• All
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10
  • 11
  • 12
  • 13
  • 14
  • 15
  • 16
  • 17
  • 18
  • 19
  • 20
  • 21
  • 22
  • 23
  • 24
  • 25
  • 26
  • 27
  • 28
  • 29
  • 30

June 25th

Nuffield Foundation's Maths Showcase

The Nuffield Foundation is convening an event to showcase and explore the findings from some of the key maths and numeracy projects that the Foundation has funded over recent years. This showcase will include presentations from six Nuffield-funded studies that have been investigating maths and numeracy in the early years and primary phases of education.

Societies take four to eight years to adjust to religious diversity

A new study from the University of Oxford and the University of Newcastle, Australia has found that while changes to religious diversity may lead to a short-term decrease in quality of life for communities, this is reversed in the long term as societies adjust to multiculturalism.

The most in-depth analysis to date of religious diversity’s effect on societal wellbeing, the Nuffield-funded report uses survey data from more than 100 countries collected over 22 years and finds that:

June 20th

Divorce, Dissolution and Separation Bill: What does research tell us?

The Nuffield Foundation has published a new briefing note, authored by Professor Liz Trinder, ahead of the second reading of the Divorce, Dissolution and Separation Bill which is scheduled in the House of Commons on Tuesday 25 June.

Consumption crunch – young people today are spending less than they did at turn of the century

Young people today are spending 7% less on non-housing items than they were back in 2001, according to the Resolution Foundation’s inaugural Intergenerational Audit, published today.

June 17th

Additional property wealth across Britain is up more than 50% to almost £1 trillion

Over one in 10 people across Britain own second homes, Buy-to-let and overseas properties worth £941bn, according to new Nuffield-funded research published by the Resolution Foundation.

Game of Homes looks at the growth of additional property wealth over the last 20 years, who owns it, and what it means for wealth gaps across Britain.

June 13th

Students who undertake a work placement are more likely to go on to study a STEM course at a Russell Group university

Work placements offered to Year 12 students are effective in increasing access to university courses in Science, Technology, Engineering and Mathematics (STEM), according to new Nuffield Foundation report.

June 11th

School reforms have not bridged gaps in pupils’ attainment levels

Despite ‘huge efforts’ to transform the secondary school system, schools have become no more important in accounting for variance in pupils’ academic attainment since the early 2000s, say researchers from UCL and the National Institute of Economic and Social Research (NIESR).

Ground-breaking report could make a life-saving difference to young people affected by HIV in South Africa and beyond

A new Nuffield-funded report, published today by the Mzantsi Wakho team from the Universities of Oxford and Cape Town, highlights findings which – when adopted by policy-makers – could make a life-saving difference to young people affected by HIV in South Africa and beyond.

June 10th

Children with special needs far less likely than their peers to be admitted to reception classes in primary schools where they attended pre-school

Children with a Statement of Special Educational Needs who attend pre-schools based in primary schools are significantly less likely than their peers to be admitted to the school’s reception class, according to a new Nuffield-funded report from the London School of Economics and Political Science.

The research provides the first national quantitative evidence to add to growing anecdotal evidence from parents that some schools are actively discouraging the admission of children with special needs.

June 6th

Improving mathematical achievement in primary school-aged children

A new Nuffield-funded report from researchers at Ulster University analyses the outcomes of classroom-based mathematical interventions and gives teachers access to a body of evidence that can assist them in helping primary school children with maths.