Your Recipe for Success
School Name: Springfields School
Address: Springfields School
Postcode: SN11 0DS
Please tick the relevant box to indicate which challenge you are sharing
□ How you are using the specialist status to improve learning and raise standards in your Sports College
□ How you are using the specialism of PE and sport in the development of your School Sport Partnership
Your Example of Practice title:
The Dore Programme at Springfields School
What did you want to do? (What problem did you want to address?)
Whilst Springfields, an outstanding, high performing specialist sports college has been at the forefront of the
provision of interventions for vulnerable students in the last few years the leadership team wanted to explore
alternatives that could accelerate a young person’s academic development. In some cases at school, pupil
progress was less than satisfactory.
The school identified eight children on the basis of their specific learning difficulties and individual behavioural
The challenge was to find an intervention that had a positive impact on the reading and writing skills of these
specific children but would also help them improve their confidence and self-esteem and lead to progress in other
areas such as physical education and the ability to remain on task.
Meeting the Challenge
What did you do? (How did you do it? What strategies have you used?)
We undertook our research into a number of intervention programmes and then specifically focussed on the Dore
Programme. Whilst there was some criticism surrounding the programme, individuals appeared to be achieving
positive results and was therefore, worth pursuing. Following a meeting between the school and the Dore
management team in Stratford-upon-Avon, Springfields’ staff were impressed with the progress that participating
children seemed to be making. There were also a number of shared values between this organisation and the
School, particularly around vigorous assessment, early intervention and helping to identify and build the skills of
every child in readiness for life at school and beyond.
This personalised Programme is based around a practical physical exercise routine developed by doctors which
involves 10 minutes of supervised exercises twice a day. It takes around 12 months to complete following an
initial assessment undertaken at the Dore Centre with a doctor and Programme Coaches. There are a number of
follow-up assessments through the Programme to monitor progress and encourage motivation. We were told this
physical exercise programme could also help with sporting performance.
The first day back at school is when the Programme really gets going! Each pupil is able to access their daily
exercises via Dore’s unique on-line exercise generation system. This prescribes individual exercises on a daily
basis for each pupil based on how easy or difficult the pupil found the exercises on previous days. In this way, the
exercises are constantly challenging and stimulating the pupils. This on-line system also adds to the
communication channels between the School, pupils and the Dore team which all helps with ongoing
The biggest challenge was to ensure the children stayed motivated to continue with the exercises, day in and day
out. The school allocated a dedicated area for the Dore programme, which created a fun environment for the
children to undertake their exercises and includes kit such as wobble boards, bean bags, gym balls and eye-
tracking charts. However, the most fundamental decision was to redefine the role of one our teaching assistants
to manage and coordinate the Dore Programme within the school and act as a direct link between the school and
the Dore team. This co-ordinator has been trained by the Dore team and supervises each pupil’s exercises. This
exercise time has been carefully built into the school’s timetable to minimize disruption and absence from other
A reward structure to ensure good compliance was also compiled in consultation with the students.
What difference has this made? (What differences are you seeing in young people e.g. attitude, behaviour, achievement
and attainment? What evidence do you have?)
The Dore Programme is a drug-free personalise exercise programme designed to stimulate the part of the brain
(the cerebellum) which impacts the capacity to learn and process information. The Programme aims to improve
the efficiency of the cerebellum and is underpinned by the theory that poor cerebellar efficiency causes
difficulties in making some skills automatic, meaning that people struggle to do them without thinking which can
significantly impact on learning and achievement. The Programme helps to improve symptoms associated with
conditions such as dyslexia, dyspraxia, ADHD and Asperger’s Syndrome. Individuals completing the Dore
Programme say that they see lasting improvements in areas such as reading and writing, balance and co-
ordination, concentration and social skills.
Whilst not understanding exactly how this science works the impact has been significant. Within 8 weeks of
starting the Programme 5 out of 8 sets of parents/carers of children on the Programme had specifically contacted
the school to say that they had noticed changes in the children, particularly in their co-ordination and general
“This is the best thing that happened to my son. He can now remember 3 things to do before leaving for school in
the morning instead of me reminding him one task at a time – thank you”.
Dore measures progress through the Programme in a number of ways. It uses bespoke physiological testing
equipment to measure changes over time in balance, coordination and eye-tracking results.
A range of other validated assessments are also utilised which have been developed by independent third parties
to measure a range of performance areas. These include the Dyslexia Screening Test, the SNAP assessment for
ADHD and the Movement ABC assessment for balance and co-ordination. These tests can help identify areas of
weakness when compared to a national average score. Each pupil is provided with an initial and final report to
help capture progress made, describe what this may mean in practice and discuss how it can help them moving
Whilst all children have not yet fully completed the Programme they are all a substantial way through. They have
attended three follow-up assessments at Dore. From the pupil sample the following results were obtained in both
reading and spelling scores;
Reading an average increase of +11.8 months in 8 months
Spelling an average increase of +21.5 months in 8 months
However, perhaps the most important changes have been in the day to day performance of the children
themselves, that is the ability to remain on task for a greater period of time thus making progress possible.
These results were extremely pleasing especially considering that all pupils involved in the project had made
minimal improvements in both these crucial areas the previous 2 years before the onset of the Dore programme.
Do you have a specific example of a young person who has benefitted from participating in the project? (What
differences are you seeing? What element of the young person’s 5 hour entitlement has this provided? What have the benefits been?)
One of the boys on the Programme has particularly benefited in physical means. He has recently been chosen to
play county rugby and attracted the attention of three professional rugby teams.
Why did it work? (What were the critical factors which made this work for you?)
The Programme has been a success because of the profile of the Programme within the school and the support it
has received from all staff.
The dedication and commitment of the teaching assistant managing the Programme has also been crucial in
particular her genuine interest in the children’s well-being and progress through the programme. Her relationship
with the children has blossomed during this period.
The Dore team provided the assurance and training needed at the start of the Programme and have provided
ongoing support and encouragement through the Programme – this has truly been a team effort with fantastic
outcomes that will enhance the lives of the children involved.