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Apprenticeships are a key training route to help young people enter the labour market and for upskilling existing workers. Apprenticeships also have the potential to act as a vehicle for social mobility for young people (SMC, 2020). Significant reforms have been introduced to the apprenticeship system over the last decade which have led to a substantial decline in the number of apprenticeships started. The impact of this decline has been felt unevenly, with young people and those from disadvantaged backgrounds of all ages particularly affected. Small and medium-sized enterprises (SMEs) who play a particularly important role in supporting young people to access apprenticeship opportunities have also been disproportionately impacted by these reforms. These trends were only exacerbated by the COVID-19 pandemic (Julius et al., 2021). While there has been some recovery in the number of apprenticeship starts during the current academic year, it is not clear to what extent this recovery will be sustained. The degree to which the fall in the number of apprenticeships started by young people, especially those from disadvantaged backgrounds, is driven by a falling supply of apprenticeships or a lack of demand from young people looking for an apprenticeship is not well understood. This report investigates the availability of intermediate (Level 2, equivalent to GCSEs) and advanced (Level 3, equivalent to A-levels) apprenticeship opportunities, and the barriers to young people accessing apprenticeships at these levels. It draws on Department for Education (DfE) statistics of the number of apprenticeships started by young people, 20 virtual and telephone interviews with SMEs and information from the 'find an apprenticeship' (FAA) service -- the DfE's online apprenticeship vacancy search website. The findings from the 20 interviews with SMEs are intended to highlight potential issues and areas of focus rather than to make generalisable statistical inferences.

The T Level Transition Programme is a study programme targeted at students aged 16 to 19 years (or young people with Education and Healthcare Plans to age 24) who are not ready to start a T Level but have the potential to progress onto one following a tailored preparation programme. The Transition Programme is expected to be a full-time study programme delivered over a standard academic year, specifically designed to develop the skills, experience, knowledge and behaviours to support progression onto, and success on, a T Level. This report presents the findings of research into the T Level Transition Programme, which was undertaken by the National Foundation for Educational Research (NFER) between October 2019 and September 2021. The overarching aim of the research was to explore how the Transition Programme was prepared for and delivered, whilst identifying learning for future delivery.

Between June 2018 and November 2020, the National Foundation for Educational Research (NFER) conducted an evaluation of the Tailored Support Programme (TSP) on behalf of the Department for Education (DfE). The aim of the evaluation was to explore perceptions of the TSP and, in particular, gather data on: reasons for engagement; what was delivered; what worked well and less well and why; perceived impacts; sustainability; challenges in engaging with the programme; and what has been learnt for future recruitment and retention programmes. The evaluation included baseline surveys with senior leaders and teachers, as well as telephone interviews with a range of stakeholders at baseline and end-point. It is worth noting that end-point evaluation activities scheduled for April-July 2020 were impacted by COVID-19, and a lower number of interviews and case studies were completed than intended. The report primarily focuses on the findings from interviews and case studies with system leaders, senior leaders, early-career teachers (ECTs) and mentors. It also presents key findings from baseline surveys of senior leaders and teachers. [For "Evaluation of the Tailored Support Programme: Technical Appendix of Survey Responses," see ED612554.]

Over the past year, National Foundation for Educational Research (NFER) has been undertaking research on T Levels focusing on providers' preparations for the delivery of the first T Levels in Digital, Construction, and Education and Childcare, which are being delivered from September 2020. The first research report and follow-up report have highlighted positive progress, with providers being generally confident in their capacity to deliver from September. However, a number of challenges have been identified, with the awareness of school students and their parents/carers being a key area that still needs attention. Given that teachers are well placed to provide information to students and parents/carers on T Levels, NFER decided to explore their awareness of these new qualifications by including questions in the November 2019 Teacher Voice Omnibus Survey. This survey of over 700 senior leaders and classroom teachers found that, whilst most senior leaders were aware of T Levels, there was much lower awareness amongst classroom teachers. Around two-fifths of classroom teachers had heard of these new qualifications. In addition, the vast majority of respondents who were aware of T Levels were not well informed about them. As teachers can play an important role in raising the awareness of students and their parents/carers of post-16 options, more progress in informing schools about T Levels is needed. An appendix is included in the report. [For "T Levels Research: How Are Providers Preparing for Delivery? Follow-Up Report," see ED604436.]

