The overall project performance shows a significant success by referring our set of targets and the project life-cycle. Although pupils attended sessions once a week but there has been a sign their attendance in the project has been overwhelmingly a contributing factor for the overall performing in the mainstream schools. Some of the unique success cases include;

A) Seven of KS2 children (year 3) had difficulties in handwriting since they attended the project, these pupils managed to overcome that difficulty. The availability of specialised handwriting books and a maximised effort of project tutor (Mr. Isaac Chi Kurunhe) for these pupils at the project year, result shows that their handwriting improved up to the required level. Within this case, there were some concerns in spelling which, have been successfully addressed during this year.

B) Last year there were 24 year 6 pupils. Thirteen of them successfully achieved level 4 above in all subjects of their SATs tests. Three level 5 above. This can be considered a success, because majority of these children are EAL and not long ago arrived in this country and have language barriers. It is morally unjustifiable for us to claim this success for ourselves as these pupils spend more time in mainstream schools than in this project and we acknowledge the maximum input schools make to raise achievement of their pupils, but AES also receives similar acknowledgement from partner schools that our work for these pupils is a value added to these success.

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