Nearly 250,000 children have been screened to date and the results provide us with firm evidence of the effectiveness of The Thrive Approach.

Primary schools may typically find some 20% of children functioning below their age-appropriate emotional and social developmental stage. In some schools this may be as high as 70%.

Our credentials One such school recorded their progress and reduced this statistic from 70% to 30% within 6 months of introducing The Thrive Approach. At the same time, they found that attendance and attainment levels improved significantly.

Thrive schools report reduced frequency of disruptive outbursts in the classroom and they report reduced exclusions.

Head teachers, teaching staff, Licensed Practitioners, support workers and parents say using The Thrive Approach makes a significant difference to the children.

In the words of one Department for Education researcher:

Thrive is having a huge positive impact on the children, and the difference it is making to them is amazing. It really helps them to access the curriculum and progress forwards.

They also comment that Thrive impacts on the adults too:

…making the unmanageable manageable [and] putting the heart back into teaching.

Firm Foundation for academic attainment

The Thrive Approach continues to be developed and evolved in response to further research, the growing empirical evidence base and individual feedback from adults, children and families adopting the tools and techniques it offers. The Thrive Approach Research and Evidence Base is now available for your information which includes references to the academic research and theoretical underpinnings of the Thrive Approach, evidence from practice collated from data provided by schools, and wider results from a social return on investment study. If you would like evaluate the impact of the Thrive Approach in your setting and contribute to this growing evidence base, please contact the Thrive Research & Development Team on 01392 797574 for further information. more information

The Thrive Approach is being used successfully in schools, homes and other childcare settings throughout the UK and has been positively evaluated by a number of leading organisations:

  • Evaluated by CELSI (Centre for Education Leadership & School Improvement) for the Department of Health
  • Recommended in ‘Choosing Health’
  • Reviewed very positively by the TES in 2003, the leading UK website for teachers and education professionals

Thrive is currently being evaluated at the following schools and organisations:

  • Social and Emotional Aspects of Learning (SEAL): In a study conducted by Edmunds and Stewart-Brown for the DfES in 2002, 58 profiling and assessment tools were examined. Of those 58, only 4 were commended.

To read more about Major Behavioural instances click here

Thrive (formerly ENABLE) was described as a...

well-founded tool that attempts to assess social and emotional skills in schools and classrooms.

Source: Social and Emotional Aspects of Learning (SEAL) for Secondary Schools: Tools for Profiling, Monitoring and Evaluation. Crown publications 2007:7
This recommendation is included in the SEAL Guidance.

  • Master's Level Research: The Educational Psychology Service in Torbay evaluated the impact of the Thrive (formerly ENABLE) training on staff attitudes, confidence and competence to deal with the issues and behaviours presented by children with emotional and behavioural difficulties.

Extract from the TESS Evaluation Report 2011:

Children had, for example, avoided permanent exclusion or had begun to adapt to the learning situation in class as a consequence of receiving a Thrive intervention. The examples covered the spectrum of concerns and issues addressed by the Thrive model and provided a very positive platform for staff to feel a degree of satisfaction at their involvement in such progress. Most examples also reflected the knowledge that children had moved at least one stage in their development, according to the Thrive descriptors, i.e. from being to doing, or from doing to thinking. Some evidence was referred to about a small number of children achieving in SATS although no other measure of progress was identified.

To hear what our users think, read some of our testimonials here