Fair school admissions: What is the contribution of the Choice Advice initiative

This paper assesses the contribution of Choice Advice to making admissions to English secondary schools fairer. The initiative characterises the unfairness of admissions as unequal opportunity for poorer parents to access good schools because they are less able to negotiate the admissions process. A major objective of Choice Advice is to enable more poor parents to gain access to popular and high performing secondary schools. The results of an evaluation in 15 Local Authorities are presented showing that Choice Advice provided a valuable service to some families but the proportion of poorer families helped was too small to make a significant impact on the numbers of poorer parents gaining access to popular schools. The characterisation of the problem is, we argue, flawed and, as a consequence, so is the way this policy was designed. Choice Advice is an example of a discursively complex initiative that is ambivalent in its effects. It provides a symbol of political will and is of real benefit to some parents, but it sustains a way of characterising the problem that plays a part in labelling poorer parents as deficient while making no significant impact on the unfairness of admissions

International teacher recruitment: understanding the attitudes and experiences of school leaders and teachers. Research Report

This DfE funded research examines schools' approaches to recruiting teachers from abroad - their motivations, behaviours and the perceived benefits and barriers to recruiting internationally. Conducted in 2016/2017, this research was based on telephone interviews with 44 senior leaders and a survey of 3,357 teachers who were trained overseas and obtained QTS to work in English schools. The findings helped inform decisions on how the DfE might support the recruitment of international STEM and MFL teachers, and to identify key principles for the design and delivery of international recruitment initiatives

Personal, social, health and economic (PSHE) education: A mapping study of the prevalent models of delivery and their effectiveness

In October 2008, then Schools Minister Ji, Knight announced that Personal, Social, Health and Economic (PSHE) education would become compulsory (for Key Stages 1-4). Following this, In November 2009, Sheffield Hallam University was contracted by DCSF (now DfE) to conduct a mapping exercise of PSHE education in primary and secondary schools in England. This resulted from a recommendation in the Macdonald Review, whcih identified the need for research to establish and report on the prevalent models of delivery for PSHE education and their effectiveness in improving outcomes for children and young people (Macdonald, 2009:8)

An Evaluation of the Further Mathematics Support Programme : Research Report

The four key focus areas for the 2014-16 evaluation were to consider: • capacity and capability building • reach to schools/colleges, teachers and students • effectiveness of the programme (quality and impact) • sustainability beyond the end of the programme The evaluation also sought to assess the viability and value of quantitative modelling of Further Mathematics and FMSP activity, including identifying any relevant issues in drawing together disparate databases, to provide a quantitative baseline for future evaluation and to develop tools for future evaluation, including assessing the value of focus group interviews with students as a data collection method. The evaluation affirms previous findings about the quality and value of FMSP activity and the positive regard of stakeholders for the programme. It supports a continuation of a varied programme offer. The analysis highlights the important role that the FMSP has and can play in supporting Further Mathematics culture particularly in contexts and centres in challenging circumstances. The evaluation confirms the impact that the FMSP has had on widening participation in Further Mathematics, but also indicates that access to Further Mathematics - and so to both the intrinsic benefits of this as well as access to further opportunities - continues to be more available to students who are socially and economically advantaged

Maths and physics teacher supply package

Process evaluation of four strands of the maths and physics supply package, with recommendations for evaluation of the full programme