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SUMMER TERM TESTS
Support pupil outcomes in the summer term. Following a disrupted year of partial school closures, the role of assessment in identifying the impact of any lost classroom learning is vital. Thousands of schools use NFER Tests to assess pupil attainment and identify any gaps in learning, to help ensure that pupils make the best possible progress. RETURN OF PUPILS TO SCHOOL: SCHOOLS’ RESPONSES TO COVID-19 The findings suggest that the pandemic has had a greater impact on schools in the West Midlands, North West and London: School leaders were most likely to report some impact from Covid-19 on their schools in terms of the availability of staff and pupil attendance prior to 20 March if they were based in the West Midlands (84 per cent), London SCHOOL AND TRUST GOVERNANCE INVESTIGATIVE REPORT 07 October 2020. Research report on the DfE website. The Department for Education (DfE) commissioned NFER to carry out investigative research into school and trust governance. The purpose of the research was to provide independent evidence to inform future policy development and enable evidence-based prioritisation of resources tosupport
EVALUATION OF TUITION PARTNERS Evaluation of the National Tutoring Programme: Tuition Partners. This project will evaluate the impact of the Tuition Partners (TP) component of the National Tutoring Programme (NTP). TP is a national programme of subsidised tuition targeted at disadvantaged pupils needing catch up support, to be delivered over the 2020/21 academicyear.
INFORMATION ABOUT THE RECEPTION BASELINE ASSESSMENT The Reception Baseline Assessment (RBA) is a statutory assessment from September 2021 onwards. It provides a snapshot of where pupils are when they arrive at school. It will provide a starting point to measure the progress schools make with their pupils between reception and the end of primary school. Full information about the reception EVALUATION OF THE APAUSE SEX AND RELATIONSHIPS EDUCATION Central to the strategy is the improvement of Sex and Relationships Education (SRE). The APAUSE (Added Power and Understanding in Sex Education) SRE programme, developed by the Department of Child Health at the University of Exeter, aims to: increase tolerance, respect and understanding, enhance knowledge of risks and counteract myths. SCHOOL CHOICE: THE PARENT VIEW 24 April 2015. This quantitative report presents parents’ views of school choice, local accountability and academy schools. The survey was conducted in December 2014 and January 2015 with a representative sample of 1,005 parents of children aged 5-18 in England. The following blog posts also discuss this report: I have a choice, Schoolchoice
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ASSESSMENT AND SOCIAL JUSTICE 04 3. SOCIAL JUSTICE There is always a well-known solution to every human problem - neat, plausible and wrong. (Mencken 1920) Social justice is a key concept in many educational discussions today. NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCHFOR SCHOOLSNEWS & EVENTSKEY TOPICS & EXPERTISEPUBLICATIONS & RESEARCHINTERNATIONAL NFER is the leading independent provider of research insights in education with a particular focus on Accountability, Assessment, Classroom Practice, Education to Employment, School Workforce, Systems and Structures, School Funding and Social Mobility. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ General enquiries: Telephone:+44(0)1753 574123
SUMMER TERM TESTS
Support pupil outcomes in the summer term. Following a disrupted year of partial school closures, the role of assessment in identifying the impact of any lost classroom learning is vital. Thousands of schools use NFER Tests to assess pupil attainment and identify any gaps in learning, to help ensure that pupils make the best possible progress. RETURN OF PUPILS TO SCHOOL: SCHOOLS’ RESPONSES TO COVID-19 The findings suggest that the pandemic has had a greater impact on schools in the West Midlands, North West and London: School leaders were most likely to report some impact from Covid-19 on their schools in terms of the availability of staff and pupil attendance prior to 20 March if they were based in the West Midlands (84 per cent), London SCHOOL AND TRUST GOVERNANCE INVESTIGATIVE REPORT 07 October 2020. Research report on the DfE website. The Department for Education (DfE) commissioned NFER to carry out investigative research into school and trust governance. The purpose of the research was to provide independent evidence to inform future policy development and enable evidence-based prioritisation of resources tosupport
EVALUATION OF TUITION PARTNERS Evaluation of the National Tutoring Programme: Tuition Partners. This project will evaluate the impact of the Tuition Partners (TP) component of the National Tutoring Programme (NTP). TP is a national programme of subsidised tuition targeted at disadvantaged pupils needing catch up support, to be delivered over the 2020/21 academicyear.
