)
“I thought it was eye opening to see where my areas of improvement are and I think it was a good
idea doing this” (yr?)
“I think that doing FRAMES Futures really shows what my goal would be like and how to focus to
get my goal and if I don’t achieve I know I have tried” (yr7)
“I thought it was very useful as it has helped me realise the different stages I need to take to
achieve what I want to do in life. It can help me with all sorts of things” (Yr?)
“I thought it was really great because it has given me something to work towards and skills that I
need to get” (yr10)
“I feel that I have now made steps on how to achieve my goals. I have more of an idea to become
more successful” (yr8)
FRAMES FUTURES 24 helped me
understand…… Score 0-10 0 = not at all, 10 = completely
% of
maximum
That building a future means I need to take
action and step forward
89%
I can take responsibility to work for a good
future
98%
I can ask for help and explore through
researching steps to my goal
87%
working towards it
96%

21
“I think the presentation was helpful and the online questionnaire confusing and hard to answer,
but it was better when we were helped during it” (yr10)
“I thought that it helped me on concentrating for my goal and focussing on what I need to do to
achieve it” (yr?)
“I thought it was very well explained. I felt as if I had an understanding the whole time, the only
thing would be to have bigger groups, I understand this is difficult but might help people
communicate ideas” (yr9)
We asked the group…how useful was the tool in giving you an opportunity to consider
your future/next steps?
All students found the tool to have some use with the majority identifying it as useful or very useful in considering
their future and next steps. When asked why they had scored it in the way they had selected they said the
following:
“I fell it was useful because I have an understanding of where I am heading and what I need to do
next”
The Group Profile
2 Females - year 7 (Challenged) 3 Males – year 8 (Challenged)
2 Male – year 9 (Challenged) 2 Female & 2 Male – year 10 (Challenged)

22
FRAMES® FUTURES 24 Appendix 4
Feedback on flash test – CHALLENGED Students at Tring School on 9th
& 11th
May 2015
Aspire Advance established a Tutorial version of the FRAMES® personal development Tool to test the capacity it
had to reach younger people. This test is ongoing at this time in Tring School . However, we wanted to ascertain

23
the possibility of using the programme in a shortened version to acquire a snapshot analysis for more challenged
students. To this end the school brought together 11 students mostly from the ‘Challenged’ sub set of students.
This was to undertake a 1.5hr session using the focused snapshot version of the tool for young people. Their
feedback was sought directly after undertaking the test using 4 key questions. The following was the picture
provided by these young people after the event.
We asked the group….after using FRAMES® FUTURES 24, has your thinking now
changed towards your future?
The findings showed that every child found the tool had changed their thinking towards their future the majority
finding it had changed their thinking a lot:
The comments they gave from asking what changes they had noticed before and after the session include:
“Confidence”
“I have noticed and realised what I can now do to achieve my goal”
“It has given me a lot more confidence about achieving my goal”
“I know how I am going to achieve my goals”
We asked the group…consider what you knew before doing FRAMES® FUTURES 24, can
you give a score from your experience of doing FRAMES FUTURES 24 to those
statements in the table?

24
The highlighted statements were the most strongly recognised amongst the group. The overall average score of
the impact on these six key areas for students from their own insight and perspective was 91%.
We asked the group….To explain in their own words what they thought of their
experience doing the FRAMES® FUTURES 24. This is what they said:
“I think that doing the FRAMES Tutorial has helped me a lot to understand what I need to do to
be able to achieve my goal as an electrician – I now know I need to focus more” (yr9)
“It opened my eyes to how much action I need to take towards my work” (yr10)
“I thought doing the FRAMES Programme helped me understand much more on what I wanted to
do and noticed how many GCSE’s I need to get my goal” (yr?)
“I thought it was eye opening to see where my areas of improvement are and I think it was a good
idea doing this” (yr?)
“I think that doing FRAMES Futures really shows what my goal would be like and how to focus to
get my goal and if I don’t achieve I know I have tried” (yr7)
“I thought it was very useful as it has helped me realise the different stages I need to take to
achieve what I want to do in life. It can help me with all sorts of things” (Yr?)
“I thought it was really great because it has given me something to work towards and skills that I
need to get” (yr10)
“I feel that I have now made steps on how to achieve my goals. I have more of an idea to become
more successful ” (yr8)
“I think the presentation was helpful and the online questionnaire confusing and hard to answer,
but it was better when we were helped during it” (yr10)
“I thought that it helped me on concentrating for my goal and focussing on what I need to do to
achieve it” (yr?)
FRAMES FUTURES 24 helped me
understand…… Score 0-10 0 = not at all, 10 = completely
% of
Maximum
That building a future means I need to take
action and step forward
89%
I can take responsibility to work for a good
future
98%
I can ask for help and explore through
researching steps to my goal
87%
working towards it
96%

25
“I thought it was very well explained. I felt as if I had an understanding the whole time, the only
thing would be to have bigger groups, I understand this is difficult but might help people
communicate ideas” (yr9)
We asked the group…how useful was the tool in giving you an opportunity to consider
your future/next steps?
All students found the tool to have some use with the majority identifying it as useful or very useful in considering
their future and next steps. When asked why they had scored it in the way they had selected they said the
following:
“I fell it was useful because I have an understanding of where I am heading and what I need to do
next”
The Group Profile
2 Females - year 7 (Challenged)
3 Males – year 8 (Challenged)
2 Male – year 9 (Challenged)

26
2 Female & 2 Male – year 10 (Challenged)

Final report tring school 2015 public version

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