The first of two studies conducted by Cambridge Education on behalf of QCA (now QCDA) focused on the cumulative impacts on learning providers of the full 11-19 reform programme. The study involved interviewing key staff from a wide range of providers, to gauge their understanding of the discrete and cumulative risks arising from the changes and their readiness to tackle them. The outputs were threefold: a risk map; strategies for mitigating the risks; and early warning indicators for use in future change programmes.

“[They] took time to understand exactly what we required. [They] were professional and constructive at all times. We were informed of progress and findings on a regular basis. All work was completed to our deadlines. The working relationship was good, especially the understanding of our requirements.”

“Relationships with schools and colleges were well managed at all times. The informal feedback during the course of the project was invaluable in writing interim reports. [Their] approach was appreciated by those people who were interviewed as part of the project.”

(Tim Pike, Contract Manager, QCA).

The second study focused on emerging models for Diploma delivery. Our team held structured conversations with consortium leaders to gauge their understanding of the Phase 1 Diploma lines and their plans for implementing co-teaching strategies. Using the evidence gathered, we provided the content for a QCA report giving guidance on co-teaching.

“The response to the report within QCA has been very positive and we are already developing some ideas for taking this work forwards. Thank you for the professional delivery of the co-teaching work. It has been a pleasure working with you.”

(Val Carpenter, Project Sponsor, QCA).

Find out more
For more information about how Cambridge Education’s professionals can bring their expertise to bear in rigorous and insightful analysis, please call Ella Baker on 01223 463751 or e-mail ella.baker@camb-ed.com