INFORMATION ABOUT THE RECEPTION BASELINE ASSESSMENT The Reception Baseline Assessment (RBA) is a statutory assessment from September 2021 onwards. It provides a snapshot of where pupils are when they arrive at school. It will provide a starting point to measure the progress schools make with their pupils between reception and the end of primary school. Full information about the reception EVALUATION OF THE APAUSE SEX AND RELATIONSHIPS EDUCATION Central to the strategy is the improvement of Sex and Relationships Education (SRE). The APAUSE (Added Power and Understanding in Sex Education) SRE programme, developed by the Department of Child Health at the University of Exeter, aims to: increase tolerance, respect and understanding, enhance knowledge of risks and counteract myths. SCHOOL CHOICE: THE PARENT VIEW 24 April 2015. This quantitative report presents parents’ views of school choice, local accountability and academy schools. The survey was conducted in December 2014 and January 2015 with a representative sample of 1,005 parents of children aged 5-18 in England. The following blog posts also discuss this report: I have a choice, Schoolchoice
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ASSESSMENT AND SOCIAL JUSTICE 04 3. SOCIAL JUSTICE There is always a well-known solution to every human problem - neat, plausible and wrong. (Mencken 1920) Social justice is a key concept in many educational discussions today.NFER TESTS - NFER
NFER Tests for years 1-6. Our termly optional tests are available in the core subjects for use across years 1-6. They have been developed by a team of assessment experts with teaching backgrounds and standardised with over 60,000 pupils, to enable you to: quickly and easily interpret your data with a free online analysis tool. YEAR 1 AND 2 SPRING ASSESSMENTS Our new year 1 and year 2 spring assessments are now available for use from spring 2020. These child-friendly materials complement our existing key stage 1 assessment range, so you can take a consistent approach to attainment and progress monitoring.In addition, we have included diagnostic commentaries with our spring term materials, providing you with formative benefits to help you inform THE IMPACT OF COVID-19 ON TEACHING PRACTICES Our recent report – based on data collected at the end of the last school year – provides an insight into the impact of the Covid-19 pandemic and subsequent lockdown on students. In addition to a need to focus on learning recovery, another challenge for teachers and schools this term will be their ability to provide a broad and balanced STREAMING, SETTING AND GROUPING BY ABILITY: A REVIEW OF The review focuses on streaming, setting and within-class grouping in relation to mixed ability teaching and highlights their effects on: pupil achievement, both overall and in relation to pupils of different ability levels. institutions, in terms of organisational requirement. teaching approaches and teachers' attitudes and perceptions. NFER RESPONSE TO EDUCATION SECRETARY STATEMENT ON The National Foundation for Educational Research in England and Wales. Head office and registered address: The Mere, Upton Park, Slough, Berkshire, SL1 2DQ General enquiries: Telephone: +44(0)1753 574123 | Fax:+44(0)1753 691632 | Email: enquiries@nfer.ac.uk Product enquiries: Telephone: +44(0)1753 637007 | Email: products@nfer.ac.uk Research participant enquiries: EVALUATION OF THE APAUSE SEX AND RELATIONSHIPS EDUCATION Central to the strategy is the improvement of Sex and Relationships Education (SRE). The APAUSE (Added Power and Understanding in Sex Education) SRE programme, developed by the Department of Child Health at the University of Exeter, aims to: increase tolerance, respect and understanding, enhance knowledge of risks and counteract myths.LOGIN - NFER
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TIMSS 2019 IN NORTHERN IRELAND: RECOGNISING SUCCESS AND TIMSS is an international comparison study of the mathematics and science achievement of pupils at ages 9-10 that is held every four years. In May and June 2019, Northern Ireland participated in TIMSSfor the third time.
IMPACT OF SCHOOL GARDENING ON LEARNING Contents Acknowledgements i Executive Summary ii 1. Introduction 4 1.1. The RHS campaign 5 1.2. The research study 6 1.3. The case-studyschools 7
ENGAGING AND LEARNING WITH THE OUTDOORS: THE FINAL REPORT Contents page EXECUTIVE SUMMARY 1 1. INTRODUCTION 7 2. RESEARCH DESIGN 11 2.1 Structure of the report 17 3. THE BENEFITS OF OUTDOOR LEARNINGAND EXPERIENCE 19
NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCHFOR SCHOOLSNEWS & EVENTSKEY TOPICS & EXPERTISEPUBLICATIONS & RESEARCHINTERNATIONAL NFER is the leading independent provider of research insights in education with a particular focus on Accountability, Assessment, Classroom Practice, Education to Employment, School Workforce, Systems and Structures, School Funding and Social Mobility. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ General enquiries: Telephone:+44(0)1753 574123
NFER TESTS - NFER
NFER Tests for years 1-6. Our termly optional tests are available in the core subjects for use across years 1-6. They have been developed by a team of assessment experts with teaching backgrounds and standardised with over 60,000 pupils, to enable you to: quickly and easily interpret your data with a free online analysis tool.SAMPLE MATERIALS
To help you review the quality typical of NFER materials, these sample materials are representative of content layout and question type you can expect to find from our NFER Tests and retain the integrity of the published standardised papers but are not the actual materialsthemselves.
EVALUATION OF TUITION PARTNERS Evaluation of the National Tutoring Programme: Tuition Partners. This project will evaluate the impact of the Tuition Partners (TP) component of the National Tutoring Programme (NTP). TP is a national programme of subsidised tuition targeted at disadvantaged pupils needing catch up support, to be delivered over the 2020/21 academicyear.
EVALUATION OF CATCH UP LITERACY Catch Up® Literacy is a structured one-to-one intervention that aims to improve the reading ability of struggling readers. The intervention is book-based and comprises two 15-minute sessions each week on a one-to-one basis. Pupils receive Catch Up® for approximately 6 to 12 months depending on individual need: once the pupil’s reading age PHONICS SCREENING CHECK EVALUATION Matthew Walker, Marian Sainsbury, Shelley Bartlett, Helen Betts, Jack Worth. This second interim report sets out the latest findings from an evaluation of the phonics screening check, commissioned by the Department for Education and undertaken by NFER. The report explores the emerging impacts of the check, including an exploration of how the SCHOOL CHOICE: THE PARENT VIEW 24 April 2015. This quantitative report presents parents’ views of school choice, local accountability and academy schools. The survey was conducted in December 2014 and January 2015 with a representative sample of 1,005 parents of children aged 5-18 in England. The following blog posts also discuss this report: I have a choice, Schoolchoice
RCT EVALUATION OF “INCREDIBLE YEARS: TEACHERS CLASSROOM RCT Evaluation of “Incredible Years: Teachers Classroom Management”. The Incredible Years® Teacher Classroom Management (TCM) course is part of a suite of programmes for children, parents and teachers. The parent and child programmes have been researched extensively and have been shown to be extremely effective in reducingchild problem
ASSESSMENT AND SOCIAL JUSTICE 04 3. SOCIAL JUSTICE There is always a well-known solution to every human problem - neat, plausible and wrong. (Mencken 1920) Social justice is a key concept in many educational discussions today. LEARNING SUPPORT UNIT STRAND STUDY schools, with non-LSU schools having access to alternative provision; and shared LSUs. ♦ At school level, the majority of LSU funds were being used for salaries or supply cover. Only a small minority of schools reported that LSU funds had ‘freed up’ resources to spend elsewhere in the school. NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCHFOR SCHOOLSNEWS & EVENTSKEY TOPICS & EXPERTISEPUBLICATIONS & RESEARCHINTERNATIONAL NFER is the leading independent provider of research insights in education with a particular focus on Accountability, Assessment, Classroom Practice, Education to Employment, School Workforce, Systems and Structures, School Funding and Social Mobility. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ General enquiries: Telephone:+44(0)1753 574123
NFER TESTS - NFER
NFER Tests for years 1-6. Our termly optional tests are available in the core subjects for use across years 1-6. They have been developed by a team of assessment experts with teaching backgrounds and standardised with over 60,000 pupils, to enable you to: quickly and easily interpret your data with a free online analysis tool.SAMPLE MATERIALS
To help you review the quality typical of NFER materials, these sample materials are representative of content layout and question type you can expect to find from our NFER Tests and retain the integrity of the published standardised papers but are not the actual materialsthemselves.
EVALUATION OF TUITION PARTNERS Evaluation of the National Tutoring Programme: Tuition Partners. This project will evaluate the impact of the Tuition Partners (TP) component of the National Tutoring Programme (NTP). TP is a national programme of subsidised tuition targeted at disadvantaged pupils needing catch up support, to be delivered over the 2020/21 academicyear.
