Evaluation
Targeted Interventions 2023/24
March 2025
Targeted interventions are focused and sustained projects which engage with young people in disadvantaged areas. It is delivered through the STEM Ambassador programme, which is funded by UKRI. In 2023-4 41 interventions supported by over 750 STEM Ambassadors engaged with over 74,000 young people across the UK. STEM Learning’s Impact and Evidence team evaluated the interventions and identified they resulted in a positive impact on attitudes to Science, Engineering Technology and Maths for young people and educators, and importantly that young people involved felt more confident in their capability in STEM subjects.
Research Placements and Experiences 2023/24
Dec 2024
Research Placements and Experiences (formerly Nuffield Research Placements) provide year 12 (or equivalent) students from disadvantaged backgrounds opportunities to take part in authentic and meaningful STEM and STEM-related projects with host organisations. Across both the Placements and Experiences student confidence was found to be improved and 100% of teachers would recommend them to future students.
Explorify Evaluation
October 2024
Explorify is a free digital resource of engaging creative science activities for primary teachers, designed to stimulate curiosity and discussion in primary classrooms. STEM Learning’s external evaluator, CFE Research, surveyed and interviewed educators across the UK over two years. This gained them an understanding of teachers’ awareness and use of Explorify and the outcomes and impacts of the resources on pupils and educators. Both the mid-point and final reports found that pupil’s science skills have improved because of using Explorify and that educators recommend Explorify to others. Several case studies were also produced demonstrating how Explorify is used in schools.
Hinchley Wood Primary School case study
Rosebank Primary School case study
Yarm Primary School case study
Ysgol Mynydd Bychan case study (Welsh)
Ysgol Mynydd Bychan case study
ENTHUSE Partnerships
September 2024
ENTHUSE Partnerships for schools and colleges are multi-year collaborations between 8-10 schools or colleges. They aim to increase student attainment and engagement with STEM subjects and develop awareness and understanding of STEM careers. Partnerships receive a package of financial and expert support to help them achieve their aims. CFE Research conducted an evaluation to explore the characteristics of effective partnerships and their impact at student, school and partnership level.
CyberCenturion 2023
July 2024
CyberCenturion is a national cyber education initiative for 12-18 year-olds in the UK and UK overseas territories. STEM Learning's external evaluator, The Charity Spark, spoke to Team Leaders, some of whom are former CyberCenturion competitors themselves, to understand the impact of involvement in the competition on students and their wider school.
Opening doors for students: Sharon's CyberCenturion experience
Inspiring a school community: Introducing CyberCenturion
Shaping young minds: Ana's journey with CyberCenturion
From student to mentor: Jared's CyberCenturion story
Research Placements and Experiences 2022/23
March 2024
Research Placements and Experiences (formerly Nuffield Research Placements) provide year 12 (or equivalent) students from disadvantaged backgrounds opportunities to take part in authentic and meaningful STEM and STEM-related projects with host organisations. In 2022/23 STEM Learning began offering a 5-day Experience Placement as well as the established 2-week Research Placement. Across both the Placements and Experiences student confidence was found to be improved and 100% of teachers would recommend them to future students.
STEM Summer Camps 2023
February 2024
In summer 2023, students in years 8-10 at 10 schools across the South East of England took part in a set of intensive STEM summer camps developed by STEM Learning, with support from Goldman Sachs Gives. The camps were run for various reasons based on a needs analysis undertaken by each participating school and included re-engagement with science, increasing confidence, and pushing towards higher grades. This report found that the camps improved students understanding of science and prepared them for their next school year and their GSCEs.
STEM Ambassadors Higher Educational Institutes and Professional Bodies case studies
February 2024
The STEM Ambassadors programme, funded by UKRI and delivered on its behalf by STEM Learning, supports the engagement of students in STEM subjects and careers across the UK. STEM Ambassador activities are intended to positively influence attitudes to STEM, research and innovation, enhancing students’ attainment in STEM and the likelihood of those students pursuing STEM careers and/or research in the future. STEM Learning's external evaluator Rachel Dunford Consulting spoke to employees and representatives from several Higher Educational Institutes and Professional Bodies to gain in-depth insights into the impacts of volunteering with the STEM Ambassadors programme.
