Arc Pathway for Schools & Nurseries
Study by Top University Finds Arc Pathway Use has a ‘Significant Positive Effect on Teacher Competence’
- University College London has published new research exploring the impact using Arc Pathway has on teachers
- Teachers using Arc Pathway performed significantly better in competence tests than teachers who had never used the platform
- Even using the platform for as little as two months was associated with greater competence in identifying and supporting children’s needs
University College London (UCL) – consistently ranked in the top 10 universities globally, and awarded British University of the Year in 2024 – has released the findings of an exciting new study conducted on Arc Pathway early years software.
Arc Pathway launched in 2019 as the world’s first and only software offering holistic early years profiling and integrated next steps. With 150,000+ app downloads across more than 20 countries, its flagship school platform Arc Pathway at School has established a strong global presence in the sector.
The platform’s reach has increased largely through positive teacher feedback and word-of-mouth recommendations. This has provided a growing bank of anecdotal evidence for its effectiveness in supporting early years professionals.
As a result, Arc Pathway caught the attention of researchers at UCL, who were keen to explore whether this social proof would be supported by an independent academic study.
Two groups of teachers were recruited to take part in this research, divided equally into those who regularly used Arc Pathway and those who had never used it.
Researchers assessed teacher competence through carefully designed testing based on real-world scenarios. The focus of these tests was the participants’ ability to identify children’s needs and provide appropriate personalised support.
Key areas of childhood development were highlighted, including attachment, sensory processing, communication and self-regulation.
The results of these tests were clear: ‘teachers using Arc Pathway demonstrated significantly higher competence in assessing and supporting children's development compared to non-users'.
Surprisingly, a close analysis of the data revealed that there was no statistically significant difference in teachers’ performance based on setting type, educational background or even years of experience.
The only factor positively associated with increased teacher competence was using the Arc Pathway platform. Benefits were seen even after only a few months’ use.
UCL Researchers were therefore able to confidently conclude that ‘the Arc Pathway platform plays an important role in early years teachers’ competence’. Specifically, they found that it is ‘an effective tool for improving teachers' competence in assessing and supporting children’s development’.
Commenting on these findings, Arc Pathway cofounder Helen Garnett said, “We have known for a long time that this software is something truly special. Having spoken to thousands of teachers over the years and seen first-hand the difference Arc Pathway makes, we are thrilled this has been confirmed by robust academic research.”
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