What we’re learning from the Adult and Family Learning pilot
Veronica Cueva-Peralta, our Adult and Family Learning Manager, and Chloe Cheetham, our Impact and Evaluation Manager, reflect on how the Adult and Family Learning (AFL) pilot has developed so far and share what we are learning about the role families can play in supporting young people’s education.
Veronica Cueva-Peralta, Adult and Family Learning Manager
Chloe Cheetham, Impact and Evaluation Manager
Q: How did the Adult and Family Learning Programme pilot come to be, and what needs were you hoping it would address for families?
VCP: From the launch of our Scotland centres, our partners, the Universities of Edinburgh and Glasgow, also saw potential for wider community impact Research by IntoUniversity, university collaborators, and LEK Consulting highlighted how adult learning supported the Scottish government’s priorities by helping parents engage in their children’s education while addressing employment and skills needs. Ultimately, this led to the pilot which launched in summer 2024.
CC: The Theory of Change for the AFL programme was co-designed by all the project stakeholders (and with service design consultants Outofthewoods Ltd), and outlines the four key aims of the project. This structured process identified the needs of IntoUniversity families, and mapped the short and medium term activities needed to support them. The pilot is focusing on the following outcomes, that participants would:
- Improve understanding of educational pathways in the local area
- Improve confidence to support their children’s learning and development
- Improve positive attitudes to learning
- Improve opportunities for adults to learn and reflect on educational opportunities for themselves and their children
These foundations have shaped everything that has followed, and they continue to guide how we reflect on implementation and understand the pilot’s impact so far.
Q: How has the programme been delivered in practice, and what have been the biggest successes or challenges when working with parents and carers?
VCP: The AFL programme is delivered by a three-person team working across the three Scottish centres. The young people we support remain at the heart of this new initiative, but now, we have created specific workshops which families can also attend. Workshop content, venues, and practical arrangements are shaped directly by what families say they need, keeping provision relevant and accessible.
Strong, trusting relationships are key and remain one of our greatest achievements. Regular contact through our existing after-school club helps build trust with young people and, in turn, their families. Parents and carers have felt confident sharing their educational ambitions, employment goals, pastoral concerns, and honest feedback with us. This input allowed us to refine the programme. A clear Theory of Change has been invaluable while collaboration with other community organisations ensures families can be signposted to appropriate support when our team is not best placed to meet a need.
CC: I have valued the input from adult participants, who give their insights into the programme and share the impact activities have had on their families. A success is how many agreed to be interviewed and, additionally, those who said they would be happy to work with us to review the questions we ask in further evaluation for the pilot. Their openness has revealed emerging themes around trust, confidence‑building, and the value families place on having space to reflect on their children’s learning.
Q: Have you made any changes to the programme since it began, and what influenced those adaptations?
VCP: One of the advantages of running a pilot programme is the flexibility to test and refine different approaches. Small adjustments happen regularly, from changing how we welcome families into the space to shortening registration forms, and refining recruitment strategies and when events run. Each interaction with families provides valuable insight that has helped us shape the programme. Families’ aspirations and needs have remained central, guiding both practical decisions and overall direction.
Drawing on what we learned in the first year, we created a workshop schedule for the full academic year while intentionally building in “reactive slots.” These allow us to respond to emerging community needs and to collaborate with other organisations to reach more families. Alongside group workshops, we also offer one-to-one support for families with more specific needs, ensuring the programme stays responsive, relevant, and adaptable as circumstances change.
CC: After each activity, participants complete a feedback form. So far, responses are positive about the quality of the activities, and participants say they find sessions useful and enjoyable. Sometimes, participants share their ideas for what they would like to learn, which helps us to develop the pilot. This has led to activities such as The Wee Reading Club and a Maths Club. The data we have around attendance indicates where it would be best to deliver new or different activities. Additionally, when they register, participants share which of the pilot’s outcomes they are interested in developing, and this allows the team to tailor their recruitment and offer.
Q: How are you measuring whether the pilot is making a positive difference to families and young people?
CC: We are using a mixed-methods approach for the evaluation, which is both processand impact-focused. This means it evaluates how the pilot serves participants, as well as the difference it makes for those attending the activities.
In order to understand who has taken part, which recruitment strategies are effective, and whether the pilot has had an effect on student attendance at our Academic Support programme, we are capturing data on the profile and participation of families as well as the participation of their young people in our programmes. To help us evaluate the pilot’s content, we look at the feedback surveys completed after each activity which give us a picture of participant satisfaction, alongside staff reflections from the team and the regional operations manager. These allow us to see instant feedback and make real-time improvements.
To be able to explore the impact on participants relating to the pilot’s aims, we are administering both entry and exit surveys to measure the impact of attendance across the whole pilot. Qualitative interviews have given us additional insights across all areas, and we have been able to ask participants about any improvements or changes they would suggest, as well as find out more about the impact the activities have had on them and their families personally.
Each method gives us something slightly different, but, together, they allow us to see an overview of how the pilot is serving our families.
VCP: Our staff team has also observed how participant confidence might change as a result of one-off workshops. For example, in our Maths at Home sessions, adults often begin by expressing a lack of confidence in maths, but by the end, their language shifts to more positive and proactive reflections about supporting their children and improving their own skills. Many also feel more comfortable seeking additional support, with group sessions often leading to follow up one-to-one meetings. Families frequently tell us they feel reassured and better equipped to support their children’s learning after participation.
For me, the future of the Adult and Family Learning Programme, and of our educational programmes more broadly, lies in continuing to reflect the needs and aspirations of the communities we serve. Our path forward is to build on what’s already working, design and deliver opportunities that connect with people’s real lives and ambitions, and create experiences that feel relevant, supportive, and ultimately empowering. Education continues to offer a powerful pathway toward that goal, giving opportunities and strengthening communities.