“Intelligence plus character – that is the goal of true
education. The complete education gives one not only power of
concentration, but worthy objectives upon which to

– Martin Luther King Jr, ‘The purpose of education’

Theory & Research

The 50-50 LAB system has evolved over many years of extensive work in predominately primary educational settings. Our theory is aligned with Professor Carol Dweck’s Growth Mindset principles – 2015 and more recently with psychologist Dr Angela Lee Duckworth’s research on grit: The Power of Passion and Perseverance – 2016 and her non-for-profit organisation founded in 2013 called Character Lab.

Demos is an independent educational charity and Government think tank. Their research called Mind Over Matter – 2015 and Character Nation a Demos Report with the Jubilee Centre on Character and Virtues 2015 has been invaluable.

We also put theory into practice using games-based activities to achieve Psychosocial outcomes as discussed at iCoachKids.org – 2017. This philosophy is embedded within our highly engaging break time and lunchtimes zones, PE delivery and sports coaching sessions. It is designed to explore the role of social interaction and relationships that stimulate learning within a sporting environment

As a social enterprise driven by social issues, we’ve been guided by key reports such as Social Investment in Education – produced by The Young Foundation, Big Society Capital – 2013 and Impetus – Private Equity Foundation and the World Economic Forum – New Vision for Education: Fostering Social and Emotional Learning through Technology – 2014. This has helped to maintain our focus and objective towards making our initial paper-based practice become paperless, malleable, safe and scalable.

Our ultimate aim is to make young people more employable. We’ve created a new application called 50-50 Profile and Attitude Development (PAD) as a part of the solution. To achieve this, we researched and implemented key evidence from Impetus – The Private Equity Foundation – Ready for Work – The capabilities young people need report – 2016. We also review the latest CBI/Pearson Annual Reports – Education and Skills Surveys 2014-18 and endorse their Attitude’s and Aptitudes theory-based evidence.

We closely observe Cross-Government policies and reports affecting children and young people in modern day society. We keep fully aware of Ofsted policy changes and updates that impact our work in schools.

We strongly believe 50-50 LAB can impact and play a pivotal role within the new Ofsted judgements framework for schools to be launched in September 2019:

➢ Personal Development

➢ Behaviour and Attitudes

Our company has support from head teachers, education consultants, local charities and other sports associates.

We subscribe to, and are members of daily school, social education, social care and sport bulletins and receive reports from various children and young people services, charities and governing bodies.

We believe 50-50 LAB is part of the solution to improving the social and emotional personal development outcomes of many children and young people. This can be achieved and sustained through education, sport and home settings.

Ultimately, we want to help young people to become more employable. This can only be achieved through working in collaboration with organisations and services supporting children and young people.

Our LAB Zones are more than sports activities!

Our successful outcomes have enabled children to build their confidence, reduce anxiety and improve their concentration and focus. How do we know or prove this? We’ve based our findings by testing 50-50 LAB and processes with thousands of children in various settings. We’ve achieved successful outcomes from working with children who have complex needs and challenging behaviour, to those with exemplary
behaviour and those deemed gifted and talented. We’ve supported disengaged children both in the classroom and in sport. All children respond well to 50-50 LAB.

Sport provides a strong foundation to embed key social skills that can impact attainment and employability. Unfortunately for some children it is the initial engagement in sport or the focus on technical ability which can be the barrier. Hence many children struggle during unstructured times of the day and find it hard to play with other children. They suffer from low self-esteem and do not like and shy away from participating in sport and play activities.

We generate many Psychosocial outcomes every day through our break and lunchtime zone interventions, PE lessons and transitioning processes. Our highly successful football zones and game play structure, has supported schools who previously had to ban football during unstructured times of the day.

Our zones are more than just sports activities. They are learning platforms designed to promote and practice safe play, leadership and character skills. We engage more children who wouldn’t normally have the opportunity or confidence to participate.

We’ve created a system that promotes teamwork, fair play and a positive attitude. Children display qualities such as empathy towards others, selflessness and encourage their peers. 50-50 LAB captures these moments and attaches a value to them, which is
then placed within their online HUB for them to self-reflect. We recoqnise and acknowledge these moments and give praise and reward through LAB scores. The psychology of this process has always been more important to children than the goals being scored during the game!

50-50 LAB integrates everyone within the same process and doesn’t segregate children based on their level or ability. Our programmes generate a lot of unintended outcomes because they are delivered as the ‘by product’ of teaching and learning and sports coaching. We develop and focus on an individual’s non-cognitive ability and soft skills to such an extent that it impacts their mindset towards completing difficult tasks, raising attainment in lessons where they previously struggled and developing their technical ability, engagement and attitude towards sport.

Making EVERY child visible!

Most schools will have a small number of children who receive extra attention and help, due to their social and emotional concerns, behavioural problems, additional or complex needs. They will often access specialist intervention programmes and work in smaller groups with additional teaching support staff.

There is another small number of children at the top end of the school. They are often described as gifted and talented. They receive more attention, recognition, acknowledgement and praise. They tend to be rewarded for their accomplishments in the classroom or for their sporting achievements.