This report provides a follow-up to the T Levels Research Study report, which was published by the National Foundation for Educational Research (NFER) in June 2019. It is based on discussions that took place at NFER's T Levels round table event, which was held in October 2019. The aim of the round table was to: (1) explore whether the T Levels research findings still resonated with providers and key sector representatives; (2) discuss the progress that had been made since the research was completed, as well as the challenges that had been tackled and those that remained; and (3) suggest the actions that needed to be taken by providers, policy makers and other key stakeholder to make T Levels a success. During the round table, providers reiterated that they welcomed being involved in T Levels from the beginning, were generally optimistic about the future of T Levels and were embracing the opportunity to be involved in the development phase. However, a number of challenges remain which they are proactively tackling and seeking solutions. Two appendices are included in the report. [For "T Levels Research: How Are Providers Preparing for Delivery?" see ED599354.]

T Levels are a major part of the Government's reforms to strengthen England's skills system by improving vocational and technical education. These two-year technical programmes for young people aged 16 to 19 years will combine classroom theory, practical learning and an industry placement. Each T Level will be equivalent to three A Levels. The first three T Levels to be delivered are in Digital, Construction, and Education and Childcare. Fifty providers--further education (FE) colleges, independent training providers, sixth form colleges, a University Technical College (UTC), academies, schools and a university--will deliver one or more of these T Level programmes across England from September 2020. This qualitative research provides an independent evidence-informed picture of how provider organisations are preparing to deliver these first three T Levels. The study objectives were to investigate: (1) providers' views on how they are preparing to deliver the first T Levels and their progress to date; (2) the perceptions of organisations who represent and support the post-16 education and training sector on providers' preparation for the introduction of T Levels, within the wider context of level 3 technical provision; and (3) the challenges being faced and learning points for current and future providers of T Levels. The research involved in-depth, semi-structured interviews with senior/middle leaders with organisation-wide responsibility for T Levels in half (25) of the first 50 providers of the three T Levels to be delivered in 2020. The authors additionally interviewed ten senior sector representatives with extensive knowledge of vocational and technical education. Sector representatives were from: associations and unions of teachers, lecturers and education leaders; expert bodies covering applied learning, technical qualifications and professional development; and representative bodies of education and training providers and employers. Interviews with providers primarily focused on their preparation for delivery. Interviews with sector representatives provided broader perspectives on the sector's preparation for the delivery of T Levels.

The National Foundation for Educational Research (NFER) was commissioned by the "Bloodhound Education Programme" (BEP) to conduct an audit of its activities throughout 2012 and early 2013. The audit included: telephone consultations with a range of stakeholders; analysis of monitoring and internal evaluation data; and attendance at two regional education events. Key Findings from the audit revealed: (1) There is evidence of substantial progress made by the BEP throughout 2012 and early 2013. A total of 525 Bloodhound Ambassadors currently volunteer with the BEP. The BEP and Bloodhound Ambassadors supported, or led, 133 separate educational events in the UK throughout 2012, representing a total of 284 days spent at events. The BEP estimates that 56,800 pupils were involved in Bloodhound educational activities in 2012; (2) The BEP team has also made considerable progress in developing its online offer for teachers, pupils and schools over the past year. In particular, this includes Bloodhound BLAST, a free, interactive learning environment relating to the Bloodhound project; (3) Outcomes for young people include: increased enthusiasm for, and improved understanding, knowledge and skills in, STEM subjects; new learning about engineering and an increased interest in engineering careers; and the development of personal and transferable skills such as confidence, communication skills, team work and problem-solving; and (4) As a continually evolving organisation, there are some areas which may benefit from further development to improve and enhance the BEP's education offer. These include: expanding the range of activities available to schools; strengthening data monitoring arrangements; and improving communication, both internally and externally.

The SpringBoard Bursary Foundation (SpringBoard) commissioned the National Foundation for Education Research (NFER) to undertake an evaluation of its activities and impacts between 2013 and 2018. This interim and summary report presents the findings of the first year of the evaluation. SpringBoard was established in 2012 to transform the lives of disadvantaged young people through the provision of full bursaries at state and independent boarding schools. The first cohort of 25 pupils started at ten boarding schools in September 2013. An additional 36 pupils started in September 2014, with 60 estimated to start in September 2015. Pupils join the programme in Year 7 (aged 11), Year 9 (aged 13) and Year 12 (aged 16). Key Findings from the report reveal that SpringBoard is starting to positively transform the lives of pupils. In particular: (1) Pupils are benefiting from three-way support from SpringBoard staff, partner organisations who recruit and provide ongoing support, and boarding schools; (2) Pupils placed in boarding schools report that they are better meeting their academic potential and benefiting from a wide range of extra-curricular opportunities; have broadened horizons and enhanced prospects, including higher study and career aspirations; have increased self-confidence, independence and resilience, and improved social skills; and (3) Wider emerging impacts include: having SpringBoard pupils in schools is raising awareness of social diversity; other young people in SpringBoard pupils' home communities are aspiring to follow in their footsteps or have raised aspirations. The report also includes an appendix that lists partner organizations and schools that helped to place pupils for the 2013/14 academic year and member schools that accepted pupils for the 2013/14 academic year.

This evaluation aimed to provide: (1) findings on the effectiveness of different activities and approaches to delivering science, technology, engineering and mathematics (STEM), including leading practice and challenges; (2) a clear understanding of the impact of activities on pupils, teachers, the school and partners; and (3) a set of recommendations and learning points that will inform longer-term developments, including a possible STEM specialism. The report includes the following sections: (1) school context and activities undertaken; (2) impacts arising from STEM pathfinder activities; (3) lessons learned from undertaking STEM pathfinder activities; (4) schools' views of a STEM specialism; and (5) conclusions and recommendations. (Contains 2 tables and 1 box.)

This report was commissioned by the Local Government Association (LGA) to inform the Department for Children, Schools and Families (DCSF) and LGA work on "Narrowing the Gap." It focuses on early years' provision and presents findings from a review of the best evidence on narrowing the gap in outcomes across the five Every Child Matters (ECM) areas for vulnerable groups in the context of improving outcomes for all. In general, the evidence demonstrates that interventions focused on children in their early years have the potential to improve outcomes that are fundamental to their future life chances. Improvements in cognitive development, social/behavioural development and health outcomes can be achieved in the short term, and there is some evidence that these outcomes can be sustained into later life. While improvements can be achieved for all children through such interventions, the evidence indicates that they can also make a significant contribution to narrowing the gap between disadvantaged and other children. Findings from the review are presented under three chapter headings: (1) Early years' provision: has the gap been narrowed? (2) Early years' provision: how has the gap been narrowed? (3) Conclusions. Appendices provide information on the search strategy, the literature summary template and an overview of the literature in terms of the ECM outcomes and vulnerable groups focused on. (Contains 18 boxes.)

Future Blogs was developed through collaboration between the Royal Society of Chemistry and The Brightside Trust. It is an innovative e-mentoring scheme that links pupils studying chemistry with mentors from universities or industry and is based on the Bright Journals e-mentoring programme (an e-mentoring scheme targeted at 14-18 year olds interested in health care and medicine). The role of the mentor is to develop a supportive relationship with their mentee and to help their mentee become more aware of their potential to succeed through providing support and guidance in understanding the range of educational and career choices open to them. The scheme is aimed at pupils from years 9-13, particularly those from a widening participation background. It targets pupils with an interest in science who are considering furthering their chemical knowledge, be it to GCSE, A-level or degree level. As well as e-mentoring, the scheme also provides an extensive website with information relevant to pupils studying science or chemistry, or considering future science or chemistry related careers. This report presents the findings of a qualitative evaluation of the Future Blogs scheme undertaken by the National Foundation of Educational Research (NFER) between February 2008 and July 2008. The aims of the evaluation were to develop a greater understanding of the views of the pupils and teachers who had participated in the scheme and to assess their opinions on the relative success of the scheme. Pupils were asked about about their academic background including their interest and aptitude towards chemistry; the training and support they had received to use Future Blogs; their use of the Future Blogs website and opinions on the different features; their use of, and opinions on, the e-mentoring scheme; the impact of participating in the scheme on their attitudes towards chemistry and their future career plans; and their recommendations for future use. Teachers were asked about how they were introduced to the scheme, including reasons for participating; how they were trained; their opinions on pupil usage of the Future Blogs site and the training pupils received; the support they had provided to pupils; and lessons learned and their recommendations. The report makes recommendations to improve: (1) project management and delivery; (2) the structure and organisation of Future Blogs; (3) pupil selection and the promotion of Future Blogs; and (4) the website. (Contains 5 tables and 9 footnotes.)

