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Our history

Our history of partners

News of good results travels fast and the inclusive and supportive nature of PiXL’s work is well received around the world.  The evidence of this is clear in the way in which PiXL hubs are growing in every continent. All this development is designed to give a better future and brighter hope for students in all these countries.


Schools in Sumbawanga and Laela in western Tanzania have adopted PiXL strategies and made use of predicted grades, pupil tracking, and planned interventions to raise standards. All schools involved in the project made significant improvements in their performance in the first year, resulting in an increase in student applications for the following year and enquiries from other schools in the region about how they had achieved this. We have experienced the biggest increase of PiXL schools in the Rukwa region, where we grew from three to 37 schools.

A second hub of eight schools in north western Tanzania joined PiXL in partnership with the Tanzania Development Trust, the charitable arm of the British Tanzania Society. One of these has become the second most improved school in the country. In addition, an exciting new project has just been launched between Les Beaucamps High School and Kabanga School in Kagera region.


PiXL Brazil established a project in Jose Lopes School in Aparecida de Goiânia, a city of 500,000 people with a high incidence of crime, drug use and poverty. Brazil has a SATs type national test and secondary schools are measured using test scores and attendance rates to give a number between 1 and 10. Jose Lopes School had a level of 3.2 when the government set it a challenging target of 4.4. PiXL work, with an intense focus on maths and Portuguese teaching, started 40 days before the exam. When the results came out, Jose Lopes School achieved 4.9 to become the top-ranking school in the city. This 17% caused a stir and PiXL has expanded its programme in the area. This starter school has become a network of four schools and more are in the pipeline.


The Charter School has long established links with two schools in Ghana, one rural and one in urban Accra. East Airport School in Accra has adopted PiXL strategies itself and has also been able to help the rural Jubilee school create PLCs for their curriculum, make predictions based on PiXL principles and analyse these against the exam grades achieved.


In secondary schools in Bangladesh, pupils are judged by their Grade Point Average (GPA), a figure established at 16 that shapes a destiny forever. Through discussion, Boston Spa School confirmed that their partner school, the IET Government High School in Dhaka, had a desire to increase the number of pupils attaining the highest grades and learn about PiXL strategies to achieve this. Further discussion showed that the main PiXL tools dovetailed into the school structures, the national curriculum and assessment structures in secondary schools in Bangladesh. The original plan was to work on PiXL strategies with IET Government High School in the first year then roll this out to the Narayanganj Government Girls School in Year 2. Such was the schools’ immediate response, PiXL projects started in both schools in the first year, with goals set in one school at 22% above their current achievement. 


PiXL International is working with two schools that were set up jointly by the government and the UK charity PEAS, supporting them in trialling PiXL strategies in the Zambian education system. Three senior school staff attended training in London during PiXL Conference week and are now implementing action plans in their schools.


Greenshaw High School established a PiXL International project with Baraunda Government Secondary School in Haryana. Through an intense programme of discussions about PiXL strategies and techniques with school staff and the local education authority, Baraunda school was able to devise an ambitious action plan for implementing fine grading, analysing data, planning interventions and celebrating students’ success. A second hub of schools in India has opened up in Bangalore organised by Paul Hammond, the PiXL Regional Associate.  This is a very active new hub.


Jack Hunt School had an existing international link with Shanghai through the Gold Apple International School. This partnership has now expanded to include Pu Xing Middle school, with a PiXL International project aiming to raise student attainment, particularly through personalised support and tracking. Schools are keen to use PLCs in maths and English, track students to identify those who are vulnerable, and make use of ‘Walking, Talking Mocks’ to improve exam performance. Work is in hand to develop the project into a 10-school partnership between schools in the UK and Shanghai.


St Martin in the Fields school in South London, starting with links with one school, has now organised a hub of PiXL schools in the Montego Bay area of Jamaica.  With a strong initial focus on mathematics, collaboration now takes place in all areas of the curriculum to improve overall results.


Two schools in Kenya have links with Garth Hill College and Bingley Grammar School.  A hub of five schools is now in development.


London’s St Philomena school has a strong PiXL programme of collaboration under way with its linked school in Karachi, St Joseph’s. In the years ahead, this looks set to form a hub of schools in the city.

South Africa 

Carleton Jones High School is the first PiXL school in the country involved in a project supported by PiXL Associate, Chris Sydenham, with reciprocal visits taking place.


Peter Byaruhanga, Director of Kamwezi Parents’ School in Kabale, heard about PiXL through his school’s long standing link with Vyners School in Hillingdon.  He told us that students in his school need to pass in eight subjects at O Level if they wish to study A Level courses. The PiXL network has expanded abroad like this by word of mouth through Headteachers’ meetings.