Measuring Our Impact
Monitoring and evaluating the impact of our work is paramount to us at Jigsaw. We want to insure that the work we do today has a lasting and positive impact for tomorrow too.
Everyone in the Jigsaw team are committed to obtaining data on the children we work with so we can measure progress. Central to this is a need to obtain parents' consent to collect data on their child. Our Inclusion workers ask children's teachers, parents and the children themselves to complete questionnaires about their behaviour and emotional and social well-being before the start of the intervention and after the intervention is completed.
What do we do with the data?
The data we collect helps us to measure the impact we’re having and is collated annually to ensure that this is so. In addition to this we keep a close and more frequent watch to see that our work closely matches the presenting need.
In addition we regularly monitor our referrals, intervention take-up and service delivery in our schools within Central Bedfordshire.
Measures of emotional and social well-being and behaviour:
Strengths and Difficulties Questionnaire (SDQ) and Impact Supplement
Measures of academic attainment and progress:
Jigsaw tracks the progress each child makes. On entry Jigsaw will establish an accurate baseline of pupils’ abilities within the National Curriculum, this is linked to the end of year expectations in each subject. Teacher assessment is both formative and summative and is ongoing throughout each pupil’s time at Jigsaw. These baselines inform future planning and ensure each child is learning and making progress. Jigsaw utilise the following:
Formative and Summative assessments of both English & Maths
Questions about children's attitudes towards learning & Engagement