Our impact
Measuring impact
Measuring impact
It’s a bold vision – but it’s achievable. We carefully monitor our impact to ensure we’re making progress towards the vision, year by year.
Our key outcomes
We want children with neurodisabilities who use Pace services to have the opportunity to reach their full potential.
Enabling FamiliesWe want families to feel supported by Pace, and better able to meet each child’s needs.
Enabling WellbeingWe want children, parents and carers to have better mental health, wellbeing and resilience.
Enabling ReplicationWe want other providers and practitioners to replicate our specialist approach, so more children with disabilities can develop and thrive.
Learn More About Therapy…See how our therapy services make an impact.
Learn More About School…Read more about the impact we make in our school service.
School Theory of Change
School Theory of Change
How we measure our School impact
Ofsted
Ofsted
Quotes from our 2019 Ofsted Report
Students’ achievements
Students’ achievements
Goals are set together with families, and are linked to each child’s education, health and care plan (EHCP).
Goal Attainment Scaling means we not only track each child’s progress, we can also monitor the impact of Pace School in helping children meet their goals, across the four areas.
Goal setting
Personal learning goals (PLGs) are set against the four areas within each child’s education, health and care plan (EHCP). We measure and evaluate progress each term and new goals are set at the start of the new term.
Parent’s feedback
Every year, we ask school parents and families for their feedback. Here’s a snapshot of what families said in 2021.
were more positive about their child’s future because of Pace
said they felt better supported and less isolated
of families had improved wellbeing
say Pace has a greater impact compared to alternative settings
believe their child has better posture and movement thanks to Pace
say their child has better language and communication skills
say their child’s relationships and social interactions have improved
said their child has better academic skills as a result of Pace
said their child is better at daily living skills such as dressing and eating
Quotes from our Families
Our Early Intervention Theory of Change
Our Early Intervention Theory of Change
How we measure our Child and Family impact
Tracking specific goals
For babies and toddlers, we typically measure progress towards goals using the Canadian Occupational Performance Measure (COPM). It covers all areas of life and is highly personalised to each child.
For school-age children, we typically measure progress using Goal Attainment Scaling (GAS). We use this in Pace School too. It’s a method of assessing each child as an individual, as they progress towards their own personal learning goals.
Both systems mean we not only track each child’s progress, we can also monitor the impact of Pace services in helping children meet their goals.
Families’ experiences
Families’ experiences
Parents are interviewed at their first session with us – and we ask the same questions at six-monthly intervals to determine the difference we’ve made.
Parent’s feedback
Every year, we ask therapy service parents and families for their feedback. Here’s a snapshot of what families said in 2021.
can better support their child thanks to Pace
felt listened to by Pace
said Pace staff worked in partnership with them
felt more capable and skilled as parents
of children improved their motor skills
of children were happier, thanks to Pace
children had better self-esteem
children had better communication skills
children were more confident
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