Chartered Institution of Highways & Transportation
Construction Industry Training Board
Institute of Mechanical Engineers
Institution of Civil Engineers
Institution of Engineering and Technology
Individual Cosmologist - Chris Pearson
Individual Control System Engineer - Garry Packer
Individual Transport Technical Specialist - Charles Horsey
STEM Ambassadors Youth Organisations case studies
February 2024
The STEM Ambassadors programme, funded by UKRI and delivered on its behalf by STEM Learning, supports the engagement of students in STEM subjects and careers across the UK. STEM Ambassador activities are intended to positively influence attitudes to STEM, research and innovation, enhancing students’ attainment in STEM and the likelihood of those students pursuing STEM careers and/or research in the future. STEM Learning's external evaluator Rachel Dunford Consulting spoke to volunteers and representatives from several Youth Organisations to gain in-depth insights into the impacts of engaging with the STEM Ambassadors programme.
STEM Clubs case studies
January 2024
STEM Clubs are out-of-timetable sessions that give secondary school students the chance to explore aspects of STEM that often go outside of the curriculum, focusing on specific disciplines or spanning multiple STEM subjects. STEM Learning's external evaluator, Rachel Dunford Consulting, spoke to students and STEM Club leaders to discover their experience of being involved in a STEM Club.
Explorify case study: The Brindishe Federation
November 2023
Explorify is a free digital resource of engaging creative science activities for primary
teachers, designed to stimulate curiosity and discussion in primary classrooms.
STEM Learning’s external evaluator, CFE Research interviewed educators at the
Brindishe Federation about their experience using Explorify. This case study
demonstrates how their use of Explorify improves pupils' oracy and teachers'
confidence.
Report on the ERA Maths in FE Colleges pilot
July 2023
There is a problem with the provision of post-16 GCSE mathematics in England. Students not achieving a grade 4 are required to continue their mathematics study. Mathematics is not always viewed positively; students often regard the fact that they are required to retake their mathematics GCSE as a punishment, resulting in the average pass rate for post-16 GCSE mathematics being less than 25%. The ERA funded a STEM Learning programme intended to explore methods to help make the study of mathematics GCSE post 16 a more positive experience for students and teachers alike, and this report looks at its impact.
Educator Perspectives on the STEM Ambassador programme
July 2023
STEM Ambassadors are professionals in STEM (science, technology, engineering and maths) who volunteer their time to inspire the next generation to pursue STEM subjects and careers. STEM Learning surveyed educators who had engaged with STEM Ambassador activities to understand the impact the programme has on themselves, their students and their school. Educators' motivations to engage are typically focused on enriching their students' STEM education. They report positive impacts not only on students, but also on themselves and their wider schools, most notably upon their enthusiasm for STEM and their knowledge of STEM careers.
Executive Summary
Executive Summary & Full Report
Explorify Evaluation
June 2023
Explorify is a free digital resource of engaging creative science activities for primary teachers, designed to stimulate curiosity and discussion in primary classrooms. STEM Learning’s external evaluator, CFE Research, surveyed and interviewed educators across the UK to gain an understanding of the impact of Explorify on pupils and on educators’ teaching practice. The report found that pupil’s science skills have improved because of using Explorify and that educators recommend Explorify to others. It also found that use of Explorify has had a positive effect on educators' teaching practice and has helped them enjoy teaching science more.
Executive Summary & Full report
Digital resources case studies
May 2023
STEM Learning host a bank of quality-assured, free-to-access digital resources which support STEM teaching and enrichment. This bespoke collection of resources covers all phases of education in addition to careers. STEM Learning’s external evaluator, The Charity Spark, spoke to ten educators to gain an understanding of how these resources are being used to support educators and students across all phases of education. These case studies showcase how these resources are being used to enhance STEM teaching and learning, both inside and outside of the classroom.
