Evidence for the effectiveness of the Pyramid model is gathered on a regular basis. After every Pyramid club there is an evaluation of the progress made by the children who attended. In many cases, there are quantifiable results to report, using standardised measures like the Goodman's Strengths and Difficulties Questionnaire (SDQ).
Additionally, at the end of each club feedback is collected from all involved – children, parents, club leaders and school staff.
Read some testimonials below from people who have been involved in Pyramid clubs, including teachers, club leaders, parents and pupils.
Recent external formal evaluations of Pyramid include:
Maddie Ohl, University of West London, is planning to publish a number of papers arising out of her PhD work on Pyramid. Her study looked at around 400 children altogether in the London borough of Ealing and Manchester. Measures (using the Goodman’s Strengths and Difficulties Questionnaire - SDQ) found that the club children improved and sustained their improvement, whilst the control group of non-club children got considerably worse.
A study currently being undertaken by the University of Ulster and Barnardoes in Northern Ireland is reviewing the effectiveness of Pyramid in addressing internalising disorders, including depression, anxiety, social withdrawal and somatic problems. Initial results suggest that Pyramid clubs build personal efficacy in terms of autonomy and responsibility, and promote self-expression, playfulness and conflict resolution skills. 91% of participants felt that they had made a new friend and were now more friendly with other children.
Research carried out by an Education Psychologist in Buckinghamshire in 2008/9 compared two groups of children selected for Pyramid: one group were offered a club straightaway while the other group had to wait a term. Using the Loneliness and Social Dissatisfaction Scale (Cassidy and Asher 1992), the Pyramid children’s scores decreased by a statistically significant amount while the comparison group’s increased, suggesting that the children felt less lonely and dissatisfied with their social relationships after the club than they did before.
In 2009, a study at the University of Manchester found that the children who attended a Pyramid club had significantly poorer social and emotional health than the non-attendees prior to the clubs running. One year on, the differences between the club attendees and the control group were not significant: this was due to the significantly worsened scores for the control group, rather than the improved scores for the Pyramid club children. Their conclusion was that Pyramid is successful in halting social and emotional problems from escalating against developmental pressures that are experienced by this age group.
To read more about these studies, and more, please download the document below:
‘Pyramid, through its work on building self-esteem and resilience, develops children’s emotional well-being and mental health. For us, at Young Minds, that is tremendously important work.’
Peter Wilson, retired Director, Young Minds
‘Pyramid is a positive and effective intervention. For a significant group of children, who are often overlooked, it can make a real difference to their lives. It will help them move along the continuum from not coping to surviving, and maybe on to being completely resilient. If so it could be said they have changed from invisible to invincible.’
Joyce Moseley, Chief Executive, Rainer
'In Pembroke school and Pembroke dock school Pyramid forms part of the interventions used to raise self esteem for targeted groups of pupils. Evidence shows that it is effective in encouraging pupils to fully engage with the learning process.'
Alastair Birch, CFS Pembrokeshire Local Authority
'Pyramid has very much contributed to helping the LA's delivery of the seven core aims. Specifically, Pyramid has played a vital part in supporting children’s confidence and how this transfers to learning in the classroom and interacting with others in the playground and outside of the school gates.
'It was also felt that using Pyramid Clubs to develop this group of children’s confidence and thus emotional health and well-being fully complimented the related work being undertaken in the local authority as part of the SEAL programme.'
Kathryn Cross, Public Health, Torfaen Local Authority
'It was really rewarding seeing the children gain in confidence and watching them in the yard and in the classroom. You could see the difference in confidence in them as a result of the Pyramid Club.'
Teacher Assistant, Pen Y Garn School, Torfaen
'The children really enjoyed Circle Time and loved sitting together to share the healthy snacks at each session. We asked at the end of every session what they enjoy most at the session and they would nearly always say ‘everything’!'
Volunteer Club Leader
'The training materials provided by ContinYou Cymru as part of the initial club leader training were very useful. They equipped us well to run the club.'
Club Leader
‘Working as a club leader for Pyramid is very valuable for teacher trainees in many ways. They gain new skills and competencies including decision-making, using initiative, communication skills and building relationships to name a few. It enables them to gain an understanding of the methods and roles of professionals.’
Anne-Marie Gaynor, Former Lecturer in Education, University of Roehampton
‘He definitely has come out of his shell. He talks a lot more and asks a lot more positive questions. It’s all as a direct result of going to the club.’
Parent comment, London
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‘Effective early intervention can make all the difference to children’s lives. Pyramid’s work with primary school children who are experiencing emotional difficulties shows what can be achieved if problems are addressed before they become too serious.’
Dr Gillian Pugh, retired Chief Executive, Coram Family
'It brought a group of shy, quiet, unconfident children together, made them work as a team and helped them move to secondary school with a bit more ease.’
Teacher comment , London
‘The students have really enjoyed the course so far - the content has talked to them and it has stimulated them to think about working with the whole child. The course material is very good’.
Shirley Rose, Course Tutor, Camden Training and Media Service, Camden Local Authority
‘I noticed that not only did the children become more confident, but I did too. I have never worked with children before but I have now realised that this is something I would like to do when I finish my degree.’
Pyramid Club Leader, Hackney
‘The Foundation is pleased to have again supported Pyramid as part of its efforts to address the needs of primary school children causing concern'.
Simon Richey, Calouste Gulbenkian Foundation
‘Everyone should have a Pyramid Club, it’s the best thing in the world!’
Club member, London
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Quotes from class teachers in Lincolnshire:
‘W is more confident in class now, several members of staff have commented. He is more talkative and contributes orally in class now with his ideas. He is more content and smiles more.’
‘L has been told off for chatting on the carpet three times in one week - great! She has also been in a dance show recently.’
‘C has integrated really well into her new class. She has blossomed and is now more confident and mature. Her attendance has improved from the start of the year and she worries less about coming to school. She achieved Level 4 in her SATs test - no-one expected that at the start of the year.’
A follow-up of 60 children in South Gloucestershire who had completed Pyramid the previous year found that their SDQ scores post-club had fallen to 8.6 (0-11 is normal) from 12.2 (12-15 signifies borderline difficulties). One year on, their scores remained low, at 8.7 on average, demonstrating the long-term positive effects of Pyramid.