Progress Schools help Daphne build confidence through caring for others

Strong employer and community partnerships give young people opportunities to apply their learning in real-world settings and develop the skills they need to thrive beyond the classroom. At Progress Schools, these experiences are an important part of helping students discover their strengths, raise their aspirations and prepare for positive futures. For Daphne, a volunteering placement at a local children’s care home became the opportunity that transformed the way she saw herself.

When Daphne joined Progress Schools Liverpool, staff recognised her potential and encouraged her to take part in a weekly volunteering placement at a local children’s care home. Since beginning the placement, she has become a valued member of the team, earning praise from staff for her maturity, kindness and willingness to help.

Over the course of her placement, Daphne has built a particularly strong bond with one child, known as FC. Through patience and genuine care, she has become someone FC looks forward to spending time with each week.

Reflecting on the impact Daphne has had, the care home’s team shared:

“It’s been so lovely spending time with Daphne and FC together. Daphne has built a lovely relationship with FC. He gives her hugs and seems to enjoy spending time with her. FC had even bought Daphne a cake from his school cake sale today, which they both enjoyed after their tea.”

As her confidence has grown, Daphne has naturally taken on more responsibility. Whether helping with household tasks, preparing for the children’s routines or supporting FC through his evening schedule, she has consistently shown initiative and maturity beyond her years.

The care home leader praised Daphne’s contribution, saying:

“Daphne has been very attentive with FC and seems to have the knack of getting him to listen when he doesn’t want to listen. She helped prepare his lunch for school, laid out his PE kit after noticing it on his calendar, and thoughtfully checked with parents before offering brownies to the children in case of allergies.”

Daphne’s calm and encouraging approach has also helped FC during moments that can be challenging, including supporting his bedtime routine, listening to him read and spending quality time together. The relationship they have built has had a lasting impact on them both.

The team recalled one particularly heartwarming moment:

“When it was time for Daphne to leave, FC asked her to shout goodbye before she went and then came to the top of the stairs to say goodbye himself. He told us how sad he was that Daphne had to leave because he loves her coming to see him.”

Reflecting on Daphne’s development, the care home leader added:

“Wow, how lovely is she! She’s a credit to the staff. Well done, Daphne. I can’t believe how grown up you are now. Thank you for all your help – you were amazing. I’m so proud of you.”

The placement has had a significant impact on Daphne’s engagement with education. Having previously experienced permanent exclusion, she now attends school each week with a renewed sense of purpose and a clear goal to work towards. By connecting her learning to a meaningful real-world experience, Daphne has developed a more positive outlook on her future and a renewed belief in what she can achieve.

Daphne’s journey highlights the lasting value of meaningful employer and community partnerships in education. By giving young people opportunities to contribute beyond the classroom, it helps them discover their strengths and recognise the difference they can make. Through her volunteering placement, Daphne has grown in confidence, embraced new responsibilities and developed skills that will support her long after she leaves school. It’s a powerful example of how Progress Schools uses community partnerships to prepare students for life, not just qualifications, and realise the positive impact they can have on themselves and the world around them.

(For confidentiality, the student’s name has been changed in this case study.)