November 2017 Research Publications Schools About
Collaborating with businesses will support London youngsters in making best career choices

Encouraging and supporting businesses to become involved in education is seen as a priority for London’s schools and colleges, according to a new report released last week by NFER and London Councils. The report, London Ambitions Research: Shaping a Successful Careers Offer for all Young Londoners, found that this involvement is key for schools and colleges, helping them develop careers education, information, advice and guidance (CEIAG) for London’s youngsters. More on this and other key findings can be found on the NFER website.
Free download: The delivery of Careers Education and Guidance
Alongside the latest NFER and London Councils report which identifies emerging promising practice in the delivery of careers education and guidance (CEG) through ‘London Ambitions’ careers strategy, is an accessible PowerPoint guide for school senior leaders and teachers. The free guide 'How to implement the London Ambitions Careers Offer' provides evidence-based illustrations of delivery of CEG within some London schools and colleges.

Download the Guide
Forthcoming NFER research on UTCs and teacher retention
Over the next few weeks, watch out for our new research on UTCs with The Edge Foundation and the Royal Academy of Engineering as well as more NFER insights into teacher retention and turnover. Be sure to follow us on Twitter for updates. If you haven't already, you can sign up to receive updates on the Nuffield Foundation funded study which aims to gain a deeper understanding of the dynamics within the teacher workforce in England on the link below.

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Other Research
Teacher Observations

An Education Endowment Foundation (EEF) funded evaluation on Teacher Observation was published on Friday 10 November. Conducted by the NFER Education Trials Unit, the report explores the impact of structured teacher observation in English secondary schools. It found that introducing more frequent and structured lesson observations – where teachers observe their colleagues and give them feedback – made no difference to pupils’ GCSE maths and English results.
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Latest blog
Are secondary free schools really achieving what they’re supposed to?

NFER’s Chloe Rush asks the question in our latest blog post which first appeared in TES. We will be publishing more analysis about both primary and secondary free schools in the first quarter of 2018.
In the Media
Successful school-to-school collaboration

At the heart of the self-improving school system is school-to-school collaboration, but how can collaboration work effectively for the benefit of all involved? NFER's Claudia Sumner and Karen Wespieser look at the research evidence for this month's SecEd Magazine.
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How after-school coding clubs can benefit pupils

In this issue of Headteacher Update, NFER's Suzanne Straw looks at research findings showing to what extent after-school coding clubs can support young people to develop skills and further their interest in coding.
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Why did NFER choose to develop assessments for KS1?

NFER’s Anne Kispal answers questions on KS1 assessment in Teach Primary’s ‘Ask the Expert’ feature this month. Traditionally, NFER publications include limited assessment material for KS1; find out why we have published tests to support Years 1 and 2 in Anne’s article.
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29 November 2017
Establishing or Joining Multi-Academy Trusts

Our Head of Impact, Karen Wespieser, will be speaking on ‘What does research say about the success of the Multi-Academy Trust movement and has enough research been conducted to tangibly argue the benefits of MATs?' at this 'Establishing or Joining Multi-Academy Trusts' event in London. Speakers at this one day national conference also include: Dr Tim Coulson, Clare Collins MBE and Karen Burns.  More about the event
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