Staff perceptions of the success of an alternative curriculum: Skill Force

This paper describes staff perceptions of the implementation of an alternative curriculum, skill force, for disaffected pupils in the UK. The perceptions of skill force and school staff were compared based on data from questionnaires completed by 62 skill force and 84 school staff, and interviews with representative samples of each. While the data indicated that the programme had been successful in re-engaging the students with education, the improvement was more marked in relation to the skill force programme than the wider school context.<br/

Targeted youth support: Rapid Evidence Assessment of effective early interventions for youth at risk of future poor outcomes

This report describes the findings and methods of a systematic rapid evidence assessment (REA) of research relevant to interventions of interest to Targeted Youth Support. It was commissioned by the Department for Children, Schools and Families (DCSF) to inform the development of policy and practice in relation to this initiative

The STEM Project

The STEM Network STEMNET is a national network that creates opportunities to inspire young people in Science, Technology, Engineering and Mathematics; otherwise known as the STEM subjects. It is funded by the Department for Business, Innovation, and Skills (BIS) and the Department for Children, Schools, and Families (DCSF)

Languages and Learning at Key Stage 2: A Longitudinal Study Final Report

In 2006, The Open University, the University of Southampton and Canterbury Christ Church University were commissioned by the then Department for Education and Skills (DfES), now Department for Children, Schools and Families (DCSF) to conduct a three-year longitudinal study of languages learning at Key Stage 2 (KS2). The qualitative study was designed to explore provision, practice and developments over three school years between 2006/07 and 2008/09 in a sample of primary schools and explore children’s achievement in oracy and literacy, as well as the possible broader cross-curricular impact of languages learning

Evaluation of the generations together programme: learning so far. Research report DFE-RR082

"This report presents the findings from the evaluation of the Generations Together Demonstrator programme. This study was undertaken by York Consulting LLP on behalf of the then Department for Children, Schools and Families (DCSF); this is now the Department for Education (DfE)... The overarching aims of the evaluation were to: undertake a robust assessment of the effectiveness of intergenerational practice in improving individual’s attitudes and behaviours towards other generations; provide a greater understanding of the key challenges and critical success factors for the effective implementation and delivery of intergenerational practice, particularly in terms of partnership working; undertake a cost effectiveness assessment of each of the projects." - Page i

Deployment and Impact of Support Staff in Schools : The Impact of Support Staff in Schools (Results from Strand 2, Wave 2)

This study was designed to obtain up to date and reliable data on the deployment and characteristics of support staff and the impact of support staff on pupil outcomes and teacher workloads. The study covered schools in England and Wales. It involved large scale surveys (Strand 1), followed by a multi-method and multi informant approach (Strand 2). It provided detailed baseline data by which to assess change and progress over time. It sought to understand the processes in schools which lead to the effective use of support staff. The DISS project was funded by the Department for Children, Schools and Families (DCSF) and Welsh Assembly Government (WAG)

Climate change and schools: a carbon management strategy for the school sector

"This Carbon Management Strategy for the school sector has been issued by the Department for Children, Schools and Families (DCSF). It is the first document of its kind, and seeks to provide a roadmap by which those working and studying within the school sector can begin to radically reduce the emissions of greenhouse gases from schools and school related activity. It builds on our 2009 carbon reduction options consultation and we are grateful to all those who responded (Annex B sets out a summary of consultation responses)." - Page 6

Codes of conduct research & focus group report (Version: 0.1)

"In December of 2007, LLUK was commissioned by the Department for Children, Schools and Families (DCSF) to work with the Children’s Workforce Development Council and other stakeholders to undertake scoping work around a number of the proposals resulting from the Ten Year Youth Strategy. One of these proposals is to investigate the creation and introduction of a code of conduct across the youth work sector. To take this work forward LLUK is delivering early planning and scoping activities to consider how such a code of conduct scheme for youth work might be designed, developed and implemented. This paper reports on the research undertaken and focus groups that were held to gather the sector view and use of codes of conduct. These will inform the development of an implementation plan to take the work forward in 08/09." - Page 3

Deployment and impact of support staff in schools : characteristics, working conditions and job satisfaction of support staff in schools (strand 1, waves 1-3 in 2004, 2006 and 2008)

This study was designed to obtain up to date and reliable data on the deployment and characteristics of support staff and the impact of support staff on pupil outcomes and teacher workloads. The study covered schools in England and Wales. It involved large scale surveys (Strand 1), followed by a multi method and multi informant approach (Strand 2).It provided detailed baseline data by which to assess change and progress over time. It sought to understand the processes in schools which lead to the effective use of support staff. This report presents results from the three waves of Strand 1 which took place in 2004, 2006 and 2008. At each wave there were three questionnaires: the Main School Questionnaire (MSQ), the Support Staff Questionnaire (SSQ) and the Teacher Questionnaire (TQ). The DISS project was funded by the Department for Children, Schools and Families (DCSF) and Welsh Assembly Government

Comparing costs of multidimensional treatment foster care with those of other placements

Background Multidimensional Treatment Foster Care (MTFC) is a specialist model of foster care developed by Oregon Social Learning Center, USA. It is designed to provide a therapeutic environment that aims to address the needs of young people with emotional and behavioural difficulties. After positive evaluations in the USA, which suggest that such a structured approach may produce better outcomes, twenty-one local authorities in England and Wales have implemented MTFC as part of a pilot of the programme. The Department for Children, Schools and Families (DCSF) commissioned this study after concerns about the costs of MTFC have raised questions about the long-term sustainability of the programm