Initiated Monthly FLN Reviews: conducted regular data-based review meetings, following the launch of NIPUN Odisha, to improve ownership and accountability at both district and block levels.

Significant Increase in Classroom Observations: proportion of targeted classroom observation rose from ~30% in quarter 3 of AY 2024-25 to ~98% in quarter 4. Dhenkanal district consistently recorded the highest number of school visits, with every school receiving at least one visit from teachers/mentors. Regular reviews emerged as a key factor driving increased visits.

Strengthening Quality of Mentoring: CSF DPMU worked with the District Education Officer (DEO), Dhenkanal, to conduct focused capacity-building sessions on mentoring and providing effective on-site academic support to teachers. CSF also conducted joint school visits with ~50 Cluster Resource Centre Coordinators (CRCCs) (teacher mentors), providing one-on-one support to 35% of all CRCCs in the district.

Strengthened Teacher Support: monthly cluster meetings revamped in partnership with District Institute of Education and Training (DIET), achieving 88% teacher and 85% Head Master (HM) participation with high-level engagement and direct application of learning in classrooms.

Purposeful Community Engagement: launched a district-wide WhatsApp-based home learning programme during the summer break for parents to engage FLN grade children. Implemented in partnership with ThinkZone, the initiative reached ~18,000 parents and saw ~16,000 children actively participating over four weeks. The programme has now been scaled across the state in the AY 2025–26.

Expanded Reach through New DPMUs: established new DPMUs in the KADA region (regions of Vikarabad & Narayanpet) in 2024 to strengthen FLN outcomes in under-served geographies.

Improved Mentorship Structure and Capacity: sustained advocacy by CSF increased mentor cadre from 63 to 156 in Vikarabad district, significantly improving the mentor-teacher ratio from 1:20 to 1:5. Training sessions on foundational literacy and numeracy pedagogy and school visit protocols conducted for ~400 mentors across DPMU districts.

Strengthened Field-Level Engagement: classroom observations by mentors quadrupled in DPMU districts, rising from ~3,500 in AY 2023–24 to ~13,000 in AY 2024–25, ensuring deeper academic support for FLN delivery.

Boosted Data-Driven Governance: institutionalised monthly FLN review meetings chaired by District Collectors/District Education Officers (DEOs) across districts, promoting data-backed decision-making.

Governance & Capacity Building: strengthened NIPUN Bharat implementation across districts by facilitating periodic, data-driven FLN review meetings led by the District Magistrates (DM) and Chief Development Officers (CDO) to assess and monitor mission progress. 332 review meetings facilitated during the AY 2024–25 including District Task Force - DTF (38), District Institute of Education and Training (DIET): Academic Resource Persons (ARPs) (31), Basic Shiksha Adhikari (BSA): Block Education Officer (BEO) (66), and Block Education Officer (BEO): Head Master (HM) (197) to enhance communication, motivate leadership and improve meeting effectiveness.

Middle Management Strengthening: trained mentoring cadres on effective teaching-learning practices and equipped them to provide supportive supervision and constructive feedback to teachers through joint classroom visits. conducted ~1,600 joint visits with 354 unique Academic Resource Persons (ARPs) across six districts during the AY 2024–25. Built the capacity of Block Education Officers (BEOs) to provide effective supervision and monitoring by developing Standard Operating Procedures (SOPs) to streamline BEO–HM meetings, which aim to enhance their effectiveness and promote outcome-oriented discussions.

Data System Enhancement: collected extensive data through ~1,600 classroom observations and ~9,500 student spot assessments across all DPMU districts to strengthen the reliability of state-level data. These alternate data sets are leveraged to improve the quality and relevance during review meetings.

Academic Inputs: enhanced teacher knowledge on FLN-focused teaching-learning practices through the development and dissemination of supplemental academic collaterals. Regular workshops held across all districts to strengthen Academic Resource Persons (ARPs) capacity to provide specific, academically grounded, high-quality feedback to teachers.

Community Action: conducted large-scale, structured Parent Teacher Meetings (PTMs) across all six districts to enhance parental involvement and student attendance, with ~40% parental participation recorded by year-end.