Then there is the largest number of children in every school. They do not require any additional support for their behaviour and are not described as being gifted or talented. These children can simply ‘coast’ throughout their school lives with very little additional attention, recognition, acknowledgement, praise or reward. They can be referred to as ‘unseen’ or ‘invisible pupils’. We can all relate to being or knowing someone in one of these groups. With more effort in lessons or towards challenging tasks, along with feeling recognised, acknowledged, praised and rewarded, our
direction in life might be slightly different. We may have achieved more academically, developed more socially and emotionally or had the self-belief to make better decisions and confidence to follow our dreams…

50-50 LAB platforms and programmes

We deliver the following 50-50 programmes on school sites and at our Alternative Education Provision (AEP):

  • Individual Pupil Support (IPS) contract folder system run on school site
  • Individual Pupil Support (IPS) run offsite at Alternative Education Provision (AEP)
  • Physical Education (PE) lesson delivery
  • Break Time Zone (BTZ) and Lunchtime Zone (LTZ)
  • LAB Leadership Programme – LAB Learner, LAB Worker and LAB Leader

Platforms and Intervention Programmes run through the LAB system:

  • Curriculum based scoring in lessons
  • Extended Pupil Support (EPS)
  • Copycat and transition lines
  • Before-School Clubs
  • After-School Clubs
  • Additional 50-50 Intervention Programmes run from the AEP
  • Specialist Support Programme – 2:1 intervention support during school holidays
  • Short Breaks Activity Programme – small group respite intervention support during school holidays

Theory and good practice

Listed below are some areas of established evidence, theoretical studies and consultation
sources that have helped to give our social enterprise more direction and purpose, to
generate a greater impact to a wider community.

  • HM Treasury – The Plan for Growth 2011
  • Schools White Paper – Oral Statement: Keeping up with the best. The Importance of
    Teaching February 2011
  • Ofsted – Unseen Children: access and achievement 20 years on Evidence Report 2012
  • Social Investment in Education 2013
  • Ofsted inspection framework 2014 regarding pupils social and emotional well-being
  • CBI/Pearson Education and Skills survey – Gateway to Growth 2014
  • Impetus – Private Equity Foundations Ready for Work – The Capabilities young people
    need to have and keep work research 2014.
  • Public Health England – The link between pupil health and wellbeing and attainment
  • Dr Carol Dweck – Fixed and Growth Mindset Research 2015
  • DEMOS – Govt Think Tank – Mind Over Matter 2015
  • Sporting Future – A New Strategy for an Active Nation 2015
  • Social Mobility & Child Poverty Commission – State of a Nation 2015: Social Mobility and
    Child Poverty in Great Britain 2015
  • The Children’s Society – The Good Childhood Report Good 2015
  • CBI/Pearson Education and Skills Survey – Inspiring Growth 2015
  • CBI/Pearson Education and Skills Survey – The Right Combination 2016
  • CBI/Pearson Education and Skills Survey – Helping the UK Thrive 2017
  • CBI/Pearson Education and Skills Survey – Educating for the Modern World 2018
    Theory and good practice
  • World Economic Forum – New Vision for Education Fostering Social and Emotional
    Learning through technology 2016
  • Psychosocial outcomes in sport – iCoachKids.org 2017
  • Education Endowment Foundation – The Attainment Gap 2017
  • Unlocking Talent, Fulfilling Potential – A plan for improving social mobility through
    education 2017

“Continuous effort – not strength or intelligence – is the key
to unlocking our potential.”

– Winston Churchill

Our work centers around developing non-cognitive traits or “soft skills” which are related to motivation, integrity, and interpersonal interaction. They may also involve intellect, but more indirectly and less consciously than cognitive skills. Soft skills are associated with an individual’s personality, temperament and attitudes.

Children and young people who access 50-50 LAB will embed the following processes:

  • Self-Regulation – Is a way of assessing yourself, your ways of working and how
    you study.
  • Self-Assessment – Is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly
  • Self-reflection – Is serious thought about one’s character and actions
  • Self-Efficacy – Is confidence in the ability to exert control over one’s own
    motivation, behaviour and social environment.

LAB Profile

This feature links the LAB process for children at KS1, KS2 and KS3 to our new KS4 feature called 50-50 Profile and Attitude Development (PAD) system. Children begin their LAB journey to making them more employable! (See page 36 for PAD KS4)

Children can self-reflect on how well they display a particular character skill by viewing how they were scored in recent School, Sport and Home activities.

Additional Tactile Tools & Visual Displays

Pupils receive cardboard ‘coin cabinets’ and LAB coin stickers based on what they’ve earned on the system.

Schools display LAB posters to further embed the LAB ethos in the School.

LAB Role

Pupils points help them to achieve roles as LAB Learners, LAB Workers
or LAB leaders. They can practice these responsible roles throughout
the layers of their school day.


We are 50-50 SYNC CIC, a Community Interest Company. Our mission is to support children and young people in their social and emotional learning and equip them with tools that enable them to be less anxious, develop confidence and improve in concentration and focus.

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0333 500 50 50


CIC Number: 07865156

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