Consultation responses

Our responses to government consultations and inquiries

Joint response to the Scottish Government’s Science, technology, engineering and mathematics: consultation on a strategy for education and training (January 2017)

The Nuffield Foundation has been an active funder of STEM projects. On a day-to-day and strategic basis, our work is intrinsically linked to the education systems in the UK and we have a strong track-record in supporting social equity and the development of scientific thinking and mathematical ability for young people.

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Nuffield Foundation submission to the Science and Technology Committee inquiry on closing the STEM skills gap (January 2017)

Since its inception, the Nuffield Foundation has been an active funder of STEM projects, including research into mathematics and science education, curriculum development and support for the ‘STEM pipeline’ (through programmes such as Nuffield Research Placements).

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Nuffield Foundation response to the Economic and Social Research Council's consultation on the longitudinal studies it funds (submitted November 2016)

Many of the research projects that the Nuffield Foundation funds draw upon, or would benefit from, access to and analysis of longitudinal data. The availability of rich longitudinal surveys, alongside administrative data and other research sources, is essential in addressing our research priorities.

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Nuffield Foundation response to the Cabinet Office consultation on Better use of data in government (submitted April 2016)

Many of the research projects that we fund draw upon administrative data, and researchers are often looking for novel ways to use multiple sets of data to inform policy. As such, access to, and analysis of, data which is gathered by government departments, arm’s length bodies and allied third parties, is essential to our work.

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Nuffield Foundation response to the call for evidence from Lord Stern's review of the Research Excellence Framework, (submitted March 2016)

As an organisation which makes grants to support research in UK higher education institutions, and a collaborator with UK funding councils, the Nuffield Foundation has a very strong interest in how research excellence is defined, measured and supported.

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Nuffield Foundation response to the call for evidence from the joint inquiry into the Government’s life chances strategy, February 2016

When early years settings are of high quality, there are positive effects on a range of child outcomes that are sustained well into the teenage years. However, when we look across provision as a whole, the effects are much more modest and fade out over the course of the primary phase of schooling.

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Nuffield Foundation response to the Office for National Statistics (ONS) consultation on changes to ONS products 2015 (submitted February 2016)

Our response has been informed by conversations with colleagues at the Economic and Social Research Council (ESRC) and the Cohort & Longitudinal Studies Enhancement Resources (CLOSER) unit based at University College London (UCL).

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Nuffield Foundation response to the Department for Business, Innovation and Skills Green Paper: Fulfilling our potential: teaching excellence, social mobility and student choice, January 2016

We have set out our views in a way which aligns as closely as possible with two of the main strands of the consultation: social mobility and widening participation; and reducing complexity and bureaucracy in research funding.

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Joint response to Ofqual on GCSE Science: Conditions and Guidance, May 2015

The Gatsby Charitable Foundation, the Wellcome Trust and the Nuffield Foundation believe there is a lack of evidence to show that written examination questions can adequately reflect a student's hands-on practical skills in science. 

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Joint response to Ofqual consultation on the Assessment of Practical Work in GCSE Science, December 2014

Together with the Gatsby Charitable Foundation and the Wellcome Trust we urge Ofqual to reconsider its plans to remove direct assessment of practical skills from GCSE science. 

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Response to the Department for Education survey on its policy statement on 16 to 18 core maths qualifications, March 2014

We welcome the government’s recognition of the need to develop a new qualification route to complement AS and A level Mathematics, but it will need sustained attention if we are to make a step-change in the numeracy of our students. 

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Response to Ofqual Consultation on New A level Regulatory Requirements, January 2014

We have called for Ofqual to reconsider its proposal to remove the assessment of practical work from the final grade awarded in physics, chemistry and biology A levels. 

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Response to the Department for Education consultation on reform of the National Curriculum in England, April 2013

We found both the process and the content of the national curriculum review difficult to engage with. The variability in style and level of detail, particularly for the mathematics programmes of study, were problematic. We would have liked to have seen a more coherent curriculum, with more connections between subjects.

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Response to Department for Education consultation on reforming Key Stage 4 qualifications, December 2012

We have not responded to the detailed consultation document, but make two general points. 

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Response to Ofqual's consultation on A level reform, September 2012.

Our response notes there is insufficient relevant evidence to enable the Foundation to comment in detail on the proposals for A level reform.

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Response to the Department for Education consultation on Study Programmes for 16-19 year olds, January 2012.

Our response focuses on mathematics, where we believe there is a particular need for better 16-19 provision.

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Written evidence submitted to the International Development Committee Inquiry on Private Foundations, September 2011.

We believe increased dialogue between foundations and DFID could benefit both parties’ knowledge and understanding of each others’ funded work and modus operandi. There is also potential for collaboration.

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Response to the Government’s Review of the National Curriculum, April 2011.

The Foundation is committed to improving mathematics and science education for all. This includes fostering increased participation and achievement by supporting pathways appropriate for learners’ current and future needs.

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Response to the Giving Green Paper ,  March 2011

Our comments relate to the suggestion that foundations should take a minimum annual payout (pg 18). In our view a mandatory distribution rate:

  • would result in less effective grant making;
  • would not increase the money available for disbursement to the charitable sector, and indeed would over time lead to a decrease;
  • would be a disincentive to the creation of new foundations;
  • is unnecessary.

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