EVALUATION OF CATCH UP LITERACY Catch Up® Literacy is a structured one-to-one intervention that aims to improve the reading ability of struggling readers. The intervention is book-based and comprises two 15-minute sessions each week on a one-to-one basis. Pupils receive Catch Up® for approximately 6 to 12 months depending on individual need: once the pupil’s reading age PHONICS SCREENING CHECK EVALUATION Matthew Walker, Marian Sainsbury, Shelley Bartlett, Helen Betts, Jack Worth. This second interim report sets out the latest findings from an evaluation of the phonics screening check, commissioned by the Department for Education and undertaken by NFER. The report explores the emerging impacts of the check, including an exploration of how the SCHOOL CHOICE: THE PARENT VIEW 24 April 2015. This quantitative report presents parents’ views of school choice, local accountability and academy schools. The survey was conducted in December 2014 and January 2015 with a representative sample of 1,005 parents of children aged 5-18 in England. The following blog posts also discuss this report: I have a choice, Schoolchoice
RCT EVALUATION OF “INCREDIBLE YEARS: TEACHERS CLASSROOM RCT Evaluation of “Incredible Years: Teachers Classroom Management”. The Incredible Years® Teacher Classroom Management (TCM) course is part of a suite of programmes for children, parents and teachers. The parent and child programmes have been researched extensively and have been shown to be extremely effective in reducingchild problem
ASSESSMENT AND SOCIAL JUSTICE 04 3. SOCIAL JUSTICE There is always a well-known solution to every human problem - neat, plausible and wrong. (Mencken 1920) Social justice is a key concept in many educational discussions today. LEARNING SUPPORT UNIT STRAND STUDY schools, with non-LSU schools having access to alternative provision; and shared LSUs. ♦ At school level, the majority of LSU funds were being used for salaries or supply cover. Only a small minority of schools reported that LSU funds had ‘freed up’ resources to spend elsewhere in the school. NFER TESTS ANALYSIS TOOL Easily analyse pupil performance and inform planning for your whole cohort or individuals with NFER's online analysis tool. Access to the tool is free with NFER Tests, enabling you to:. record all NFER Tests and national curriculum tests data in one secure area; instantly convert raw scores to standardised & age-standardised scores; produce instant reports to share with staff, parents and OfstedSUMMER TERM TESTS
Support pupil outcomes in the summer term. Following a disrupted year of partial school closures, the role of assessment in identifying the impact of any lost classroom learning is vital. Thousands of schools use NFER Tests to assess pupil attainment and identify any gaps in learning, to help ensure that pupils make the best possible progress. INFORMATION ABOUT THE RECEPTION BASELINE ASSESSMENT The Reception Baseline Assessment (RBA) is a statutory assessment from September 2021 onwards. It provides a snapshot of where pupils are when they arrive at school. It will provide a starting point to measure the progress schools make with their pupils between reception and the end of primary school. Full information about the reception NFER RESPONSE TO EDUCATION SECRETARY STATEMENT ON The National Foundation for Educational Research in England and Wales. Head office and registered address: The Mere, Upton Park, Slough, Berkshire, SL1 2DQ General enquiries: Telephone: +44(0)1753 574123 | Fax:+44(0)1753 691632 | Email: enquiries@nfer.ac.uk Product enquiries: Telephone: +44(0)1753 637007 | Email: products@nfer.ac.uk Research participant enquiries: AN INTRODUCTION TO FORMATIVE AND SUMMATIVE ASSESSMENT A summative assessment may be a written test, an observation, a conversation or a task. It may be recorded through writing, through photographs or other visual media, or through an audio recording. Whichever medium is used, the assessment will show what has been achieved. It will summarise attainment at a particular point in timeand may
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ENGAGING AND LEARNING WITH THE OUTDOORS: THE FINAL REPORT The research was carried out by a team from the NFER, King’s College London and the University of Bath. The aim was to extend research-based understandings of educational activities using the outdoor classroom in a rural context. TEACHER AUTONOMY: HOW DOES IT RELATE TO JOB SATISFACTION Teacher autonomy: how does it relate to job satisfaction and retention? This research is the first large-scale quantitative study to look at teacher autonomy and its importance for retention in England. NFER have worked in partnership with Teacher Development Trust (TDT) on this project, and TDT have published a downloadableresource for school
MULTI-AGENCY WORKING: A DETAILED STUDY 6. Key challenges to multi-agency working 115 6.1 Introduction 115 6.2 Fiscal resources 116 6.3 Roles and responsibilities 120 6.4 Competingpriorities 123
‘WE SHOULD HAVE BEEN HELPED FROM DAY ONE’: A UNIQUE v . We Should Have Been Helped from Day One’: a Unique Perspective from Children, Families and Practitioners . is still more to be done to ensure that all agencies are engaging with early intervention and*
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