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Riverside High School · learning beyond the classroom
Annual report, 2026–27
Measured with Enrichmark · enrichmark.com
Illustrative data. No student data is collected.
Printed 2026-10-20. Page numbers and this document's name repeat in the margins where the browser prints them (Chrome and Edge).
Sample school report

Riverside High School

Learning beyond the classroom, 2026–27
Sample operator report
A sample on invented data. Riverside High School, its tour operators and its students are fictional.

What changed across Riverside High School's trips?

Across 183 students who answered both before and after, reported outcomes improved from before to immediately after Riverside High School's trips by +0.22 points on the four-point scale. The largest improvement was in agency and self-management, though not clearly separated from social connection and belonging. Most of the immediate change was still there 4 weeks after: +0.20 points among the 132 students who answered before and at follow-up, against +0.24 just after. Results varied between students and trips. Change over time can have causes other than the trips.

Largest gain
Agency and self-management
+0.28 points across 183 students. Not clearly separated from social connection and belonging.
Most sustained gain
Agency and self-management
Still +0.28 points at 4 weeks, across 132 students. Not clearly separated from social connection and belonging.
Priority for improvement
Group
Group was relatively weak, at 3.2 across 202 students against a platform median of 3.4.
01

What changed for students?

  • Learning and educational value
    Change just after+0.23+0.07 to +0.39
    Change 4 weeks after+0.20+0.06 to +0.35
  • Agency and self-management
    Change just after+0.28+0.05 to +0.51
    Change 4 weeks after+0.28−0.18 to +0.74
  • Social connection and belonging
    Change just after+0.25+0.07 to +0.43
    Change 4 weeks after+0.22−0.08 to +0.52
  • Perspective and accomplishment
    Change just after+0.09−0.12 to +0.31
    Change 4 weeks after+0.05−0.18 to +0.28
  • Overall
    Change just after+0.22+0.13 to +0.31
    Change 4 weeks after+0.20+0.02 to +0.38
  • Changes are in points on the four-point scale, with the 95% interval under each, for students who answered before and at that wave: 183 just after and 132 at 4 weeks.
Before and after means per outcome domain on the one to 4 scale, with the change for students who answered both and its 95 per cent interval.1Strongly disagree234Strongly agreeLearning and educational value+0.23Agency and self-management+0.28Social connection and belonging+0.25Perspective and accomplishment+0.09BeforeJust after, with 95% interval

Grey dot: before. Coloured dot: just after. Both are means over everyone who answered that wave. The figure beside each row is the change for students who answered both, as in the table, and the short line on the coloured dot is its 95% interval.

02

What changed on each question?

Single questions vary more than the domain scores above.

