Children’s University is a universal school-based intervention for children between 5 and 14 years old. It is delivered to groups of children by a lead teacher who coordinates the intervention. The aim is for children to complete at least 30 hours of activity per year.
The information above is as offered/supported by the intervention provider.
9 to 12 years old
Group
Children’s University (CU) is a universal school-based intervention for children aged 5 to 14 years old. It is delivered both in and outside of school and aims to improve children’s aspirations, attainment, and skills by offering learning activities beyond the normal school day. CU works with learning providers such as museums, theatres, and universities to offer at least 30 hours of activities per year. Children select from pre-validated activities, including after-school clubs, community visits, and self-led tasks at home or online. Participation in activities is rewarded through credits, certificates, and stamps in a ‘Passport to Learning,’ followed by a graduation ceremony attended by parents.
5 to 14 years old
Children’s University is a universal intervention for all children in primary school, aged between 5 and 14 years old.
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
A lack of self-confidence and resilience can negatively affect children’s aspirations and attainment.
Science-based assumption
Extra-curricular learning and social action activities can increase positive identification with school, build self-confidence and resilience, and contribute to learning specific subjects.
Science-based assumption
All children in primary school, aged between 5 and 14 years old.
Intervention
Children engage in learning and social action extra-curricular activities, including after-school clubs, visits to museums and community centres, and self-led activities at home and online.
Short-term
Increased academic achievement.
Medium-term
Improved child confidence, self-belief, and essential skills.
Long-term
Improved aspirations
Improved future life chances.
Children’s University is a universal intervention for all children aged between 5 and 14 years old.
The aim of Children’s University is to deliver at least 30 hours of activity per year. The intervention is delivered to pupils both in and out of school by a range of practitioners including school staff, and staff facilitating visits to museums and community centres. Some activities are self-led at home or online.
The practitioner who delivers this intervention is a teacher or senior member of staff supported by teaching assistants.
There are no training requirements. However, typically practitioners will spend anything from a couple of hours to a full day with their local Children’s University Manager to help coordinate the intervention.
Intervention fidelity is maintained through the following processes:
Organisation: Children’s University
Email address: contactus@childrensuniversity.co.uk
Website: www.childrensuniversity.co.uk
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
Children’s University’s most rigorous evidence comes from a cluster randomised controlled trial which was conducted in the UK. It has preliminary evidence of improving a child outcome, but we cannot be confident that the intervention caused the improvement.
This study identified statistically significant improvements in children’s maths and reading achievement.
| Identified in search | 6 |
| Studies reviewed | 1 |
| Meeting the L2 threshold | 1 |
| Meeting the L3 threshold | 0 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 5 |
| Study design | Cluster RCT |
| Country | United Kingdom |
| Sample characteristics | 1,258 children in years 5 and 6 of school from 68 primary schools, aged between 9 and 12 years old. |
| Race, ethnicities, and nationalities | Not reported |
| Population risk factors | The study targeted schools in disadvantaged areas of northern England, where school attainment levels were generally below the national average. Some children were from disadvantaged backgrounds, with 16.5% being eligible for Free School Meals. |
| Timing |
|
| Child outcomes |
|
| Other outcomes | None |
| Study rating | 2 |
| Citations | Study 1a: Gorard, S., Siddiqui, N., See, B. H., Smith, E. & White, P. (2017) Children’s University: Evaluation report and executive summary. Education Endowment Foundation. Study 1b: Siddiqui, N., Gorard, S. & See, B. H. (2019) Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme. Studies in Educational Evaluation. 61, 74–82. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies:
Hamshaw, K. (2017) Sheffield Children’s University. How does it make a difference? Evidencing the impact of out of school learning accredited and celebrated by Children’s University in Sheffield. Sheffield Children’s University.
Rose, P. & Rose, C. (2018) Black Country Children’s University evaluation report. Tiller Research Ltd.
MacBeath, J. & Waterhouse, J. (2008) Evaluation of the Children’s University: First report. University of Cambridge.
MacBeath, J. (2011) Evaluation of the Children’s University 2010. University of Cambridge.
MacBeath, J. (2013) Evaluating provision, progress and quality of learning in the Children’s University. University of Cambridge.
O’Donnell, H. (2017) UFA young researchers and evaluators impact report. Children’s University
Ooi, C. S. & Shelley, B. (2018) Tourism, cultural capital and the transformational power of education: Lessons from the Children’s University Tasmania. Conference contribution.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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