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Professor Nadia Siddiqui's Outputs (10)

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)?.

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.

What does school mean to children? (2023)
Presentation / Conference Contribution
Siddiqui, N., & Gorard, S. (2023, September). What does school mean to children?. Paper presented at BERA 2023, Aston University, Birmingham

School is a long-term intervention in children’s lives. Children spend many hours in school where the
expectation is that the activities will boost their natural growth and academic potential in the most receptive
years of development. However, lea... Read More about What does school mean to children?.

Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence (2016)
Presentation / Conference Contribution
Ventista, O., & Siddiqui, N. (2016, August). Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence. Paper presented at The European Conference of Educational Research (ECER) 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers., Dublin, Ireland

The impact of school interventions on attainment –and particularly on Reading and Mathematics - is the focus of educational policies and educational research. However, it can be questioned whether this type of knowledge is indeed important for the la... Read More about Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence.