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Research, Development and Analysis Fund

Our Research, Development and Analysis fund is for projects to inform the design and operation of social policy and practice across our three core domains of Education, Welfare and Justice.

Fund information


We have a two-stage application process. Applicants submit a short outline application, and those that meet our criteria are invited to submit a full application, which is subject to independent peer review and considered by Trustees.

We have two deadlines for outline applications each year – in March and September. We usually receive 400-500 outline applications, of which 10-15% are invited to submit a full application. We support short-listed applicants in refining their proposed projects, to help maximise their rigour and potential impact.

Our funding approach is set out in our strategy. To see our full funding priorities and application criteria, please read our Guide for Applicants.

Before submitting an outline application, you must check that our Terms and Conditions are acceptable, both to you and your host institution.

Timetable


Round 1 Round 2
Mar Sep Outline applications submitted.

The last deadline for outline applications was 16th March 2020.

May Nov Successful applicants invited to submit a Full application and unsuccessful applicants notified.

The next deadline for full applications is 10th July 2020.

Jul Dec/Jan Full applications submitted. Over the following months, applicants may be asked to submit additional information in response to peer reviews.
Nov May Full applications considered by Trustees.
Dec Jun Applicants notified of decision.
Jan Jul Earliest project start date.

What we look for


  • Relevance – an interesting question/issue that fits the Nuffield Foundation’s mission and is relevant to the questions in our three domains. There should be a clear articulation of what you intend to do, why it matters, and what difference it will make.
  • Rigour – for analysis and drawing conclusions as well as design/data collection. Methods need to be right for the question (and many of our questions need some quantitative analysis).
  • Engagement – with policy and/or practice, as well as public dissemination through the media and other channels. Engagement needs to be end-to-end, not just at dissemination stage.
  • Impact – explanation of the potential for impact: clarity of outputs and outcomes and the relationship between the two.
  • Resources – strong team and appropriate budget.

Applications for research, development and analysis grants are usually between £10,000 and £500,000. Most of the grants we award are between £50,000 and £300,000 and are between six months and three years in duration, but we will occasionally consider proposals with a larger budget or longer timescale.

The best way to get a clear answer on any questions of eligibility is to submit an outline application.

What we do not fund


  • Individuals without a formal employment or other relationship with the institution hosting the grant.
  • Projects led by individuals unaffiliated to any particular organisation.
  • Projects led by schools or further education colleges.
  • Projects led by undergraduates or masters students.
  • PhD fees or projects where the main purpose is to support a PhD.
  • The establishment of academic posts.
  • Ongoing costs or the costs of ‘rolling out’ existing work or services.
  • ‘Dissemination-only’ projects, including campaigning work, which are not connected to our funded work.
  • Local charities, replacement for statutory funding, or local social services or social welfare provision.
  • Requests for financial help or educational fees from or on behalf of individuals.

Get started

Next outline application deadline:
September

Explore our projects

New

Welfare | 2020 – 2023

Public expenditure planning and control in complex times

View project
New

Education | 2020 – 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
New

Education | 2020 – 2022

Competitive effects of free schools on student outcomes in neighbouring schools

View project
New

Welfare | 2020 – 2022

How UK welfare reform affects larger families

View project
New

Education | 2020 – 2022

Teacher supply, shortages and working conditions in England and Wales

View project
Teenage-pupil-wearing-woolly-hat-writes-on-whiteboard-The-influence-of-headteachers-on-their-schools-PROJ
New

Education | 2020 – 2022

The influence of headteachers on their schools

View project
Two young girls being taught fractions and decimals, learning from a school workbook together
New

Education | 2020 – 2021

Teaching fractions and decimals to children aged 3 to 11

View project
New

Education | Welfare | 2020 – 2020

Measuring the disadvantage attainment gap in 16-19 education

View project
Two teenage male pupils study a science lesson as part of their post-16 options
In progress

Education | 2019 – 2021

Post-16 pathways: the role of peers, family background and expectations

View project
man reading picture book to baby
New

Education | 2019 – 2022

Do infants learn new words from educational picture books?

View project
In progress

Education | 2019 – 2022

The SWAN game-based approach to learning foundational number language

View project
In progress

Justice | 2019 – 2022

Understanding criminogenic influences on youth offending

View project
New

Education | 2020 – 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
New

Welfare | 2020 – 2023

Public expenditure planning and control in complex times

View project
Two young girls being taught fractions and decimals, learning from a school workbook together
New

Education | 2020 – 2021

Teaching fractions and decimals to children aged 3 to 11

View project
Teenage-pupil-wearing-woolly-hat-writes-on-whiteboard-The-influence-of-headteachers-on-their-schools-PROJ
New

Education | 2020 – 2022

The influence of headteachers on their schools

View project
Young-child-blurred-in-background-plays-with-abacus-in-foreground-Early-years-employment-pathways-PROJ
New

Education | 2019 – 2020

A systematic review of early years degrees and employment pathways

View project
New

Education | 2020 – 2022

Teacher supply, shortages and working conditions in England and Wales

View project
man reading picture book to baby
New

Education | 2019 – 2022

Do infants learn new words from educational picture books?

View project
New

Welfare | 2020 – 2022

How UK welfare reform affects larger families

View project
New

Education | 2020 – 2022

Competitive effects of free schools on student outcomes in neighbouring schools

View project
New

Education | Welfare | 2020 – 2020

Measuring the disadvantage attainment gap in 16-19 education

View project
Two teenage male pupils study a science lesson as part of their post-16 options
In progress

Education | 2019 – 2021

Post-16 pathways: the role of peers, family background and expectations

View project
In progress

Education | 2019 – 2020

Education priorities in a forthcoming general election

View project
New

Welfare | 2020 – 2023

Public expenditure planning and control in complex times

View project
New

Education | 2020 – 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
New

Education | 2020 – 2022

Competitive effects of free schools on student outcomes in neighbouring schools

View project
New

Welfare | 2020 – 2022

How UK welfare reform affects larger families

View project
New

Education | 2020 – 2022

Teacher supply, shortages and working conditions in England and Wales

View project
Teenage-pupil-wearing-woolly-hat-writes-on-whiteboard-The-influence-of-headteachers-on-their-schools-PROJ
New

Education | 2020 – 2022

The influence of headteachers on their schools

View project
Two young girls being taught fractions and decimals, learning from a school workbook together
New

Education | 2020 – 2021

Teaching fractions and decimals to children aged 3 to 11

View project
New

Education | Welfare | 2020 – 2020

Measuring the disadvantage attainment gap in 16-19 education

View project
Two teenage male pupils study a science lesson as part of their post-16 options
In progress

Education | 2019 – 2021

Post-16 pathways: the role of peers, family background and expectations

View project
In progress

Welfare | 2019 – 2022

Ethnic inequalities in later life

View project
man reading picture book to baby
New

Education | 2019 – 2022

Do infants learn new words from educational picture books?

View project
In progress

Education | 2019 – 2022

The SWAN game-based approach to learning foundational number language

View project
Maths resit students taking exam
Reported

Education | 2019 – 2020

A new mathematics GCSE curriculum for post-16 resit students

View project
Reported

Education | 2018 – 2018

GCSE and A-level results day project

View project
Reported

Welfare | 2018 – 2018

Interdisciplinary conference on evidence use in policy

View project
Reported

Welfare | 2018 – 2018

Council tax support schemes’ impact on claimants & local authorities

View project
Reported

Welfare | 2018 – 2018

Improving survey representation of non-resident parents

View project
Reported

Education | 2018 – 2019

Developing a sustainable intervention for disadvantaged children

View project
Reported

Education | 2017 – 2018

Growing up digital

View project
Reported

Justice | Welfare | 2017 – 2018

Addressing the ‘care cases’ crisis: a sector-led review

View project
Reported

Justice | 2017 – 2019

Immigration judicial reviews

View project
Reported

Welfare | 2017 – 2018

Vulnerable migrants and well-being: A pilot study

View project
Reported

Welfare | 2017 – 2018

Benchmarking transparency in government’s use of evidence

View project
Reported

Welfare | 2017 – 2017

General Election 2017

View project

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