A message from our CEO, Melissa Farnham
As the year draws to a close, I want to share reflections on my first six months as CEO of ASDAN. This has been a time of proactive engagement, strategic planning, and a renewed commitment to supporting learners and the educational community.
Strengthening networks and shaping strategies
A key focus was to engage more fully with the influencers, partners, and policymakers who shape the educational landscape. I’ve built connections with influential partners in education, including Carl Ward and Jo Malone (Foundation for Education Development), Rob Nitsch and Charlotte Bosworth (FAB), and Sir Jim Knight, ASDAN’s patron.
I have also drawn insights from Dame Alison Peacock (Chartered College of Teaching) and Kerry McCarthy MP, whose perspectives on prison reform and children affected by parental imprisonment, in collaboration with Sarah Burrows (Children Heard and Seen), have informed our approach to addressing the educational and pastoral needs of overlooked groups.
These partnerships have positioned ASDAN as a credible, forward-thinking charity contributing to national strategies such as the UK 10-Year Education Plan and guidance on improving school attendance. These efforts ensure our voice informs policies shaping the future of education.
Harnessing our legacy for impact
As we approach ASDAN’s 35th anniversary, our decades of expertise enable us to lead with authority. Internally, we’ve evaluated our strengths in supporting diverse learners and innovating curricula. This self-assessment has reinforced our commitment to empowering learners from all backgrounds, setting a foundation for sustainable growth.
Evidence of success: CoPE and curriculum models
Research continues to validate the impact of the Certificate of Personal Effectiveness (CoPE) and ASDAN’s curriculum models and consistently demonstrate the positive influence of these on GCSE outcomes and learner engagement.
Studies* show that CoPE and ASDAN’s curriculum models significantly enhance academic performance, particularly for learners facing societal, cultural and political barriers. The benefits are most pronounced for those experiencing economic disadvantage, those with low prior attainment and individuals with SEND. Importantly, they also highlight how these foster engagement, confidence and motivation – skills that are crucial for long-term success in education and beyond.
However, these positive outcomes risk being overlooked in current performance measures. This is why we continue to advocate for the inclusion of CoPE and ASDAN’s curriculum models in national frameworks, to ensure their value is recognised in improving educational equity and supporting learners who face the greatest challenges.
Expanding ESOL and employer engagement
To support the ‘Get Britain Working’ agenda, we’re expanding our ESOL (English for Speakers of Other Languages) offer to empower multilingual learners and foster inclusion. In parallel, closer ties with employers and industry representatives ensure our qualifications equip learners with skills essential for today’s workforce, such as teamwork, problem-solving, and digital literacy.
Innovative partnerships and digital access
We are working with Somerset EOTAS, South Gloucestershire Virtual Heads, E–ACT multi-academy trust and Academy 21 to test and refine innovative delivery models. These partnerships help us improve attendance, attainment, and learner engagement, while demonstrating ASDAN’s ability to adapt and support learners in diverse settings.
Driving digital innovation and accessibility
We are launching a digital platform to provide flexible access to courses, qualifications, and resources, supporting learners in schools, alternative provisions, prisons, and community hubs. This initiative reduces partner workloads and makes learning more accessible, aligning with the 'Get Britain Working' agenda.
Fostering communities of practice
We will create specialist interest groups within our membership to encourage peer learning, share best practices, and co-create new engagement models. These groups will focus on areas such as ESOL, inclusive education, employability skills and digital pedagogy, ensuring our approach remains relevant and grounded in real-world experience.
Ensuring sustainability and forward momentum
We are committed to sustainability by reviewing our financial stewardship and ensuring resources directly improve learner outcomes and organisational resilience. This balance of strengths and innovations prepares ASDAN to meet current challenges and anticipate future needs.
Looking ahead together
As the festive season approaches, my thoughts are with those facing the greatest challenges. At times like these, ASDAN’s charitable mission feels even more vital. Each partner, member, policymaker and educator help create an environment where learners are valued, supported, and equipped to shape their futures.
By aligning with the ‘Get Britain Working’ agenda, investing in ESOL, strengthening employer partnerships, and leveraging the impact of our qualifications and ASDAN’s curriculum models, we contribute to a fairer, more inclusive education system. Together, we are shaping a future where every learner feels engaged, elevated and empowered.
Best wishes,
Melissa Farnham
Chief Executive Officer (CEO) at ASDAN
*Building a Culture of Achievement (University of the West of England, 2012)
*Don’t Know What You’ve Got ’til It’s Gone? (Harrison, James & Last, 2015)
*The Learning Skills Curriculum: An Eight-Year Evaluation of a Complex Intervention (Mannion, 2021)