Measure
Structured outcome measures, attendance, engagement and feedback establish progress over time.
Impact · Evidence · Quality
Evidence that
stands up to scrutiny.
TAG combines outcomes data, professional judgement and lived experience so partners can see what changed, how it changed and what should happen next.
THE PURPOSE
Prove that meaningful work creates measurable change.
TAG combines data, professional judgement and lived experience so partners can see both the scale of delivery and the quality of what changes.
Learn
Evidence informs supervision, programme design, training content and decisions about what happens next.
Account
Clear reporting gives schools, commissioners, funders and partners confidence in the work and its direction.
35,000+Sessions delivered
100+Schools supported
2019Established
3Connected programmes
This year, in numbers
One year of The Baxter Project: July 2024 – June 2025.
From TAG's own pupil feedback and outcomes report — the year behind the headline figures.
903children and young people supported
55schools and organisations partnered
5,443Baxter Project sessions delivered
4.85/5average pupil feedback rating
4%under 8
33%age 8–10
35%age 11–13
26%age 14–16
2%age 17+
41%male
55%female
2%non-binary
2%prefer not to say
Source: Baxter Project Pupil Feedback & Outcomes Report, July 2024 – June 2025 (TAG CIC internal).
Pupil voice
What pupils say — in their own ratings.
Direct feedback from children and young people, gathered after sessions across the year.
98.9%
Enjoyed sessions
Said they enjoyed sessions "very much" — the top rating available.
84%+
Highest rating
Gave the highest possible rating. Not a single pupil rated the project below a 4 out of 5.
35%
Talking & support
Said talking and emotional support was what they valued most about sessions.
32%
The dogs
Named the companion dog as what they valued most, alongside connection with staff (16.5%).
Even the most common "dislike" was a request for more time and more sessions — and the most common thing pupils liked least? Over 60% said "nothing."
How TAG evidences impact
More than a headline number.
The Baxter Project combines structured wellbeing, strengths and difficulties, and resilience measures with attendance, engagement, practitioner notes and feedback from the people around the child.
01
Starting point
Referral concerns, context and baseline measures establish what support needs to change.
02
Progress over time
Engagement, attendance, wellbeing and resilience are reviewed alongside qualitative evidence.
03
Termly reporting
Schools receive clear summaries, visual trends and recommendations rather than raw data alone.
04
Learning loops
Evidence informs supervision, delivery decisions, training content and future programme design.
One evidence system · three connected programmes
Frontline delivery, professional learning and behavioural science working together.
The Baxter Project
Dragonfly CPD
DNA-V TraitorsMeasurement supports professional judgement; it does not replace it.
Evidence infrastructure
Recorded, reviewed and
reported through ODISSYS.
TAG’s purpose-built intervention management platform brings together session records, safeguarding notes, attendance, engagement, feedback and outcome measures so progress can be reviewed rather than merely asserted.
Starting point
Baseline information and agreed priorities create a clear reference point for review.
Validated measures
Where appropriate, TAG uses SCWBS and NMRQ alongside attendance, engagement and qualitative evidence.
Termly reporting
Schools and partners receive clear reporting that supports review, accountability and next-step decisions.
What the numbers sit alongside
The outcomes TAG is built to influence.
Trust and engagement
Helping children who may not respond to traditional support begin to participate.
Communication
Creating safer opportunities for children to express experience, need and perspective.
Regulation
Developing practical understanding of emotions, responses and coping strategies.
Attendance and learning
Supporting re-engagement with school, relationships and achievable next steps.
Adult practice
Improving how practitioners interpret behaviour and respond in everyday moments.
Organisational confidence
Giving managers stronger oversight, shared language and clearer evidence of development.
Verified case studies
Two journeys, tracked rather than assumed.
Anonymised, published evidence from The Baxter Project — one drawn from our own impact reporting, one independently tracked with a fostering partner.
FS: crisis and avoidance to re-engagement
Published case studyNeed
FS was volatile, dysregulated and struggling with self-harm and school avoidance. Traditional CBT had not helped; eye contact and open conversation were very difficult.
