¶®ÒõµÛ

Using the term ‘raising of the participation age’ (RPA) when referring to both aspects of the legislation, this pamphlet explains how the RPA will radically change the definition of what counts as being in education and training compared with today.

This report explored the provision of gifted education.

Between March and May 2009, 40 teachers visited four countries: Australia, China, South Africa and the United States of America. The purpose of their visits was to explore the provision of education for gifted and talented students.

This document summarises the findings of a development and research (D&R) project that focused on tackling bullying in Coventry schools.

The aim of this review is to enable the UAE education sector and policy makers to think about how they could incorporate schools-based interventions into the wider strategy to tackle childhood obesity.

This report looks at research issues relating to giftedness, in addition to the practical experience of schools in the UK 1999-2009.

This summary aims to provide an outline of research into the use of bullying prevention methods with pupils with special educational needs (SEN).

Our work in response to the Syrian refugee crisis has three core elements: we upskill teachers of refugees on the ground in Lebanon and Jordan; we advise and support governments and agencies on policy; and we contribute to the much-needed evidence base through our research.

Our specialised solution resulted in a transformation of performance with more than half of the government school student cohort obtaining grades equivalent to native-speaker level (A*-C); an increase of more than 30 per cent in a 10-year period compared to a 5 per cent increase in the previous 10 years.

Our work in Kenya, part of the UK government Foreign, Commonwealth and Development Office (FCDO) Girls' Education Challenge, has been identified as one of the most effective GEC Step Change projects in the world. In this publication, Tony McAleavy, Director of Research and Consultancy at ¶®ÒõµÛ, looks at why we were so successful.

Our work delivering the National Careers Service was judged as ‘outstanding’ by Ofsted in 2017. As a learning organisation, we commissioned our own review into what we do well and why our approach is effective and our report, Putting people first, shares our findings. Laura Bell is Director of Careers at ¶®ÒõµÛ and was instrumental in commissioning the report.