Evaluating twinkles: reflections on the evaluation of a drama and communication project in schools

ABSTRACT

London Bubbles Speech Bubbles programme supports young children who are struggling to communicate in the classroom. This paper describes the slew of evaluation and research that has been undertaken on the project and explores some of the learning that has happened as we have moved out of our comfort zone of qualitative approaches to evaluation to embracing the challenge of working with quantitative researchers.

KEYWORDS:

• Communication
• children
• story
• research
• evidence

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Adam is the Associate Director at London Bubble Theatre Company. He trained at Rose Bruford College on the Community Theatre Arts course and subsequently worked as an actor/teacher, drama workshop leader and youth theatre director for many theatre companies in London. He is a member of the School for Social Entrepreneurs and has recently been selected to join the RSA evidence champion’s network.

Notes

1. The National Curriculum in England and Wales was introduced in 1988, and the latest National Curriculum programme in England was introduced in September 2014. Year 1 and Year 2 is for children aged between 5–7 years and is identified as Key Stage 1. Year 6 is for children aged 10–11 years and is the final year of Key Stage 2.

2. To find out more about Project Oracle visit www.project-oracle.com [Accessed 17 November 2018].

Additional information

Funding

This work was supported by Shine Trust.