49,1%

20,7%30,2%

58,0%

18,3%23,7%

0,0%10,0%20,0%30,0%40,0%50,0%60,0%70,0%80,0%90,0%

100,0%

Satisfactory Attendance (<10 days) At Risk Chronic Absence (>20 days)

AttendanceParkwood Primary: Intermediate Phase

2011 2012

Impact ReportMarch 2013

BottomupIn 2012, Our orgnization made the decision to start tracking key metrics in order to help understand the impact ourservices are having. While it isn’t always easy to quantify soft goals we opted to start with the basics and the data whichis most readily available. Using our logic model we honed in on “intermediate changes” , those changes which we believeare signposts on the way to school turnaround. This far we have been able to track enough school attendance data forus to generate a reliable ‘first time’ report. As 2013 progresses we aim to design an Impact Dashboard that includes otherkey indicators also.

By “School Attendance” we are referring to learners pitching up to school each day and the amount of absent days foreach learner. We measured this data in three categories: Chronic Absenteeism (Absent for more than 10% of the schoolyear), At-Risk (5% > 10%) and Satisfactory Attendance (More than 95% Attendance). 10% is significant because in a schoolyear that averages 200 days it represent 20 school days; or rather a full school calendar month.

Since the majority of our services (After School Programmes, Physical Education, Step Out) focus on the Intermediate(Grade 4-6) and Senior Phase (Grade 7) we have limited our study to this particular group of learners. The results are worthcommenting on: A 8,9 percent improvement in Satisfactory attendance and a 6,5 percent reduction in Chronic Absenceat Parkwood Primary School. Also an 17,8 percent improvement in Satisfactory attendance and a 7,7 percent reductionin Chronic Absence at Perivale Primary. (See graphs below for a visual representation)

Improvements in School Attendance are of great importance given the high correlation between school attendance andacademic performance. Getting learners to school on a regular basis is the first and foremost indicator that change is onthe way. Extra-curricular development opportunities such as class trips, after-school programmes and physical educationgreatly enrich the curriculum and makes school more attractive to learners. Learners who are regularly involved inafter-school programmes also attend school more regularly.

The positive results we have found confirm the need for more opportunities for learners to participate in after-schoolactivities. You can help us create such opportunities by making a regularly monthly contribution to Bottomup which willallow us to increase our part-time staff complement and generate more involvement in after-school programmes.

Thank you to all our supporters for helping us create such measurable successes.

41,7%

29,4% 28,9%

59,5%

19,4% 21,2%

0,0%10,0%20,0%30,0%40,0%50,0%60,0%70,0%80,0%90,0%

100,0%

Satisfactory Attendance (<10 days) At Risk Chronic Absence (>20 days)

AttendancePerivale

Primary: Intermediate Phase

2010 2012