Submission includes evidence on Post-16 training and skills, SEND, FE, and tackling disadvantage.
The Nuffield Foundation has responded to a Call for Evidence, to inform the first phase of the Curriculum and Assessment Review which aims to refresh and enhance the National Curriculum in England.
Six key themes
Drawing on its funded work, themes in the Foundation’s submission include:
- Post-16 training and skills – addressing how to equip pupils with the skills they need for the world of work should be integral to curriculum reform to ensure young people are prepared for the labour market, and to help prevent future skills shortages. One of our largest grants, The Skills Imperative 2035: Essential skills for tomorrow’s workforce is clear on the need for a greater emphasis on essential employment skills. The next phase of their project is investigating how the demand and supply of essential employment skills is likely to change over the next 15 years, and how they can be developed through the education system.
- SEND provision in schools – we highlight an ongoing project that is exploring best practice in the home nations and five other countries, and research that is proposing a database for teachers to find effective, evidence-based interventions. Both projects aim to improve attainment for learners with SEND.
- Maximising maths – as demand for numerical skills in the workforce grows, the Core Maths qualification offers a way to support continued learning in maths for more young people. Although it is currently under-utilised, a Nuffield-funded evaluation found that students, schools, employers, and higher education institutions were positive about its role in boosting everyday numeracy skills.
- The importance of Further Education – college provision can be transformative in terms of engagement, attendance, and attitude for students who struggle in mainstream schools. Access to vocational courses in FE colleges for 14-16-year-olds can support learners who are at the most risk of being not in education, employment, or training. One recommendation from Nuffield-funded research is that college-based provision for 14 to 16-year-olds should match school funding for this age group.
- Learning from education systems across the UK nations – there is a clear divergence in curriculum approaches. We evidence the impact of curriculum change in Scotland, Wales, and Northern Ireland, offering insights into the effects on children’s learning, opportunities, and inequalities, and drawing out lessons for reform in England.Ye
- Disadvantage and inequalities – a range of Nuffield-funded projects address how to improve outcomes for children and young people from disadvantaged backgrounds, such as how BTECs can offer a route to attend university.
Josh Hillman, Director of Education, said: “The projects we fund provide high-quality research to inform the government’s ambition to create greater opportunity through education.”
As the curriculum review progresses, the Foundation will continue to input, offering evidence to help ensure all children and young people can thrive in education and employment.