Creating an inspiring primary science programme
Secondary maths and science teacher in Spain
Secondary maths teacher providing a real life context for GCSE and A-Level students
Secondary physics teacher and early careers teacher mentor
Resources giving trainee teachers confidence in the classroom
Secondary teacher using Mission X resources to inspire SEND pupils
Specialist higher level teaching assistant in a primary school
Secondary science teacher using robust evidence-based resource to engage students
Biology technician finding inspiration to support practical work and STEM clubs
Senior science technician supporting STEM clubs
STEM Clubs Infographic
April 2023
STEM clubs are out-of-timetable activities that broaden the curriculum. Held during lunchtime or after school, STEM clubs allow young people to explore STEM in an informal setting. Regular sessions provide a space for students and teachers alike to explore and expand their knowledge freely. This infographic compiles some of STEM Learning’s key evaluation findings on the impact of STEM Clubs on students and educators.
Evaluation of the 2021/22 Nuffield Research Placements cycle
March 2023
Nuffield Research Placements provide year 12 (or equivalent) students facing barriers to STEM progression with an opportunity to undertake a STEM research or development project at a host organisation. STEM Learning, who deliver the programme with funding from the Nuffield Foundation and support from UKRI, surveyed students, teachers, and placement providers to evaluate the success of the 2021/22 academic year’s cycle. Satisfaction with the programme remains high, and placements continue to have substantial impact on students and providers alike, such as improved student confidence and report writing.
STEM Ambassadors employer case studies
March 2023
The STEM Ambassadors programme, funded by UKRI and delivered on its behalf by STEM Learning, supports the engagement of students in STEM subjects and careers across the UK. STEM Ambassador activities are intended to positively influence attitudes to STEM, research and innovation, enhancing students’ attainment in STEM and the likelihood of those students pursuing STEM careers and/or research in the future. STEM Learning's external evaluator Rachel Dunford Consulting spoke to employees and representatives from several employers to gain in-depth insights into the impacts of volunteering with the STEM Ambassadors programme.
STEM Clubs Climate Change Project case study: Woodfarm High School
December 2022
Several schools recently took part in the STEM Clubs Climate Change project, an ambitious venture which saw a school from the UK link up with a school in Brazil and investigate the impact of climate change in their countries. This case study demonstrates how a STEM Club in Glasgow got involved with the project, how it impacted the students who took part, and how their school is developing a continuing relationship with their Brazilian counterparts.
Intensive STEM Summer Camps 2021: Final Report
December 2022
In summer 2021, students in year 10 and year 12 at 18 schools across England took part in a set of new intensive STEM summer camps developed by STEM Learning, with support from Goldman Sachs Gives. Following on from their interim evaluation in 2021, STEM Learning's external evaluator The Charity Spark investigated the longer-term impact of the camps at the end of the 2021/22 academic year. This final report found that progress made towards the camps' intended outcomes for both young people and teachers has been sustained. In particular, students taking combined science GCSE achieved 1 grade higher after attending an intensive STEM summer camp. Additionally, students felt more confident in their studies as a result of attending a camp, and this increase in confidence was sustained through the school year.
Executive Summary & Full Report
Young people and STEM
December 2022
The STEM Ambassadors programme, funded by UKRI and delivered on its behalf by STEM Learning, supports the engagement of students in STEM subjects and careers across the UK. STEM Ambassador activities are intended to positively influence attitudes to STEM, research and innovation, enhancing both students’ attainment in STEM and the likelihood of those students pursuing STEM careers and/or research in the future. Sheffield Institute of Education ran focus groups to explore the perspectives of young people on the SA programme and STEM more widely to consider how the programme fits within their worldview and priorities.
Impact on STEM Ambassadors 2022
December 2022
STEM Ambassadors are volunteers who work with young people in schools and the community to inspire the next generation to follow a STEM (science, technology, engineering and maths) pathway. This independent investigation explored Ambassadors' motivations for giving their time, the impact of their volunteering upon themselves and the young people they engage with and how COVID-19 affected their volunteering.
