The education system is notorious for its ‘new initiatives’. Understandably, we repeatedly aim to raise attainment by motivating the less than enthusiastic learner, but instead produce short-term solutions that rarely fulfil this expectation. Each decade or so we find that success in engaging the disengaged continues to elude us. Many documents are written, many person hours engaged and much funding provided to resolve this issue but frequently it is patchy, any success is short lived, and verifiable analysis of the given initiative unclear and lacking in concrete and measurable results.