About Us

Research & Evaluation

The way we measure the impact of our work has evolved along with the programme itself. We try to pay attention to the big picture of our national reach, as well as keep a close pulse on the details: how are we transforming individual children to become caring and concerned young citizens?

‘[Go-Givers] provides us with rich opportunities. Child-led learning becomes the focus with pupils developing their thinking, campaigning, team-building and leadership skills. It raises aspirations and increases their levels of emotional intelligence.’

Rekha Bhakoo CBE, Headteacher, Newton Farm Nursery, Infant & Junior School (Top Performing Primary School in England 2011 and 2014) 

York Consulting 

In 2012-13, we commissioned external evaluators York Consulting to build on our existing evidence base. Highlights of findings from this report have been included below in  Overall Programme Outcomes and Make a Difference Challenge Outcomes.

Read the full report: 2012-2013 Go-Givers Evaluation, Independent Report by York Consulting or view the main findings here: 


Our Reach

The rate of uptake of Go-Givers has increased exponentially since its inception in 2007.  In 2012, our record year to date, every 20 minutes on average, an educator registered with Go-Givers, taking the first step to developing caring and concerned citizens.

Rate of uptake of Go-Givers since programme launch

Our Outreach

12,150 educators have been trained by our team to use Go-Givers for cross-curricular PSHCE and SMSC learning.  

“It has improved our children’s understanding of events in the world and how to respond to people and places in need.”

Sarah Hobbs, Teacher, Brookside Primary, Somerset

Click on an area to see the number of registrations

Overall Programme Outcomes 

Independent evaluators York Consulting collated and analysed the nine in-depth case studies conducted by our team, involving  teacher interviews and focus groups with a total of 92 children aged 5 to 11.  The following trends were observed:

  • 'Schools praised the ease of use, child appropriateness and adaptability of the resources' (p.27, section 5.16).
  • 'Go-Givers characters provide the necessary detachment required for young children to deal with socially sensitive issues, whilst at the same time representing a fun mechanism to engage children with citizenship' (p.24, section 5.8).
  • Children liked the Go-Givers characters (98%); the Kids' Zone (96%) and engaging with Go-Givers lessons (90%). 
  • High percentages of children agreed they would like to get more involved in their local communities because of Go-Givers (79%). 
  • High percentages of children agreed that Go-Givers lessons helped them to understand: the needs of others (73%); that we all have similarities and differences (77%) and to know what to do if someone was being bullied (76%). 
  • Go-Givers presents rich opportunities for literacy development. 
  • 'The largest single barrier to successful integration of Go-Givers into schools from a teacher's perspective is available time' (p.23, section 5.3).      

Teacher Feedback 

85% of teacher gave lessons a 4 or 5* rating

In a 2012 survey of 633 teacher respondents:

75% said pupils are able to recognise social or moral consequences of situations presented in Go-Givers lessons

60% said pupils express and share their views on issues that are raised in Go-Givers lessons

48% said pupils demonstrate generous behaviour towards each other modelled through Go-Givers resources

Pupil Outcomes Study 

Numbers are important, but we want to make sure we incorporate pupil voice, a central tenet of our work, in our approach to evaluation.

In the 2010-2011 academic year, Go-Givers conducted an evaluative study using qualitative data from 503 pupil mindmaps created before and after engaging with Go-Givers.

90% of pupils* demonstrated progress in desired outcomes.

*An average of 90 % of pupils in each class demonstrated a positive shift in one or more elements of understanding, thinking skills, attitudes or empathy related to giving and social participation.

The sample of Go-Givers users that participated in the study are judged to be representative of the wider group of users because they reflect flexible, and often thematic, engagement with the programme. When considered holistically, the pupil mindmap data suggests the following*:

These conclusions are drawn from the trends demonstrated in individual classes. Not all outcomes will be demonstrable in all Go-Givers participants, as key stage, learning objectives, teaching and depth of engagement with Go-Givers will vary.

The results imply that children that engage with Go-Givers...

... show capability of extracting general principles of equality and fairness from specific, personal examples of unfairness.

...are able to grasp the relationship between rules, rights and responsibilities, including the consequences of their own behaviour on the safety and fairness of others.

... expand their concept of giving to include interpersonal support as well as philanthropy and understanding the value of interventions such as charities.

...indicate ambivalent emotions such as sadness, guiltand anxiety about the issues they care about, but indicate a sense of empowerment and recognition that their individual behaviour will make a difference.

Download the full report on findings here

Make a Difference Challenge

Pupils demonstrate a number of educational and attitudinal outcomes from being engaged with Go-Givers, but how do we know that communities are benefiting too?

“Before I started the Make a Difference Challenge I felt selfish, but now I feel more kind.”

Pupil, London

We hear about it and see it in our daily work, but it’s most readily apparent through the Make a Difference Challenge, where children champion a cause of their choice and decide how they want to tackle it.

The Make a Difference Challenge active citizenship project has grown in participation from 300 pupils in two areas in 2008 to 6,727 pupils in 13 areas around the country in 2013.

Find out more on the Make a Difference page here


Make a Difference Challenge participation

Make a Difference Challenge Outcomes

    Independent evaluators York Consulting designed an age-appropriate pre/post longitudinal survey to measure the impact of the project with data from 961 pupils aged 7 to 11 and found that: 

    • 'The Make a Difference Challenge has had a positive impact on the attitudes of young people related to community, empathy, speaking or representing their own views, giving time/money, awareness about the world around them and considering campaigning' (p. iii, section 25).
    • ‘The pre/post MADC survey shows that just under two thirds (20 out of 32) of questions demonstrate a significant change between pre and post questionnaires’ (p. 41, section 5.71).
    • The following attitudinal statements showed the greatest percentage change:

    I agree that…

    - Our community is being harmed because people don’t care enough about each other (14.7%)
    - If I have pocket money, I might give some of it to charity (7.8%) 

    How well do you think you would…

    - Explain your point of view about an issue people disagree on e.g. animal testing (10.7%)
    - Speak in front of your class about something in the news (8.4%)
    - Talk about a place in the world where there is conflict (6.1%)
    - Write a letter to a newspaper giving your opinion (5.9%)

    When you grow up how likely are you to take part in any of these activities to make something better?

    - Writing a letter to a newspaper (10.3%)
    - Writing to an MP or councillor (6.7%)

    • ‘The strongest themes to emerge across the attitude questions related to community, giving time and money to charity, communicating points of view and campaigning’ (p.iv, section 26).
    • Broadly speaking, pupils showed the most percentage change in their intention to participate in activities that involve speaking out or standing up for an issue they care about when they are a bit older or when they grow up.
    • 84% of pupils said the MADC was ‘great’ (58%) or ‘good’ (26%).
    • Pupils most valued opportunities to present or perform, to debate and make decisions, and to take part in teamwork, as well as the opportunity to make a difference. 
      ‘I worked with other people I normally wouldn’t work with. I like a challenge
      ‘The thing I liked best was knowing that I was making a difference!
      ‘You have a chance to change your community’

    Causes chosen by children in 2013: the size of the word reflects in popularity

     See some of their campaign stories here.

    'The government want children to be ‘in the cockpit of their learning’, but these kids were rocket astronauts as far as their learning was concerned because they were going to the moon and back with their Make a Difference Challenge. … This term, when they started their project the passion was so much more because they have experienced Go-Givers.'

    Caroline Bromley, Headteacher, Lambehurst  St Mary's C of E Primary
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