Executive summary and full report
CanSat case studies
August 2022
CanSat is an initiative of the European Space Agency that challenges students aged between 14 and 19 years old to build and launch a mini satellite the size of a soda can. STEM Learning run the competition in the UK and commissioned an independent evaluator, The Charity Spark, to speak to a teacher who has entered multiple teams into the competition and a student who took part in a previous cycle. The case studies showcase the impact that CanSat has had on those who take part and how the competition can inspire the young people involved to consider a career in the space sector.
Cyber Centurion VIII Evaluation Summary
July 2022
CyberCenturion is a free to enter cyber security competition designed by the American Air Force Association and presented by Northrop Grumman. STEM Learning’s Monitoring and Evaluation team surveyed team leaders and students about their experience at two key points in the CyberCenturion VIII (2021/22) competition cycle, and found evidence of a variety of benefits for the young people involved.
Social Value of ENTHUSE Partnerships
May 2022
ENTHUSE Partnerships are intensive 2-year programmes that enable schools to raise aspiration and achievement in STEM. As part of their ongoing work on social value, Simetrica Jacobs assessed the social value of ENTHUSE Partnerships. The findings show that each ENTHUSE Partnership generates over £500k in social value, rising to £638k with strong employer engagement.
External Evaluation of the Space Education Quality Mark
April 2022
The Space Education Quality Mark (SEQM) is a recognition scheme for schools and colleges who use the subject of space to inspire and engage their students in STEM subjects. This independent evaluation conducted by Qa Research investigated the impacts of achieving SEQM accreditation. The report shows evidence of the benefits of being awarded a Space Education Quality Mark upon schools, teachers and young people. These benefits include raising the profile of science in these schools and increasing the enjoyment and engagement of science among students.
Evaluation of the 2020/21 Nuffield Research Placements cycle
February 2022
Funded by the Nuffield Foundation and delivered by STEM Learning, the Nuffield Research Placements programme matches year 12 (or equivalent) students from low-income or first-in-family backgrounds to a STEM research placement in a host organisation. STEM Learning surveyed students, teachers, and placement providers to evaluate the success of the 2020/21 cycle. Satisfaction with the programme was high, with a range of impacts including increased student confidence and improved research skills.
External Evaluation of NSLC and SLP CPD
January 2022
In 2022, STEM Learning commissioned the Centre for the Use of Research and Evidence in Education (CUREE) to evaluate the impact of two major strands of Continuing Professional Development (CPD) teacher training provided by STEM Learning.
External Evaluation of the Mission X Challenge
January 2022
Mission X is a STEM enrichment challenge for young people aged 8 to 12, led by the European Space Education Resource Office for the UK (ESERO-UK) at the National STEM Learning Centre. This independent evaluation conducted by Ondata Research reviews the Mission X delivery model, and identifies areas of impact on young people and Team Leaders. Evidence for positive impacts upon the participating young people included increases in confidence in working scientifically, enjoyment of science, and knowledge of space.
Intensive STEM Summer Camps 2021: Interim Report
December 2021
In summer 2021, students in year 10 and year 12 at 18 schools across England took part in a set of new intensive science summer camps developed by STEM Learning, with support from Goldman Sachs Gives. STEM Learning's external evaluator, The Charity Spark, produced this interim report which investigates the impact of attending these camps. They found good progress had been made towards the intended outcomes for both young people and teachers.
Executive summary and full report
Intensive STEM Summer Camps 2021: Case Studies
November 2021
In summer 2021, students in year 10 and year 12 at 18 schools across England took part in a set of new intensive science summer camps developed by STEM Learning, with support from Goldman Sachs Gives. STEM Learning's external evaluator The Charity Spark produced a set of case studies which cover the activities that took place at nine of these camps, along with the impact they had.
Overview of Case Studies
Valuing the Impact of Science CPD
September 2021
This independent evaluation uses robust, HMT Green Book methodology to calculate the economic and social value generated as a result of STEM Learning's science CPD. The analyses shows that increases in student attainment and progression, from primary through to post-16, as well as increased teacher retention and wellbeing generate over £440 million worth of social value. This includes increased lifetime earnings and tax contributions for those students benefiting from STEM Learning CPD, reduced expenditure on teacher training and increased wellbeing and career progression for teachers.
