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. Each Partnership can access up to £20,000 worth of support, including face-to-face CPD, in-school...

This report evaluates design and technology provision based on a three-year evaluation of design and technology in primary and secondary schools. Evidence was drawn from school inspections during the period 2004–05 as well as from focused surveys by Her Majesty’s Inspectors (HMI) from 2004 to 2007. The surveys...

Published in 2012, this review focused on examining which  science programmes had been proven to help primary school students to succeed.  To find out, the University of York’s Institute for Effective Education, Johns Hopkins University and Durham University completed a research review on the topic. The review...

A policy report produced by the Advisory Committee on Mathematics Education which argues that the key issues for the future of primary mathematics learning and teaching can only be addressed in primary schools if there is suitable provision of continuing professional development (CPD). In view of this, ACME...

This summary was produced by the Department for Education in 2012 to support schools with their behaviour policy. This document summarises the legal powers and duties that govern behaviour and attendance in school at the time of writing, and explains how they apply to teachers, governing bodies, pupils and parents...

The purpose of the study, produced by the Advisory Committee on Mathematics Education (ACME) was to inform the establishment of the planned National Centre for Excellence in the Teaching of Mathematics (NCETM), but it is also hoped that this report of the study will be viewed as a useful contribution to the on-...

Published in 2012, NFER was commissioned by the National STEM Learning Centre and Network to evaluate the effectiveness and early impacts of the European Space Education Resource Office for the UK (ESERO-UK). ESERO-UK aims to promote the use of space as a context for enriching science, technology, engineering and...

This report, published in March 2012 by the National Foundation for Educational Research,
presents the findings of an evaluation of the Wellcome Trust’s Camden Science, Technology, Engineering and Mathematics (STEM) Initiative which provided funding to eight Camden schools to develop interdisciplinary...

Published in 2015, the Wellcome Trust worked with the National STEM Learning Centre and Network to develop an intensive CPD programme for primary teachers with the aim of improving their expertise to become effective leaders of science in their schools. The Trust commissioned the University of York to help them...

Published in April 2015 this is the final report evaluating the impact of a continuing professional development (CPD) science course for primary school teachers. The course was developed by the Wellcome Trust and the National STEM Learning Centre, and was designed to train primary teachers to become primary science...

Published by the Wellcome Trust in September 2011, this report aimed to find a deeper understanding of young people’s attitudes to science education, particularly regarding the value young people place on science education (for themselves as individuals and for society in general), as well as the key factors...

DfE Advice for schools on assessment after the removal of the national curriculum levels system for grading children.

Pages 20-24 cover the principles that underpin assessment policies.

Page 41 recommends what trainees should learn about assessment during their training.  

Page 38 onwards...

Charlie Taylor’s Behaviour Checklists, Getting the Simple Things Right, look at the simple things that should be put in place to create good behaviour for learning. It includes the two lists 'key principles for headteachers to help improve school behaviour' and 'behaviour checklist for teachers'.

This report published by the Nuffield Foundation in January 2012 provides an up-to-date picture of the scale of UK foundation resources devoted to international development. It also identifies how these resources are distributed across region and need, and how foundations approach international funding activities...

This case study describes how one primary school used a 'forest school' initiative to engage a group of boys who were not keen on school. Inspectors identified the ‘forest school’ as an outstanding feature of environmental education at the school. All the children are involved in activities in the outdoors and in...