  • Learning and educational value
  • I want to learn more about new places and ideas. C01
    Up · same · down 66 · 93 · 24
    Change just after+0.25−0.07 to +0.57
    Change 4 weeks after+0.15−0.11 to +0.41
  • I listen well when I learn about new places or ideas. C02
    Up · same · down 59 · 90 · 34
    Change just after+0.17−0.01 to +0.36
    Change 4 weeks after+0.17−0.13 to +0.47
  • I ask questions when I want to know more. C13
    Up · same · down 55 · 90 · 38
    Change just after+0.11−0.07 to +0.28
    Change 4 weeks after+0.15−0.14 to +0.44
  • I can see how what I learn links to everyday life. C03
    Up · same · down 66 · 89 · 28
    Change just after+0.24−0.11 to +0.59
    Change 4 weeks after+0.19−0.28 to +0.66
  • I can explain what I have learned to someone else. C04
    Up · same · down 72 · 83 · 28
    Change just after+0.28+0.10 to +0.47
    Change 4 weeks after+0.22−0.05 to +0.49
  • I use what I learn in one place when I am somewhere else. C14
    Up · same · down 78 · 80 · 25
    Change just after+0.32+0.15 to +0.50
    Change 4 weeks after+0.33+0.07 to +0.60
  • Agency and self-management
  • I can cope when things are new to me. C05
    Up · same · down 65 · 93 · 25
    Change just after+0.250.00 to +0.49
    Change 4 weeks after+0.36+0.01 to +0.72
  • When something is hard, I can work out what to do next. C06
    Up · same · down 55 · 99 · 29
    Change just after+0.190.00 to +0.38
    Change 4 weeks after+0.20−0.22 to +0.63
  • If I keep trying, I can do most things. C15
    Up · same · down 75 · 80 · 28
    Change just after+0.32+0.04 to +0.59
    Change 4 weeks after+0.26−0.28 to +0.80
  • I do my jobs without an adult reminding me. C07
    Up · same · down 69 · 89 · 25
    Change just after+0.29+0.10 to +0.49
    Change 4 weeks after+0.23−0.49 to +0.95
  • I get on with a task even when no one is watching. C16
    Up · same · down 85 · 67 · 31
    Change just after+0.37−0.06 to +0.79
    Change 4 weeks after+0.31−0.24 to +0.86
  • I can stay calm and wait when things take time. C17
    Up · same · down 67 · 92 · 24
    Change just after+0.27−0.04 to +0.59
    Change 4 weeks after+0.290.00 to +0.59
  • Social connection and belonging
  • I feel that I belong in this class or group. C08
    Up · same · down 68 · 89 · 26
    Change just after+0.27+0.08 to +0.47
    Change 4 weeks after+0.22−0.06 to +0.50
  • I can work well with classmates I would not usually pick. C09
    Up · same · down 60 · 98 · 25
    Change just after+0.23−0.08 to +0.55
    Change 4 weeks after+0.17−0.13 to +0.46
  • There are people in my class I can count on. C18
    Up · same · down 67 · 94 · 22
    Change just after+0.29−0.02 to +0.61
    Change 4 weeks after+0.23−0.27 to +0.74
  • I try to understand people whose lives are different from mine. C10
    Up · same · down 56 · 99 · 28
    Change just after+0.19−0.02 to +0.39
    Change 4 weeks after+0.27−0.24 to +0.77
  • I listen to people even when I do not agree with them. C19
    Up · same · down 68 · 93 · 22
    Change just after+0.28+0.11 to +0.46
    Change 4 weeks after+0.21−0.04 to +0.47
  • Perspective and accomplishment
  • I think about how what I do affects other people and the world. C11
    Up · same · down 51 · 97 · 35
    Change just after+0.10−0.33 to +0.52
    Change 4 weeks after+0.06−0.23 to +0.36
  • I feel proud when I get better at something hard. C12
    Up · same · down 47 · 104 · 32
    Change just after+0.07−0.13 to +0.27
    Change 4 weeks after+0.06−0.20 to +0.32
  • I feel good about myself most of the time. C20
    Up · same · down 53 · 106 · 24
    Change just after+0.16−0.09 to +0.42
    Change 4 weeks after+0.08−0.20 to +0.35
  • I keep going with something until I have got it done. C21
    Up · same · down 48 · 95 · 40
    Change just after+0.04−0.20 to +0.27
    Change 4 weeks after0.00−0.46 to +0.46
  • Changes are in points on the four-point scale, with the 95% interval under each, for students who answered the question before and at that wave: 183 just after and 132 at 4 weeks. Up, same and down count them just after, by whole points. Each wave's means are in the section above, over everyone who answered it.
  • Pooled over the same trips and students as the domain figures above.
03

Did the change last?

Most of the immediate change was still there 4 weeks after: +0.20 points among the 132 students who answered before and at follow-up, against +0.24 just after.

95% interval for the change at follow-up +0.02 to +0.38.

04

How many students improved, and who did not?

Most students scored higher: of 183 students who answered both waves, 75% scored higher after the trip, 7% the same and 19% lower. Counting only movement larger than measurement error, 34% improved and 3% declined.