Computer Science Accelerator: Cohort 2
July 2021
As part of the National Centre for Computing Education, STEM Learning commissioned an external evaluator to assess the quality and impact of the Computer Science Accelerator Programme on the second cohort of graduates. The evaluation shows how the programme is impactful for teachers, schools and young people. Participants also found the programme to provide high quality and effective support.
The Impact of STEM Ambassadors: School and STEM Ambassador Perspectives
July 2021
This independent investigation of the STEM Ambassadors programme analysed a number of relationships between STEM Ambassadors and schools. The seven case studies in this report are presented as narratives, telling the story of each engagement and how it benefited or impacted young people and their schools, as well as the employers and STEM Ambassadors involved.
Evaluation of Nuffield Future Researchers online placements
May 2021
STEM Learning took over the running of the Nuffield Research Placements programme in October 2020. The programme aims to deepen post-16 students’ understanding of science, technology, engineering and mathematics (STEM) subjects and research by providing the opportunity to undertake a research placement. In summer 2020, Nuffield Future Researchers, an online-only version of the Nuffield Research Placements programme, ran to provide almost 800 young people with extracurricular experience of STEM subjects and research despite the Covid-19 pandemic. This recently published independent evaluation compared the programme with the in-person model. It found that online delivery still brought about several benefits, including the ability to reach a broader range of students and develop their understanding of the STEM sector.
Executive summary and full report
ENTHUSE Partnerships 2020: Annual Report
May 2021
ENTHUSE Partnerships are intensive 2-year programmes that enable schools to raise aspiration and achievement in STEM. Analysis of data from schools engaged throughout 2020 shows clear benefits for young people: with improved attainment as well as increased self-efficacy and motivation. The Partnerships also helped disadvantaged (“Pupil Premium”) students narrow the gap. Girls and boys developed more positive attitudes towards science and STEM careers, with more considering themselves to be “the kind of person who could have a STEM career”.
Online CPD Evaluation and Impact 2021
March 2021
STEM Learning provides self-paced, online courses, allowing teachers and educators to learn wherever and whenever suits them. Evaluation of the Online CPD programme shows that the courses are consistently seen as high quality and impactful for participants. Engagement with these courses leads to positive impacts on the participants, as well as the young people they teach. Furthermore, the impact for young people increases in the long-term, once educators have had an opportunity to embed their learning into practice.
STEM Ambassadors: Impact on Ambassadors and Educators 2020
January 2021
Independent analysis of STEM Learning's STEM Ambassadors programme shows how engagement positively impact on STEM Ambassadors, Educators and Young People. This report looks at the 2019-2020 period and focuses on how the programme has led to increased sense of achievement and reward for STEM Ambassadors, increased confidence and passion for teaching STEM amongst educators and increased interest, aspirations, attainment and progress of young people. The report also highlights some key recommendations for the programme moving forward.
Evidence on different STEM CPD Modalities
2020
In 2020, STEM Learning conducted an internal review of the evidence it had gathered on the impact of CPD on teachers, students and schools. This report is an overview broken down by programme, with specific comparisons between face-to-face and online CPD.
Archive
Effectiveness of remote and blended CPD
October 2020
STEM Learning commissioned the University of Birmingham and CUREE to undertake a rapid evidence review. They found remote delivery has advantages and navigable challenges compared with face-to-face delivery. If carefully designed and skilfully executed, remote delivery can usefully complement face-to-face delivery, as in blended programmes. If necessary, as seen in lockdown situations, it can provide an adequate substitute.
STEM Learning CPD: impact on STEM A Level uptake
September 2020
Analysis of data on STEM A levels shows that engagement with STEM Learning science CPD improves progression. Schools whose teachers participated in our CPD saw an increase in the proportion of students entering STEM A levels - more than the progress of non-engaged schools.
