What we do

Right to Succeed brings together the professionals driving improvement in education to build on and grow the great work being done to improve outcomes for young people.

Education is data rich, but rarely does that data provide actionable insight that gives professionals confidence of what approaches/interventions might be most effective in improving outcomes in their school. Part of the problem is that we are often considering data-sets that don’t give us the depth of understanding of the development of the children we see in front of us.

We take a developmental focus, helping schools to understand the capability development of children. This allows the school to understand what capabilities might be holding back a child’s development, and consider what approaches might best develop these young people.

We do this because many of the most compelling research reports that consider the impact of various educational interventions are approaches that focus on developing a child’s capability-set.
We see capability as falling into the cognitive, social & emotional, and physical realms, but with some key capability sets that sit across a couple of these realms including meta-cognition (thinking about thinking).

Our Mission

Right to Succeed is a collective impact charity that works to deliver place-based educational change in areas of poverty, with the aim to helping children and young people in these areas to thrive in education and beyond.

Our Principles

There are four principles that guide our work and to which we are held accountable. We believe that following these principles, together with our partners and local leaders, gives us all the greatest chance of success.

No single organisation can solve the problem of educational inequity, but together we can. The collective approach sees partners working together to deliver a solution to a specific social problem.

  • We identify and communicate the common agenda, ensuring local buy in.
  • We ensure clear measurement frameworks are in place that can be shared.
  • We champion activities that reinforce and enhance one another’s impact, leading to a greater positive change on the child than if delivered alone.
  • We encourage clear and open communication, and a commitment to a transparent community of practice.
  • Unlike collaboration or partnership, collective impact initiatives have a centralised infrastructure with dedicated staff, known as the backbone. Our role as this backbone is to help you shift from acting alone to acting in concert.

Being research informed provides the greatest chance of success. We need your knowledge, insight and data to understand need and observe what is and isn’t working. This way we can ensure improvements are effective and lasting.

  • Identifying need and careful planning gives us a clear idea of what success looks like
  • We work hard at creating a culture of improvement
  • We use a well-validated and standardised measurement framework
  • We produce clear reporting to create actionable insights
  • We use qualitative processes to listen and respond to the voices of those with lived experience

We recognise the importance of understanding an area and believe local leaders are best placed to discover what works, what doesn’t, and what will have the most positive impact on their community.

  • Decision making is owned by local stakeholders
  • We co-create a shared vision for improving outcomes
  • We build a better understanding among local governance groups of “how” and “why” collaborative interventions can work, highlighting the unique strength that comes with being able to adapt to the local context.
  • We build the confidence of local networks to question and challenge entrenched practices.
  • We respond to those who have lived experience when we deliver services
  • We commit to understanding and meeting the needs of children and young people
  • We advocate for the voice of young people when we talk about making positive changes

Transforming outcomes requires a long term, focused, intensive approach. We work with you to develop people and culture.

  • We enable others to make better use of data, insights and evidence to identify and remove barriers to learning.
  • We build the capabilities of staff using professional development that respects their existing abilities and potential
  • We support commissioning behaviours to create greater savings which in turn mean more effective preventative work can be afforded
  • We advocate for the needs of the communities we work with when talking to system and policy leaders in order to gain the resource and conditions required to transform outcomes
  • We take our learning from the ground to system and policy leaders to better inform future changes

Our Values

  • Collaboration – to work in equitable partnership with others to achieve our goals
  • Commitment – to constantly challenge ourselves and our partners as to how we achieve the best outcomes for children and young people
  • Curiosity – to regularly reflect on our practice and build on our learning
  • Integrity – to work with clarity and transparency
  • Humility – to value the crucial role of others in helping us to learn how we achieve our mission

What we do

Right to Succeed’s brings together the professionals driving improvement in education to build on and grow the great work being done to improve outcomes for young people.

Education is data rich, but rarely does that data provide actionable insight that gives professionals confidence of what approaches/interventions might be most effective in improving outcomes in their school. Part of the problem is that we are often considering data-sets that don’t give us the depth of understanding of the development of the children we see in front of us.

We take a developmental focus, helping schools to understand the capability development of children. This allows the school to understand what capabilities might be holding back a child’s development, and consider what approaches might best develop these young people.

We do this because many of the most compelling research reports that consider the impact of various educational interventions are approaches that focus on developing a child’s capability-set.
We see capability as falling into the cognitive, social & emotional, and physical realms, but with some key capability sets that sit across a couple of these realms including meta-cognition (thinking about thinking).

Our Mission

Right to Succeed is a collective impact charity that works to deliver place-based educational change in areas of poverty, with the aim to helping children and young people in these areas to thrive in education and beyond.

Our Principles

There are four principles that guide our work and to which we are held accountable. We believe that following these principles, together with our partners and local leaders, gives us all the greatest chance of success.

