STRENGTHENING SUPPORT IN SCHOOLS FOR SERVICE CHILDREN
THRIVING LIVES TOOLKIT FOR SCHOOLS
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The Service Children’s Progression Alliance conducted a large-scale UK-wide consultation which told us that professionals supporting Armed Forces children want to be better connected: with each other, with evidence and with support.
The Thriving Lives Toolkit responds directly to this need. Independent, UK-wide research carried out by the International Centre for Guidance Studies (iCeGS) at the University of Derby comprised:
- Literature review
- Surveys in which 493 schools participated
- In-depth, multi-case study investigations with Armed Forces children, senior leaders, teachers and support staff. The schools were specifically chosen to provide a balance of primary and secondary, proportions of Armed Forces children (from very low to high), while serving all three Armed Forces between them.
The research identified seven principles for effective practice and a framework to help schools undertake evidence-based reflection and identify improvement priorities. Research does not identify any principle to be of more importance than any others. It is important to consider all seven.
Tested and refined across the UK, the Toolkit draws on principles reflected in the UN Convention on the Rights of the Child (UNCRC) and relevant educational inspection and self-evaluation frameworks across the UK.
Explore the original research that informed the development of the Toolkit, alongside subsequent studies that have helped shape and enhance its approach.
Original research
Further research and evaluation
Our approach is clear: Leaders’ understanding and approach ensure resources and policies improve Service children’s outcomes.
Wellbeing is supported: Tailored pastoral provision supports Service children‘s mental health and wellbeing.
Achievement is maximised: Teaching, assessment and support ensure the continuity of Service children’s learning and progression.
Transition is effective: Systems and support ensure seamless transitions for Service children arriving at and leaving school.
Children are heard: Service children’s diverse voices are heard and inform the support they receive.
Parents are engaged: Strong home-school partnerships help Service families feel valued as part of the school community.
Staff are well-informed: Supportive training and networks ensure all staff understand and support each Service child.
The Thriving Lives Toolkit is an online self-assessment and improvement planning tool designed to help schools review and strengthen their support for Armed Forces children and young people.
Drawing on the seven principles of effective practice, the Toolkit guides practitioners through a series of reflective questions that encourage consideration of current provision, policies and approaches. For each question, users are invited to consider the evidence that demonstrates their current practice and assess where they are on their improvement journey.
Schools can identify whether their practice is:
- Emerging - early activity is taking place and opportunities for further development have been identified.
- Developing - practice is established but may require further strengthening, monitoring or evaluation.
- Embedding - practice is well established, routinely reviewed and demonstrating positive impact.
As users work through the Toolkit, they can record evidence, identify strengths, and create objectives and actions for future improvement. This supports schools to move from reflection to action, helping them develop a clear and evidence-informed approach to supporting Armed Forces children.
The Toolkit can be used by individual practitioners, leadership teams or wider school stakeholders, providing a structured framework for discussion, planning and continuous improvement.
The Toolkit is designed for anyone with responsibility for supporting Armed Forces children and young people in education settings. This may include:
- School leaders and senior leadership teams
- Designated Service Children leads
- Pastoral and wellbeing staff
- Special Educational Needs Coordinators (SENCos)
- Teachers and wider school staff
- Governors and trustees
Many schools find it most effective to complete the Toolkit collaboratively, drawing on perspectives from across the school community to build a shared understanding of strengths, priorities and next steps.