This report focuses on the findings from the evaluation of the Chemistry for Non-Specialists training programme. The programme takes place over four days and covers key chemistry concepts providing hands-on experience of pupil practical work and teacher demonstrations. The research was conducted by the National Foundation for Educational Research (NFER) on behalf of the Royal Society of Chemistry (RSC) and was undertaken between February and June 2008. The project is funded by the Department for Innovation, Universities and Skills (DIUS), GlaxoSmithKline (GSK) and the Royal Society of Chemistry. This evaluation explores the early indications of impact from the training programme on teachers' confidence and expertise to teach chemistry and pupils' experiences of chemistry in school. Based on the views of teachers, heads of science departments and pupils, a range of positive impacts from the programme were identified and the programme appears to be meeting its aim to provide non-specialist chemistry teachers with confidence, flair and enthusiasm to teach chemistry. Due to the success of the Chemistry for Non-Specialists programme, the evaluation concludes with recommendations for the continuation of the programme long term. (Contains 69 tables and 5 footnotes.)

This report presents findings from a review of the best evidence on narrowing the gap in outcomes across the five Every Child Matters (ECM) areas for vulnerable groups in the context of improving outcomes for all. The review was commissioned to prepare the ground for work on "Narrowing the Gap" with participating local authorities (LAs). Although the review sought out the best empirical evidence available, there was some variation in the robustness of the evidence reviewed. In general, there was a shortage of longitudinal, robust evidence on narrowing the gap for vulnerable groups that expressly linked outcomes with practice and effectiveness. Selected findings and conclusions include: (1) Strategies that promote children's health, safety and sense of safety, and economic stability all help to provide the necessary conditions to promote effective and enjoyable learning and raise achievement; (2) Programmes and interventions to remediate disadvantage and narrow the gap in outcomes for vulnerable groups need a long-term focus; (3) There is a need for interventions to build on existing mainstream provision to aid sustainability and embed learning and effective and innovative practice; (4) Evidence supports a holistic approach to deal with the range of obstacles and negative influences that are holding children back, rather than single-issue interventions; (5) It is important to build upon the positive elements and experiences of children's and family lives; (6) Emphasis on interventions to increase resilience enables beneficiaries to develop the capacity and skills to resist adversity, cope with uncertainty and recover successfully from trauma; and (7) Interventions that focus on the whole family and involve children learning and working with their parents and care-givers are some of the most effective in supporting sustained improvements for children and preventing regression. Three appendixes include: (1) Search Strategy; (2) Literature Summary Template; and (3) Overview of the Research. (Contains 2 tables.) [For associated Executive Summary, see ED502361.]

In 2007, the Local Government Association (LGA) commissioned the NFER to review the best evidence on what works in narrowing the gap in outcomes for vulnerable groups across the five Every Child Matters areas. The review aimed to underpin the Narrowing the Gap Programme, a major development programme being implemented by the LGA and the DCSF. Key messages include: (1) strategies promoting children's health, safety and economic stability all help to provide the necessary conditions to support effective and enjoyable learning and raise achievement; (2) interventions to remediate disadvantage and narrow the gap in outcomes for vulnerable groups need a long-term focus; (3) interventions which adopt an holistic and joined-up approach dealing with the range of obstacles and negative influences holding children back are the most effective; (4) interventions that focus on the whole family and involve children learning and working with their parents/carers are some of the most effective; and (5) interventions need to build upon the positive elements and experiences of children's and family lives and take account of value and belief systems. [This report was published in partnership with Narrowing the Gap, Local Government Association, National Foundation for Educational Research and Department for Children, Schools and Families.]