Comparison of Face-to-Face and Remote CPD Delivery
July 2020
STEM Learning conducted interviews with CPD facilitators to assess differences in delivery, outcomes and impact of face-to-face (F2F) and remote CPD delivery methods. The findings show that remote delivery can be an effective method of delivering CPD, however it can be less effective than F2F delivery, especially for inexperienced teachers or those with limited subject knowledge (e.g. non-specialists).
STEM Learning CPD: impact on GCSE science
March 2020
Analysis of data on science GCSEs shows that engagement with STEM Learning science CPD improves results. Schools whose teachers had recently participated in our CPD saw an increase of over 10% in the proportion of students achieving a good grade in two science GCSEs - more than double the progress of non-engaged schools.
STEM Learning CPD: impact on science in primary schools
March 2020
Analysis of data on Key Stage 2 assessments for science shows that engagement with STEM Learning science CPD improves results. Primary schools where teachers had recently engaged with our CPD improve their results around 50% faster than other schools.
STEM Learning CPD: economic impact on teacher retention
January 2020
An independent study by Education Datalab showed that teachers engaged with STEM Learning science CPD are more likely to stay in the profession, reducing the need to train new teachers. Combining the Education Datalab results with an IFS estimate of the cost of initial teacher training, we calculate that STEM Learning CPD has saved the UK at least £58.5m in teacher training costs, a return on investment of 153%.
Evaluation of the impact of National Science Learning Network CPD on Schools (ISOS Partnership)
Published in October 2015
This is an evaluation of the impact and benefits of schools engaging with subject-specific science continuing professional development (CPD) from the National Science Learning Network (NSLN) and the National STEM Centre.
Evaluation of the Impact of Myscience CPD Programmes in STEM Leadership on Primary and Secondary schools
Published in November 2014
This summary report (based on research conducted by the National Foundation for Educational Research) investigates the impact of a range of STEM leadership CPD programmes targeted at leaders and teachers of STEM subjects in primary and secondary schools and colleges.
Impact of Science Learning Centre CPD on teachers' retention and careers – Sheffield Hallam University, centre for education and inclusion research
Published in May 2012
This report aimed to explore the impact of the support for the CPD of teachers provided by the Science Learning Centres on individual teachers’ career progression and retention within the profession.
ENTHUSE Partnerships: Lloyd's Register Foundation
April 2020
The Lloyd's Register Foundation (LRF) is supporting an intensive programme of ENTHUSE Partnerships to raise achievement in STEM and stimulate interest in and enthusiasm for engineering. Initial data on the first cohort of 20 LRF Partnerships is already demonstrating impact on STEM attainment, interest, careers knowledge and aspirations just one year into their two-year action plans.
ENTHUSE Partnerships: Cohort 6
February 2020
ENTHUSE Partnerships are intensive 2-year programmes that enable schools to raise aspiration and achievement in STEM. Analysis of data from Cohort 6 shows clear benefits for young people: with improved attainment as well as increased self-efficacy and motivation. The Partnerships also helped disadvantaged (“Pupil Premium”) students narrow the gap. Girls and boys developed more positive attitudes towards science and STEM careers, with more considering themselves to be “the kind of person who could have a STEM career”.
External evaluation of the ENTHUSE Partnership Programme
Published June 2017
ENTHUSE Partnership funding enables groups of four to eight schools and colleges to work together, with support from STEM Learning on a two-year intensive programme to raise aspiration and achievement in STEM subjects.
An independent evaluation of ENTHUSE Partnerships has recently been completed by the respected Centre for the Use of Research and Evidence in Education (CUREE).
STEM Ambassadors: making an impact
Published November 2016
STEM Ambassadors bring a fresh and inspiring perspective to STEM lessons and careers information, and complement excellent teaching in schools and colleges.
Through recent research and evaluation of STEM Ambassador activity, there are four key lessons that we have learned. These lessons illustrate the key impacts that STEM Ambassadors have on young people and those who work with them.
Computer Science Accelerator: Cohort 1
November 2020
As part of the National Centre for Computing Education, STEM Learning commissioned an external evaluator to assess the quality and impact of the Computer Science Accelerator Programme. The evaluation shows how the programme is impactful for teachers, schools and young people. Participants also found the programme to provide high quality and effective support.