Intervention
Consistent 1:1 sessions built a trusting relationship with the practitioner. Companion dogs became the bridge to communication — walking around school stopped feeling too awkward.
Outcome
Improved emotional regulation and communication, a reduction in self-harming behaviours, greater confidence and self-belief, and re-engagement with education.
Community value
A parent regained a way to talk with their child. A school representative reported flourishing confidence — the only support that had worked after CAMHS.
"My mental health has progressed greatly since working with The Baxter Project … the dog breaks the ice for me — it always felt too awkward before."FS, Young Person
"The Baxter Project has been the only support FS has received after nothing from CAMHS … a tool for me as a parent to open communication."Parent of FS
S: a second, independently tracked journey
Measured outcomesNeed
16 years old, supported by TACT Fostering. Challenges included educational struggles, social isolation, anxiety and negative coping mechanisms.
Intervention
Consistent 1:1 sessions with practitioner Jess, with progress tracked session by session using validated wellbeing and resilience measures.
Outcome
S evolved from feeling powerless to showing improved emotional stability — managing tough days and rarely feeling like giving up.
Evidence
Resilience (NMRQ) and wellbeing (SCWBS) both trend upward over the tracked period, not just in a single session.
"The most important aspect is the relationship she has built with Jess … the support and relationship has been great."Paul and Aly, Foster carers
H: from lost routine to "that smile we hadn't seen for months"
School-supplied case studyNeed
A pupil with ADHD struggled with the loss of familiar routine during school closures, compounded by the death of his pet dog. He had lost connections with friends and found being back in school very difficult, not wanting to engage with staff or peers.
Intervention
Weekly visits from practitioner Sam with dogs Roo and Miko, building trust and rapport through walking, talking and play.
Outcome
A positive change in behaviour, attitude to learning and communication skills from the very first week, with growing engagement with his peers.
Community value
Staff described seeing "that smile we hadn't seen for months." The pupil regained enough confidence and stability to welcome a new pet into the family before the holidays.
"I love Roo and Miko and playing with them. They make me feel happy inside. I was so sad before and now I know how to be happier and what to do if something goes a bit wrong. Sam talks to me and I know I can talk about anything with him. I love taking Miko for a walks too!"H, Pupil
"We can't recommend the Baxter Project more highly — it really has made the difference at Gwenfo."Nicola, Gwenfo Church in Wales Primary School
Sources: thebaxterproject.com/our-impact (published, anonymised case study); TAG CIC case studies supplied by TAG and by Gwenfo Church in Wales Primary School. SCWBS = Stirling Children's Wellbeing Scale; NMRQ = Nicholson McBride Resilience Questionnaire.
Trusted by schools and partners
Voices from the pack.
Verified testimony from schools, commissioners, public services and clinical partners — spanning fostering, secondary, primary and social value delivery.
Their approach brings something genuinely unique to our social value delivery, and the response from the school community has been incredibly positive.
Nina WilliamsSocial Value Advisor, Bouygues UK
It is fantastic to see the difference that something as simple as a dog walk can make when engaging with children and young people … I hope we will use this evidence to make a real difference for the children and young people in our communities.
Jane MuddPolice & Crime Commissioner for Gwent
Having Charlotte and her dog Olaf here creates a different atmosphere, lifts the mood and helps young people feel happier around school … their relationships with teachers and staff have greatly improved.
Lorraine PollardFamily Engagement Officer, The John Frost School
The Baxter Project is an evidence-based early intervention and invaluable resource. It gives young people the chance to build resilience, feel heard, and form relationships that will support their psychological wellbeing well into the future.
L. Quinn, BCBA, UKBA CertCAMHS Special Service
If you deliver support in the right way, you can motivate and engage young people and turn their lives around.
Scott RuddockDirector for Health & Education, TACT Fostering
This work is not dog therapy — it is a very sophisticated way of utilising a fabulously responsive dog with a very talented professional who creates an atmosphere of trust and self-reflection.
M. BattenWellbeing & Safeguarding Lead, Bassaleg School
We have observed remarkable transformations in pupil engagement and behaviour, especially among our Children Looked After and those with Adverse Childhood Experiences.