Share of matched students who scored higher, the same or lower after the trip, per domain: Learning and educational value 65 per cent higher, 14 the same, 21 lower; Agency and self-management 66 per cent higher, 13 the same, 22 lower; Social connection and belonging 64 per cent higher, 16 the same, 20 lower; Perspective and accomplishment 46 per cent higher, 23 the same, 30 lower; Overall 75 per cent higher, 7 the same, 19 lower.Scored lowerScored higherLearning and educational value21%65%14% the sameAgency and self-management22%66%13% the sameSocial connection and belonging20%64%16% the samePerspective and accomplishment30%46%23% the sameOverall19%75%7% the same

Share of students whose score fell (left) or rose (right) after the trip, counting any movement; the share that stayed the same is beside each row. Students who answered both waves: learning and educational value 183, agency and self-management 183, social connection and belonging 183, perspective and accomplishment 183, overall 183.

Learning and educational value
Distribution of change per student for Learning and educational value: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 1 per cent; -0.5 to 0, 20 per cent; 0 to 0.5, 50 per cent; 0.5 to 1, 26 per cent; 1 to 1.5, 3 per cent; 1.5 to 2, 1 per cent.−20+2
Median +0.17 · beyond measurement error: 16% up, 1% down · 1% already at the top before the trip
Agency and self-management
Distribution of change per student for Agency and self-management: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 2 per cent; -0.5 to 0, 20 per cent; 0 to 0.5, 43 per cent; 0.5 to 1, 26 per cent; 1 to 1.5, 8 per cent; 1.5 to 2, 1 per cent.−20+2
Median +0.17 · beyond measurement error: 25% up, 2% down · 1% already at the top before the trip
Social connection and belonging
Distribution of change per student for Social connection and belonging: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 1 per cent; -0.5 to 0, 19 per cent; 0 to 0.5, 54 per cent; 0.5 to 1, 21 per cent; 1 to 1.5, 5 per cent; 1.5 to 2, 1 per cent.−20+2
Median +0.20 · beyond measurement error: 14% up, 0% down · 4% already at the top before the trip
Perspective and accomplishment
Distribution of change per student for Perspective and accomplishment: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 3 per cent; -0.5 to 0, 27 per cent; 0 to 0.5, 45 per cent; 0.5 to 1, 22 per cent; 1 to 1.5, 2 per cent; 1.5 to 2, 0 per cent.−20+2
Median 0.00 · beyond measurement error: 10% up, 3% down · 9% already at the top before the trip
Overall
Distribution of change per student for Overall: -2 to -1.5, 0 per cent; -1.5 to -1, 0 per cent; -1 to -0.5, 0 per cent; -0.5 to 0, 19 per cent; 0 to 0.5, 63 per cent; 0.5 to 1, 16 per cent; 1 to 1.5, 2 per cent; 1.5 to 2, 0 per cent.−20+2
Median +0.19 · beyond measurement error: 34% up, 3% down · 0% already at the top before the trip

Half-point steps from −2 to +2; the black tick is the median. A student already at the top of the scale cannot register a gain.

05

Did change exceed that of students not travelling?

Spain, cultural, against the Ski, Austria students before they travelled. Trip report

On students who answered both waves, the difference in change between Spain, cultural and students awaiting the Ski, Austria trip was +0.12 points overall, 36 against 24.

Mean core score at Before, Days after, 4 weeks after for Spain, cultural against Ski, Austria students not yet travelling.2.52.753.03.253.5TripBeforeDays after4 weeks afterSpain, culturalSki, Austria, not yet travelled

Axis 2.5 to 3.5 of the 1 to 4 scale.

  • Everyone who answered at each wave: Spain, cultural 39, Ski, Austria 25. Both groups answered the same items on the same dates; students were not randomly assigned.
  • 95% interval for the difference +0.03 to +0.22.
06

How well was the experience designed?

Reflection and Autonomy had the lowest ratings.

Experience quality per dimension on the one to 4 scale: Preparation 3.1, 202 students; Novelty 2.9, 202 students; Challenge 3.2, 202 students; Autonomy 2.7, 202 students; Educator 3.4, 202 students; Reflection 2.6, 202 students; Group 3.2, 202 students; Transitions 3.2, 202 students.1234Preparation3.1Novelty2.9Challenge3.2Autonomy2.7Educator3.4Reflection2.6Group3.2Transitions3.2

How the trip was run, pooled over 202 students across 4 trips, days after the trip. Shared with the operator. The priorities below compare each dimension with the platform median where there is one, so a dimension rated low here can still be ahead of other trips.