No single organisation can solve the problem of educational inequity, but together we can. The collective approach sees partners working together to deliver a solution to a specific social problem.

Read more...
  • We identify and communicate the common agenda, ensuring local buy in.
  • We ensure clear measurement frameworks are in place that can be shared.
  • We champion activities that reinforce and enhance one another’s impact, leading to a greater positive change on the child than if delivered alone.
  • We encourage clear and open communication, and a commitment to a transparent community of practice.
  • Unlike collaboration or partnership, collective impact initiatives have a centralised infrastructure with dedicated staff, known as the backbone. Our role as this backbone is to help you shift from acting alone to acting in concert.

Being research informed provides the greatest chance of success. We need your knowledge, insight and data to understand need and observe what is and isn’t working. This way we can ensure improvements are effective and lasting.

Read more...
  • Identifying need and careful planning gives us a clear idea of what success looks like
  • We work hard at creating a culture of improvement
  • We use a well-validated and standardised measurement framework
  • We produce clear reporting to create actionable insights
  • We use qualitative processes to listen and respond to the voices of those with lived experience

We recognise the importance of understanding an area and believe local leaders are best placed to discover what works, what doesn’t, and what will have the most positive impact on their community.

Read more...
  • Decision making is owned by local stakeholders
  • We co-create a shared vision for improving outcomes
  • We build a better understanding among local governance groups of “how” and “why” collaborative interventions can work, highlighting the unique strength that comes with being able to adapt to the local context.
  • We build the confidence of local networks to question and challenge entrenched practices.
  • We respond to those who have lived experience when we deliver services
  • We commit to understanding and meeting the needs of children and young people
  • We advocate for the voice of young people when we talk about making positive changes

Transforming outcomes requires a long term, focused, intensive approach. We work with you to develop people and culture.

'Read more...
  • We enable others to make better use of data, insights and evidence to identify and remove barriers to learning.
  • We build the capabilities of staff using professional development that respects their existing abilities and potential
  • We support commissioning behaviours to create greater savings which in turn mean more effective preventative work can be afforded
  • We advocate for the needs of the communities we work with when talking to system and policy leaders in order to gain the resource and conditions required to transform outcomes
  • We take our learning from the ground to system and policy leaders to better inform future changes

Our Values

  • Collaboration – to work in equitable partnership with others to achieve our goals
  • Commitment – to constantly challenge ourselves and our partners as to how we achieve the best outcomes for children and young people
  • Curiosity – to regularly reflect on our practice and build on our learning
  • Integrity – to work with clarity and transparency
  • Humility – to value the crucial role of others in helping us to learn how we achieve our mission
Right to Succeed Logo

“Right to Succeed’s research-informed approach is made sustainable through their commitment to harness the power of the collective.”

Sir Harvey McGrath, British business and philanthropy Executive and Right to Succeed funder

2019-03-14T14:50:34+01:00

Sir Harvey McGrath, British business and philanthropy Executive and Right to Succeed funder

Right to Succeed Logo
“Right to Succeed’s research-informed approach is made sustainable through their commitment to harness the power of the collective.”
Right to Succeed Logo

"They have challenged our thinking, provided tools to help us improve our outcomes for young people and remained consistent throughout the process to date."

Head SLT Ed Diversity

2019-03-21T20:41:08+01:00

Head SLT Ed Diversity

Right to Succeed Logo
"They have challenged our thinking, provided tools to help us improve our outcomes for young people and remained consistent throughout the process to date."
Right to Succeed Logo

"It shows me that the work that you are doing is enormously important. You are acting as filters, brokers, and relationship-builders. You are nudging, monitoring and linking the work in the region. You are generating momentum, funding, and enthusiasm."

David Weston CEO at Teacher Development Trust

2019-03-21T20:45:45+01:00

David Weston CEO at Teacher Development Trust

Right to Succeed Logo
"It shows me that the work that you are doing is enormously important. You are acting as filters, brokers, and relationship-builders. You are nudging, monitoring and linking the work in the region. You are generating momentum, funding, and enthusiasm."
Right to Succeed Logo

"After 30 years in this profession and eight years as a Head Teacher I can honestly say that I have never before worked with such professional people who have been able to challenge my thinking and inspire my practice"

Wendy Casson, Headteacher, Educational Diversity Pupil Referral Unit, Blackpool

2019-03-21T20:19:42+01:00

Wendy Casson, Headteacher, Educational Diversity Pupil Referral Unit, Blackpool

Right to Succeed Logo
"After 30 years in this profession and eight years as a Head Teacher I can honestly say that I have never before worked with such professional people who have been able to challenge my thinking and inspire my practice"

Find out more about us and what we do, subscribe to our newsletter.