Mr A. LewisHeadteacher, Gwaunfarren Primary School
Pupils return from sessions visibly more relaxed and readier to learn. We've seen more respect between peers and staff.
Joanna IsraelSRB Teacher, Whitchurch High School
Sources: signed letters of recommendation supplied by TAG CIC; bouygues-uk.com (2 June 2026); Gwent Police & Crime Commissioner press release, supplied by TAG CIC; CAMHS testimonial confirmed directly with L. Quinn, approved for use July 2026.
More schools, more voices
Ten more signed letters of recommendation.
The Baxter Project has been running long enough, in enough schools across South Wales, to build a real paper trail of recommendation — spanning primary, secondary, and local authority settings from 2021 to 2022.
Monday's have become a feel-good day at our school. Children, not just the identified ones who work directly with the project, and staff look forward to Roo walking through the school.
Jonathan KeohaneHead Teacher, Roath Park Primary School
I would recommend The Baxter Project for mainstream provision and am confident that Dave and his team would be an asset to your existing support network for pupils.
Mr DuncanInclusion and Behaviour Assistant, Whitchurch High School
We have seen the relationship between the dog and student develop over time and break down those barriers that can remain in other types of therapy.
Shaun ClarkeHeadteacher, Ysgol Cwm Brombil
Just being able to see Trixie in a corridor or playground can be enough to change how a child is feeling. I would certainly recommend this to other schools and settings.
Mrs S MarshHeadteacher, Herbert Thompson Primary School
The project successfully engages pupils where other provisions have failed, making it an invaluable provision — we only wish the team could work here full time.
Sarah BurtProject Co-Ordinator, Cardiff West Community High School
Some of our pupils have expressed that the best part of their week has been when they're able to interact with the dogs and engage in conversation outside of school and the home.
Mike O'BrienHead of Lower School, Cardiff High School
First-hand evidence of how the Baxter Project taps into the special bond between animal and child to create important and valuable relationships, and a safe and effective context for therapy.
Laura GlennonBryn Celynnog Comprehensive School
We can't recommend the Baxter Project more highly — it really has made the difference at Gwenfo.
Nicola, Gwenfo Church in Wales Primary Schoolvia Miss N A Starke, Headteacher
The presence of a dog who doesn't question and just "is" can be a therapy for all in itself.
St Joseph's Catholic Primary SchoolSwansea
The value of your team's work is huge, giving children who might otherwise go under the radar the chance to have their voices heard in a confidential, comfortable environment, with an expert ear (sometimes furry) to guide them.
Goytre Fawr Primary SchoolPenperlleni
Sources: signed letters of recommendation supplied by TAG CIC (Testimonials25.pdf), 2021–2022, from schools across Cardiff, Swansea, Newport and Rhondda Cynon Taf.
Recognition earned through impact
Independent recognition.
Continued development.
Awards are not the destination. They are independent recognition of our social impact—and a responsibility to keep improving, sharing learning and raising the standard for everyone.
Welsh Social Business of the Year
Social Business Wales Awards
Prove It: Social Impact Award
Social Business Wales Awards
Recognition timelineFrom one to watch to established social impact
- 2019 · Highly CommendedOne to Watch — Social Business Awards
- 2022 · FinalistHealth & Wellbeing — Wales Children's Activities & Services Awards
- 2025 · FinalistHealth & Wellbeing Category — Wales Charity Awards
- 2025 · FinalistCommunity-Based Social Enterprise — Social Business Wales Awards
Trusted relationships
Backed across sectors.
TAG has earned support and trust across public services, charities, business, foster care, bereavement support, community funding and corporate social value.
Funding and practical supportBacking that helped good work grow
Commissioning and partnershipRelationships across public services and the third sector
The nature of each relationship differs by project and may include funding, commissioning, delivery partnership, social value delivery, referrals or practical support.
Evidence made accessible
The proof sits alongside
the relationships.
TAG brings together structured outcome measures, engagement data, attendance indicators, practitioner evidence, school feedback and detailed case learning.
That evidence is set out above: verified case studies, named testimony from schools, commissioners and clinical partners, and this year's pupil feedback data — with more added as further reports are published.
Evidence in action