Aspire to STEM: Independent Evaluation
April 2020
The Aspire to STEM programme worked with schools in disadvantaged areas, improving teaching quality, subject leadership and teacher retention. Schools were supported to organise community events that engaged students and families, boosting STEM uptake. An early external evaluation found that Aspire to STEM has improved student engagement and progress.
Polar Explorer Programme: Independent Evaluation
December 2019
The Polar Explorer Programme (PEP) used public interest in the Polar Research Vessel RRS Sir David Attenborough and its famous submarine Boaty McBoatface to inspire pupils and teachers in primary schools. An external evaluation found PEP improved teaching, pupil confidence, enjoyment, engagement and progression in STEM. PEP encouraged pupils to see that “anyone can work in STEM”, increasing aspirations towards STEM careers especially for those from disadvantaged backgrounds.
Improving science teacher retention
Published September 2017
Commissioned by Wellcome and carried out by Education Datalab, this research found that science teachers who participate in CPD through STEM Learning are much more likely to remain in teaching.
One in 12 teachers who did not participate in STEM Learning CPD left teaching within two years. This drops to 1 in 30 for those who did, when other factors (such as age and gender) are taken into account, increasing the odds of remaining by 160%.
STEM Clubs: making an impact
Published 2016/17
STEM Clubs offer young people valuable opportunities to explore science, technology, engineering and mathematics (STEM) in an informal setting, allowing them to experiment, ask questions and tackle challenges that interest them.
Research shows that STEM Clubs can have significant and measurable positive impacts on students, teachers and other leaders, and the schools or colleges themselves. This report summarises key findings from evaluation and research so far, along with pinpointing areas for future work.
Lessons in Excellent Science Education - 10 Years of Impact on Teachers, Pupils and Schools
Published September 2015
For more than ten years, the National STEM Learning Network has provided teachers, technicians and other educators with high impact, subject-specific professional development in STEM subjects. This report highlights five key lessons the Network has learnt about in its first ten years.
Triple Science Support Programme: Final evaluation summary (extension period)
Published October 2016
STEM Learning Ltd conducted an evaluation of the Triple Science Support Programme (TSSP) extension period from 1 April to 31 July to supplement the external evaluation of years 1 and 2 of the programme conducted by OPM (published in April 2016). The evaluation comprised of two parts; an online survey to a sample of schools engaged with the programme (n=36) and five case studies. The aim of the evaluation was to provide evidence impact of the programme and highlight achievements from schools that received support during the extension period.
Bringing Cutting Edge Science to the Classroom Programme
Published May 2016
This evaluation was commissioned in Autumn 2015 to analyse the success of the Bringing Cutting Edge Science to the Classroom programme in delivering its stated aims, and to assess the impact of the programme on participants, their students and colleagues.
National STEM Learning Network: Regional Programme - ISOS Partnership
Published in September 2016
This report outlines the effectiveness and impact of STEM continuing professional development (CPD) for schools and colleges in England, delivered by the National STEM Learning Network between April 2015 and March 2016.
ISOS report - National STEM Learning Network: Regional Programme
Triple Science Support Programme - Final Evaluation Report
Published April 2016
OPM conducted an evaluation of the Triple Science Support Programme (TSSP) across the years 2014- 2016 of the programme, to evidence the extent of impacts of the programme on three key groups: teachers; students; and science departments, senior leaders, and whole schools.
National Science Learning Network Regional Programme (ISOS Partnership)
Published in July 2015
This report evaluates the implementation and impact of the third phase of the National Science Learning Network’s regional programme.
Teacher Industrial Partners’ Scheme Evaluation (Dr Suzanne King)
Published in March 2015
This report evaluates the effectiveness of the Teacher Industrial Partners’ Scheme and highlights potential recommendations for the future.
Teacher Industrial Partners' Scheme Evaluation
Impact evaluation report - Primary science specialist
Published October 2015
This report looks at the impact of two CPD activities - Primary science specialist (2013 -14) and New and aspiring primary science specialist (2014 -15)
