Our professional development has proven positive impacts on participants, verified by external evaluations.
Our impact evidence enables us to prove that our professional development has a direct impact on participants, the wider school or college, and ultimately young people.
In the academic year 2015-16 participants at the National STEM Learning Centre reported:
Our network of Science Learning Partnerships
Report on impact - academic year 2015-2016
Take a look at the Model of Change to gain an insight into the National STEM Learning Network's vision to achieve a world-leading STEM education for all young people across the UK.
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.
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.
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.
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.
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.
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.
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)
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.