91%agreed they enjoyed the trip, of 202 students across 4 measured trips, rating “Overall, I enjoyed the trip.” Enjoyment is not part of any score.

Every question, as students read it

  • PreparationBefore we left, I knew what we would be doing and why.
    Mean3.1
    Students202
  • NoveltySomeone explained the new parts of the trip before they happened.
    Mean2.9
    Students202
  • ChallengeThe activities made me try hard, but they were not too hard.
    Mean3.2
    Students202
  • AutonomyThere were times when we made real choices ourselves.
    Mean2.7
    Students202
  • EducatorThe adults in charge explained things clearly and listened to us.
    Mean3.4
    Students202
  • ReflectionWe had time to think or talk about what we had done.
    Mean2.6
    Students202
  • GroupI worked in small groups where everyone took part.
    Mean3.2
    Students202
  • TransitionsMoving from one place to the next was calm and well organised.
    Mean3.2
    Students202
07

Priorities for the next trip

  1. 1
    Design small-group tasks where everyone has a part.
    Group was relatively weak, at 3.2 across 202 students against a platform median of 3.4.

Keep the reflection time. Reflection 2.6 against a platform median of 2.4.

  • Set by fixed rules from the experience scores.
08

Who benefited: change by starting level

Start, on their own tripStudentsStarted atChange
Lowest on their trip482.36+0.32
Middle on their trip532.88+0.21
Highest on their trip543.45+0.15

By sex, where the school recorded it

GroupStudentsStarted atChange
Female872.92+0.18
Male802.93+0.26
Otherfewer than ten—withheld
  • Each trip's students are banded into thirds by their score before the trip, and the bands are added up across trips. Students who start low tend to rise and students who start high tend to fall whatever happens.
  • 95% intervals: lowest on their trip +0.21 to +0.42; middle on their trip +0.13 to +0.29; highest on their trip +0.09 to +0.22.
  • Sex was recorded for 173 of these 183 students. 95% intervals: female +0.13 to +0.24; male +0.19 to +0.32.
09

Data quality

Response shares: Completion against students who travelled 93 per cent, Answered both before and after 89 per cent.
  • 93%
    Completion against students who travelled
  • 89%
    Answered both before and after
Trips measured
4 of 5
1 scheduled
Students who answered before and after
183
Operators
3
3 trips with a follow-up
Responses
210
of 226 invitations
  • Every figure is what students say about themselves. Definitions are on the methods page.
10

Every trip

  • Outdoor residential
    OperatorLochside
    Students96
    BeforeComplete89
    Just afterComplete84
    Weeks afterComplete77
    Matched78
    Quality3.1
  • Battlefields
    OperatorPE5
    Students54
    BeforeComplete49
    Just afterComplete46
    Weeks afterComplete41
    Matched41
    Quality3.1
  • Rugby tour
    OperatorAlpine Ed
    Students34
    BeforeComplete29
    Just afterComplete33
    Weeks afterComplete26
    Matched28
    Quality2.9
  • Spain, cultural
    OperatorPE5
    Students42
    BeforeComplete39
    Just afterComplete39
    Weeks afterOpen now22
    Matched36
    Quality3.0
  • Ski, Austria
    Comparison for Spain, cultural
    OperatorAlpine Ed
    Students28
    BeforeScheduled
    Just afterScheduled
    Weeks afterScheduled4 weeks after
    Matched—
    Quality—
  • Theatre, London
    OperatorCurtain Call Travel
    Students58
    BeforeScheduled
    Just afterScheduled
    Weeks afterScheduled4 weeks after
    Matched—
    Quality—
  • The number beside a state is students who finished that wave. Not collected means fewer than ten finished. Matched is students who finished both before and after. Quality is the experience module, not the impact score.