Skip to main content

Research Repository

Advanced Search

All Outputs (138)

Quant Hub seminar: Fifteen years of Pupil Premium policy in England. What have we learned from Pupil Parent Matched Data (PPMD)? (2025)
Presentation / Conference Contribution
Siddiqui, N. (2025, March). Quant Hub seminar: Fifteen years of Pupil Premium policy in England. What have we learned from Pupil Parent Matched Data (PPMD)?. Presented at Quant Hub seminar, Oxford ,15 Norham Gardens

The introduction and nationwide implementation of the Pupil Premium policy in 2011 was a major policy initiative by the then Coalition Government to address socio-economic segregation between schools in England, and reduce the persistent attainment g... Read More about Quant Hub seminar: Fifteen years of Pupil Premium policy in England. What have we learned from Pupil Parent Matched Data (PPMD)?.

What helps to attract minority ethnic teachers in England?: Results from a national survey (2025)
Journal Article
Gorard, S., Gao, Y., Huat See, B., Tereshchenko, A., Siddiqui, N., & Demie, F. (2025). What helps to attract minority ethnic teachers in England?: Results from a national survey. Review of Education Studies, 5(1), https://doi.org/10.71002/res.v5n1p50

This paper is concerned with the experiences and retention of minority ethnic teachers in England. There are proportionately many fewer minority ethnic teachers than there are pupils, and it is important to understand why and what can be done about i... Read More about What helps to attract minority ethnic teachers in England?: Results from a national survey.

The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence (2025)
Journal Article
Gorard, S., Tereshchenko, A., Gao, Y., See, B., Siddiqui, N., & Demie, F. (2025). The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence. Review of Education Studies, 5(1), https://doi.org/10.71002/res.v5n1p9

There has been growing interest in and concern over the disproportionality of the ethnicity of school teachers compared to the ethnicity of the students they teach, especially in the US where much of the research is focussed. Similar issues arise in... Read More about The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence.

Fifteen years of Pupil Premium policy in England (2025)
Book Chapter
Siddiqui, N., & Gorard, S. (in press). Fifteen years of Pupil Premium policy in England. In Perry, & Morris (Eds.), Education Policy 2010-2024. Routledge

The introduction and nationwide implementation of the Pupil Premium policy in 2011 was a major policy initiative by the then Coalition Government to address socioeconomic segregation between schools in England, and reduce the persistent attainment ga... Read More about Fifteen years of Pupil Premium policy in England.

How much does school matter for children’s cognitive and non-cognitive learning? Findings from a natural experiment in Pakistan and India (2025)
Journal Article
Siddiqui, N., Gorard, S., Bulsari, S., See, B. H., Dixon, P., Saeed, S., Hamza, S., & Pandya, K. (in press). How much does school matter for children’s cognitive and non-cognitive learning? Findings from a natural experiment in Pakistan and India. British Educational Research Journal,

This paper reports on the findings of a natural experiment based on a sample of 1,123 children aged 4 to 8 from the provinces of Punjab in Pakistan, and Gujarat in India. It looks at the impact of attendance (or not) in early schooling on the cogniti... Read More about How much does school matter for children’s cognitive and non-cognitive learning? Findings from a natural experiment in Pakistan and India.

Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England (2024)
Journal Article
Gorard, S., Siddiqui, N., See, B. H., & Gao, Y. (2025). Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England. Education Sciences, 15(1), Article 6. https://doi.org/10.3390/educsci15010006

Large-scale administrative datasets show disproportionate figures for attainment outcomes and school exclusions for pupils in some ethnic groups in England. This surface gap in attainment and school exclusion is concerning, and we consider whether et... Read More about Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England.

Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators? (2024)
Journal Article
See, B. H., Gorard, S., Gao, Y., Hitt, L., Siddiqui, N., Demie, F., Tereshchenko, A., & El Soufi, N. (2024). Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?. Review of Education, 12(3), Article e70005. https://doi.org/10.1002/rev3.70005

This paper reports on the findings of a comprehensive structured review of the factors that can help explain and perhaps improve the recruitment and retention of ethnic minority teachers in schools. This issue has been a policy concern in several cou... Read More about Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?.

Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census (2024)
Journal Article
Gorard, S., Gao, Y., Siddiqui, N., & See, B. H. (online). Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census. International Journal of Research and Innovation in Social Science, https://doi.org/10.47772/IJRISS.2024.803318S

This paper uses data from the School Workforce Census in England, 2015-2022, to examine differential pay rates for teachers of different ethnic groups. Part of the reason for this is to help understand why ethnic minority teachers are under-represent... Read More about Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census.

