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In this report we present a technical discussion of the three year evaluation (August 2011 to August 2014). This includes an outline of the evaluation design, the methods used in the evaluation and other detailed information about the evaluation.

Since the introduction of the Welsh Baccalaureate Advanced Diploma Qualification (WBQ) in 2003, an increasing number of students are applying to higher education institutions (HEIs) with this qualification. The advanced-level WBQ is regarded as equivalent to one General Certificate of Education A-Level (GCE A-Level). This study assesses the impact of attaining the WBQ in addition to three GCE A-Levels on overall university degree performance in comparison to attaining four GCE A-Levels, in three cohorts of undergraduate students (Year 1 = 318, Year 2 = 280, Year 3 = 236) studying Biosciences from 2005 to 2011 at a UK HEI. Binary logistic regression was used to compare the academic attainment of students who had achieved four GCE A-Levels to those who had achieved three GCE A-Levels in addition to the WBQ. Comparisons were also made between students who had achieved three GCE A-Levels and those who had achieved three GCE A-Levels in addition to the WBQ. The results suggest that students who achieved the WBQ qualification in its current form, in addition to three GCE A-Levels, performed less well academically in undergraduate studies than those who achieved four GCE A-Levels. Furthermore, this effect was still present when the balance between coursework and examination was considered, and when students who had achieved the WBQ in addition to three GCE A-Levels were compared to students who had achieved three GCE A-Levels.

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum\ud for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact\ud it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale. This is one of five papers focused on practice. It draws on 239 classroom and setting observations, 341 practitioner interviews, 604\ud school and setting survey responses, 37 Local Authority\ud interviews and four non-maintained organisation interviews.

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum\ud for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale. This is one of four papers focused on impact. It draws on 239 classroom/setting observations, 341 practitioner interviews, 604 school/setting survey responses, 1,008 parent/carer survey responses, 37 Local Authority interviews and four non-maintained organisation interviews.

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale. This is one of four papers focused on implementation. It draws on 239 classroom/setting observations, 341 practitioner interviews, 604 school/setting and 671 Year 2 survey responses, 1,008 parent/carer survey responses, 37 Local Authority interviews, four nonmaintained organisation interviews and direct work with children.

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale. This is one of four papers focused on implementation. It draws on 239 classroom and setting observations, 341 practitioner interviews, 604 school and setting survey responses, and analysis of national administrative data.

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale. This is one of four papers focused on implementation. It draws on 604 school and setting survey responses, 37 Local Authority interviews, four non-maintained organisation interviews, 357 practitioner interviews, and 41 case study school observation.

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale. This is one of four papers focused on impact. It draws on 239 classroom and setting observations, 341 practitioner interviews, 604 school and setting survey responses, 1,008 parent/carer survey responses, 37 Local Authority interviews and four nonmaintained organisation interviews.

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact\ud it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale. This is one of five papers focused on practice. It draws on 239 classroom and setting observations, 341 practitioner interviews, 604 school and setting survey responses, 37 Local Authority interviews and four non-maintained organisation interviews.

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The\ud three-year evaluation utilises a range of mixed methods at a national and local scale. This is one of four papers focused on impact. It draws on 239 classroom/setting observations, 357 practitioner interviews, 604 school/setting and 671 Year 2 survey responses, seven Year 2 focus groups, and 37 Local Authority and four non-maintained organisation interviews.

The Foundation Phase (introduced\ud in 2008) provides a developmentally\ud appropriate experiential curriculum\ud for children aged 3-7 in Wales. The\ud Welsh Government commissioned\ud independent evaluation (led by\ud WISERD) aims to evaluate how well\ud it is being implemented, what impact\ud it has had, and ways in which it can\ud be improved. The three-year\ud evaluation utilises a range of mixed\ud methods at a national and local\ud scale.

The Foundation Phase (introduced\ud in 2008) provides a developmentally\ud appropriate experiential curriculum\ud for children aged 3-7 in Wales. The\ud Welsh Government commissioned\ud independent evaluation (led by\ud WISERD) aims to evaluate how well\ud it is being implemented, what impact\ud it has had, and ways in which it can\ud be improved. The three-year\ud evaluation utilises a range of mixed\ud methods at a national and local\ud scale.

The Foundation Phase (introduced\ud in 2008) provides a developmentally\ud appropriate experiential curriculum\ud for children aged 3-7 in Wales. The\ud Welsh Government commissioned\ud independent evaluation (led by\ud WISERD) aims to evaluate how well\ud it is being implemented, what impact\ud it has had, and ways in which it can\ud be improved. The three-year\ud evaluation utilises a range of mixed\ud methods at a national and local\ud scale.\ud This is one of five papers focused\ud on practice. It draws on 239\ud classroom and setting observations,\ud 341 practitioner interviews, 604\ud school and setting survey\ud responses, 37 Local Authority\ud interviews and four non-maintained\ud organisation interviews.

The Foundation Phase (introduced\ud in 2008) provides a developmentally\ud appropriate experiential curriculum\ud for children aged 3-7 in Wales. The\ud Welsh Government commissioned\ud independent evaluation (led by\ud WISERD) aims to evaluate how well\ud it is being implemented, what\ud impact it has had, and ways in\ud which it can be improved. The\ud three-year evaluation utilises a\ud range of mixed methods at a\ud national and local scale.\ud This is one of four papers focused\ud on impact. It draws on 239\ud classroom/setting observations, 341\ud practitioner interviews, 604\ud school/setting survey responses,\ud 1,008 parent/carer survey\ud responses, 37 Local Authority\ud interviews and four non-maintained\ud organisation interviews.

The Foundation Phase (introduced\ud in 2008) provides a developmentally\ud appropriate experiential curriculum\ud for children aged 3-7 in Wales. The\ud Welsh Government commissioned\ud independent evaluation (led by\ud WISERD) aims to evaluate how well\ud it is being implemented, what impact\ud it has had, and ways in which it can\ud be improved. The three-year\ud evaluation utilises a range of mixed\ud methods at a national and local\ud scale.\ud This is one of four papers focused\ud on impact. It draws on 604 school\ud and setting survey responses,\ud 1,008 parent/carer survey\ud responses, 37 Local Authority\ud interviews, four non-maintained\ud organisation interviews, and 357\ud practitioner interviews.

The Foundation Phase (introduced\ud in 2008) provides a developmentally\ud appropriate experiential curriculum\ud for children aged 3-7 in Wales. The\ud Welsh Government commissioned\ud independent evaluation (led by\ud WISERD) aims to evaluate how well\ud it is being implemented, what impact\ud it has had, and ways in which it can\ud be improved. The three-year\ud evaluation utilises a range of mixed\ud methods at a national and local\ud scale.

The Foundation Phase (introduced\ud in 2008) provides a developmentally\ud appropriate experiential curriculum\ud for children aged 3-7 in Wales. The\ud Welsh Government commissioned\ud independent evaluation (led by\ud WISERD) aims to evaluate how well\ud it is being implemented, what\ud impact it has had, and ways in\ud which it can be improved. The\ud three-year evaluation utilises a\ud range of mixed methods at a\ud national and local scale.\ud This is one of four papers focused\ud on implementation. It draws on\ud 239 classroom/setting observations,\ud 341 practitioner interviews, 604\ud school/setting and 671 Year 2\ud survey responses, 1,008\ud parent/carer survey responses, 37\ud Local Authority interviews, four nonmaintained\ud organisation interviews\ud and direct work with children.

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact\ud it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale. This is one of four papers focused on implementation. It draws on 341 practitioner interviews, 604 school and setting survey responses, 37 Local Authority interviews and four non-maintained organisation interviews.