Schools, education & training

The Raising Early Achievement in Literacy programme (REAL) is an intervention that works with practitioners (usually in the early years) to support children’s early literacy development. The programme aims to help practitioners to build parents’ knowledge and confidence in creating a home learning environment that supports and encourages children’s reading, writing and oral language.

Affordable Maths Tuition (AMT) by Third Space Learning (TSL) is an online tutoring programme that aims to reduce the maths attainment gap by recruiting and training maths tutors in India and Sri Lanka to make online one-to-one tuition more affordable to children in English schools.

We were commissioned by What Works for Children’s Social Care (WWCSC) to evaluate the pilot programme ‘Placing an advisory teacher in children’s social care’ during the academic year 2020/21.

‘Let’s Read Fluently!’ (LRF) is an intervention in Jordan that aims to support pupils in grades 1-3 to become more fluent and confident readers.

We were commissioned by the College of Policing to evaluate Operation Divan (Op Divan) and Operation Met Divan (Op Met Divan), two early intervention programmes aiming to educate and support young people under the age of 18, suspected of carrying knives or other weapons.

We were commissioned by the College of Policing to evaluate DIVERT and the Community Initiative to Reduce Violence (CIRV), two interventions aiming to divert young people and young adults away from serious violence.

The Education Endowment Foundation (EEF) commissioned the Children and Families team at NatCen to evaluate the pilot.

NatCen, in collaboration with lead institution the Education Policy Institute (EPI), were commissioned by the Social Mobility Commission to conduct research into the national, regional and organisational barriers to a stable early years (EY) workforce in England.

We were commissioned by the Jubilee Centre for Character and Virtues to conduct an evaluative survey to provide JCCV with a better idea of the extent and nature of its impact on schools and practitioners.

This research produces temporal trends for a range of different indicators of mental disorder, taking a gender-informed perspective on context and risk.