Improving the recruitment and retention of ethnic minority teachers: What is the evidence on the best approach? (2024)
Journal Article
See, B., Gorard, S., Gao, Y., Hitt, L., Demie, F., Tereshchenko, A., Siddiqui, N., & el Soufi, N. (in press). Improving the recruitment and retention of ethnic minority teachers: What is the evidence on the best approach?. Review of Education,

This paper reports on the findings of a comprehensive structured review of the factors that can help explain and perhaps improve the recruitment and retention of ethnic minority teachers in schools. This issue has been a policy concern in several cou... Read More about Improving the recruitment and retention of ethnic minority teachers: What is the evidence on the best approach?.

Do Supported Progression and Bursary Initiatives Improve Student Outcomes? (2024)
Book Chapter
Siddiqui, N. (2024). Do Supported Progression and Bursary Initiatives Improve Student Outcomes?. In V. Boliver, & N. Siddiqui (Eds.), Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion. Routledge. https://doi.org/10.4324/9781003452430-3

Financial incentives have been widely implemented for the improvement of participation and subsequent educational outcomes of disadvantaged and underrepresented students in education. This chapter presents an evaluation of a well-designed and careful... Read More about Do Supported Progression and Bursary Initiatives Improve Student Outcomes?.

Access to Higher Education (2024)
Book Chapter
Siddiqui, N., & Boliver, V. (2025). Access to Higher Education. In N. Siddiqui, & V. Boliver (Eds.), Researching Social Inequalities in Higher Education. Routledge. https://doi.org/10.4324/9781003452430-15

The book chapters delve into the sociology of higher education, shedding light on international challenges and barriers to higher education access. ­Despite the substantial growth in the higher education sector, access opportunities remain limited, a... Read More about Access to Higher Education.

The impact of school disruption on pupils and teachers: The case of a RAAC-hit school in Northeast of England (2024)
Presentation / Conference Contribution
Siddiqui, N., & Gorard, S. (2024, September). The impact of school disruption on pupils and teachers: The case of a RAAC-hit school in Northeast of England. Paper presented at BERA Conference 2024, University of Manchester

School as a place for learning serves a broader purpose for pupils, families, and for society more generally. School routines provide a sense of predictability and structure that can be crucial for pupils’ learning and well-being. When these routines... Read More about The impact of school disruption on pupils and teachers: The case of a RAAC-hit school in Northeast of England.

An evaluation of Code Club (2024)
Report
Siddiqui, N., Gorard, S., See, B. H., & Gazmuri, C. (2024). An evaluation of Code Club. Durham University Evidence Centre for Education

Code Club is a volunteer-led initiative run by the Raspberry Pi Foundation (RPF). The club activities are usually after-school programmes which offer opportunities for young people aged 9 to 13 to learn and develop skills for coding. The Raspberry Pi... Read More about An evaluation of Code Club.

Issues of Access, Diversity, and Inclusion In Contemporary Higher Education (2024)
Book Chapter
Siddiqui, N., & Boliver, V. (in press). Issues of Access, Diversity, and Inclusion In Contemporary Higher Education. In N. Siddiqui, & V. Boliver (Eds.), Researching Social Inequalities in Higher Education. Routledge. https://doi.org/10.4324/9781003452430

This book was originally conceived through conversations between academic researchers from across the career span who come together regularly to share knowledge, ideas, and research in progress as members of the Higher Education and Social Inequality... Read More about Issues of Access, Diversity, and Inclusion In Contemporary Higher Education.

Building research capacity through a pipeline (2024)
Book Chapter
Siddiqui, N., & Gorard, S. (2024). Building research capacity through a pipeline. In S. Gorard, & N. Siddiqui (Eds.), An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. Routledge. https://doi.org/10.4324/9781003455066

This book is unusual in having two related objectives. The overarching concern is about assisting the trajectories of researchers at every stage of their career, from conducting an MA thesis to promoted academic posts. And this is the explicit focus... Read More about Building research capacity through a pipeline.

An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research (2024)
Book
Gorard, S., & Siddiqui, N. (Eds.). (2024). An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. London: Routledge. https://doi.org/10.4324/9781003455066

This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects’ impact and drawing together insights and implications around the encouragement of newer res... Read More about An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research.

What matters in early childhood education? A natural experiment assessing children’s cognitive and social-emotional learning? (2024)
Book Chapter
Siddiqui, N., Gorard, S., Dixon, P., See, B., Bulsari, S., Saeed, S., …Pandya, K. (2024). What matters in early childhood education? A natural experiment assessing children’s cognitive and social-emotional learning?. In S. Gorard, & N. Siddiqui (Eds.), An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. London: Routledge. https://doi.org/10.4324/9781003455066-4

This study addresses the impact of early childhood education in Pakistan and India. This is a natural experiment design where children of comparable age and household socioeconomic characteristics are in both groups of attending school and not attend... Read More about What matters in early childhood education? A natural experiment assessing children’s cognitive and social-emotional learning?.