June 4th

The ‘self-improving school-led system’ – evaluating the changes, exploring implications

The Nuffield Foundation is convening a seminar to discuss findings from a research project exploring the ways in which schools in England have interpreted and begun to respond to the ‘self-improving school-led system’ (SISS) policy agenda. The seminar will be Chaired by The Rt Hon the Baroness Morris of Yardley. 

May 22nd

Government’s grammar school funding won’t improve children’s outcomes

Grammar school pupils do not gain any advantage over children who do not attend a grammar school by age 14, according to a new Nuffield-funded study from UCL.

April 26th

Nuffield Foundation appoints team to deliver development phase of the Nuffield Family Justice Observatory

The Nuffield Foundation has appointed a team led by Professor Karen Broadhurst at Lancaster University to deliver the development phase of the Nuffield Family Justice Observatory. The Observatory will support the best possible decisions for children by improving the use of data and research evidence in the family justice system in England and Wales.

Defending a divorce is expensive, complicated, and unlikely to succeed, making it an inaccessible option for most people, and an ineffective and unfair legal process.

New research published today by the Nuffield Foundation explores why defended divorce occurs and examines how cases are dealt with by the courts. No Contest finds that the great majority of defences arise from quarrels about who is ‘at fault’, but in practice this is not something that can be determined by the courts, and most cases are settled, rather than decided by a judge.

April 9th

Dissemination of child welfare research to the judiciary is ‘complex and fragmented’

A study of arrangements for research dissemination to the judiciary, and judicial experiences of engaging with research, shows that while there have been significant developments in recent years, current arrangements are complex and fragmented.

March 29th

Degrees of Advantage: A longer-term investigation of the careers of UK graduates

The Nuffield Foundation has awarded funding to the University of Warwick for an 18-month project to extend its research into the experiences of graduates in the UK labour market.

March 28th

The Nuffield Foundation announces new £5 million Ada Lovelace Institute to examine profound ethical and social issues arising from the use of data, algorithms, and artificial intelligence, and to ensure they are harnessed for social well-being

The new Institute is named after Ada Lovelace, the 19th Century mathematician widely regarded as one of the first computer scientists. The first of its kind in the UK, the Institute will: 

  • Convene diverse voices to build a shared understanding of the ethical questions raised by the application of data, algorithms, and artificial intelligence (AI). 

March 23rd

New review of evidence of what works in maths teaching

Using calculators in maths lessons can boost pupils’ calculation and problem-solving skills, but they need to be used in a thoughtful and considered way, according to a review of the evidence published by the Education Endowment Foundation (EEF) today. Much of the work in the review was funded by the Nuffield Foundation.

March 21st

Children from rich families much more likely to secure grammar school places as they reap rewards from private tutoring

Research funded by the Nuffield Foundation reveals the huge advantage rich families gain by using private tutors in the race for grammar school places.

A new paper from the UCL Institute of Education shows that private tutoring means pupils from high-income families are much more likely to get into grammar schools than equally bright pupils from low-income families.  

Reduce working hours to tackle teacher retention, suggests new research

According to a new Nuffield-funded study by the National Foundation for Educational Research (NFER), teachers work the longest hours at 50 hours per week during term time, followed by police officers (44) and nurses (39). Working long hours over prolonged periods, as teachers are doing, can create pressure and stress, with potential negative effects on health and well-being, all of which may impact on staff retention.