The most powerful evidence is given by teachers and children (Video Clip) themselves.

˜This work has impacted on more children than any other initiative, across the whole range of ability, and it has inspired staff in a way that I have never experienced before" (Manchester Primary School)

"Children have responded very positively to PCs. They have been very aware of what is expected of them and some have become particularly good at thinking about which PCs might be relevant to a particular task. They have learnt to value the way they work, not just rushing through to complete a task. Behaviour is generally improved when there is a focus on PCs as children reflect more on their attitudes to others."(Sheffield Primary School)

"It has made the children more aware of the fact that success is not just achieved through exam results – it is helping to raise their self-confidence." (Birmingham Primary School)

"Alongside work on thinking skills and accelerated learning this project has formed one of our key targets on this year's School Development Plan. We are very keen to develop the independent learning skills of the children. We can see clear links between these other areas and PCs and aim to link them all together. We are currently evaluating some of the suggested ways of working in these to integrate them with our PC work. A very practical example is the way we have extended our use of learning intentions in each lesson to include success criteria so that the children are able to evaluate their own work again linking into PC development." (Rotherham Primary School)

"Children are more aware of the skills that they need to succeed when carrying out collaborative tasks. They work on an individual capability for a fortnight within science lessons. During a recent lesson observation it was noted, by the head teacher, how well they worked together in a group." (Birmingham Primary School)