Download pdf - Sutton Trust 15at15

SuttonThe

Trust

Foreword 4

Social mobility 8

University admissions 10

Open Access 12

Alumni networks 14

Education Endowment Foundation 16

Early years 18

School travel and admissions 20

Teaching 22

Pupil destinations 24

University funding 26

Access to the professions 28

Global comparators 30

International work 32

Rigorous evaluation 34

Raising aspirations 36

Sutton Trust Grants 1997-2012 38

Contents

4 Sutton Trust | Fifteen at fi fteen | Foreword Sutton Trust | Fifteen at fi fteen | Foreword 5

Fifteen years ago I established the Sutton Trust. Since then it has become the leading voice for improving social mobility through education in England.

My passion for social mobility comes from my own background and experiences. I am the son of a Viennese émigré and grew up in very modest circumstances in Yorkshire before moving to Surrey at age 11. After attending state schools there, I was lucky enough to get into Oxford and after completing an MBA at the London Business School I moved to Boston to work for the Boston Consulting Group.

A few years later I joined a client in New York before setting up my own fi rm, the Sutton Company, to get into a new fi eld which became private equity, where over 14 years I acquired and built up many successful businesses.

What prompted me to set up the Sutton Trust in 1997 was what I found when I returned to Britain in the mid-nineties after 20 years abroad. I was shocked and appalled by what had happened to opportunities for bright children from non-privileged backgrounds.

First, I visited my old school, Reigate Grammar, which was an independent school where all the places were state-funded and free when I was there. Before state funding of independent schools was abolished in 1976, 70 per cent of independent day schools were principally state funded. Today, most of

them, including my old school, charge full fees with very few free places. Along with most of my classmates, I would now be excluded on fi nancial grounds.

Then, my Oxford college discovered I had made some money. I was invited to have lunch with the President. In my day, the college took a number of students from South Wales, all working class, most of them brilliant. The President who was Welsh himself told me it had not taken any Welsh students in the last 10 years. I wondered what would happen today to my fellow students, many of whom have gone on to be very successful.

I found out that in the 1970s, two-thirds of the entry to Oxford was from state or state funded schools and by 1997 it had dropped to 46 per cent. We had gone backwards big time. Rising inequality and a socially segregated education system had led to a decline in social mobility. What improvements there had been in education had been disproportionately gained by the better off.

I could see that the opportunities for bright children from non-privileged backgrounds were poor and had got worse. I felt I wanted to do something about it.

That’s why I set up the Sutton Trust. I was determined to do what I could to address the waste of talent in Britain. The Trust is a do-tank where we undertake research and fund projects, thoroughly evaluating them so that they can be scaled up successfully.

Since 1997, the Trust has commissioned over 120 research studies and funded over 200 programmes helping tens of thousands of young people and addressing social mobility.

We’ve worked at every phase of a child and young person’s development, from the early years, through primary and secondary school, into university and the professions.

We have set up summer schools to encourage bright school students to apply to leading universities, including Oxford and Cambridge, and this year for the fi rst time at Yale and other top US universities.

We have promoted Open Access admissions for independent schools on a needs blind basis and shown it can be done with great success at Belvedere School in Liverpool.

6 Sutton Trust | Fifteen at fifteen | Foreword Sutton Trust | Fifteen at fifteen | Foreword 7

We have published some of the most influential research of the last decade, showing that social mobility in Britain declined significantly over the last 30 years.

We look not just at the British context but at the international context too, drawing on research from the US and across the developed world.

Our approach is to research the issues, fund programmes that address them, and evaluate those programmes thoroughly.

That’s the philosophy too of the Education Endowment Foundation, which the Sutton Trust set up in 2011 as the lead charity in partnership with Impetus. It is funded with £135 million

from Government and is developing solutions to intractable issues of underachievement among the poorest pupils.

All this has made a difference, not least in improving university access, breaking down barriers between private and state schools, improving teacher training, and promoting more early learning for young children.

The Sutton Trust has placed social mobility at the top of the political agenda. The coalition now publishes an annual audit on progress. Our social mobility summit in May heard major speeches from Nick Clegg, Michael Gove, and Ed Miliband.

This report is a celebration of just some of the projects and research we have done, and their impact.

None of this would have been possible without the dedication and hard work of the partners we have worked with – our grant recipients in schools, universities and charities; the academics and researchers we have commissioned; the policy-makers who have embraced our recommendations; and our supporters in other Foundations and businesses as well as individual philanthropists.

The Trust is a do-tank where we undertake research and fund projects, thoroughly evaluating them so that they can be scaled up successfully. Sir Peter Lampl

I want to thank them all.

Finally, I’d like to thank the rest of the Sutton Trust team for making a real difference over the past 15 years.

And although we have made a significant impact in those 15 years, there is still a huge amount to do to make Britain a more mobile society.

In the years ahead, the Trust will continue to shine a light on the inequities of our education system and will support and advocate practical ways to make it fairer for non-privileged young people.

Sir Peter Lampl November 2012

8 Sutton Trust | Fifteen at fi fteen | Social mobility Sutton Trust | Fifteen at fi fteen | Social mobility 9

The Sutton Trust has commissioned over 120 pieces of research over the last fi fteen years. The most ground-breaking was in 2005 when researchers from the London School of Economics compared the life chances of British children with those in other advanced countries.

The research found that social mobility – how someone’s adult outcomes relate to their circumstances as a child – had declined in Britain between children born in 1958 and those born in 1970. It also showed that it was lower than in Canada, Germany, Sweden, Norway, Denmark and Finland, and on a par with the United States.

Comparing children born in the 1950s and the 1970s the researchers found a strong and increasing relationship between family income and educational attainment. Additional opportunities to stay in education at 16 and 18 disproportionately benefi ted those from better off backgrounds.

For a more recent cohort born in the early 1980s the gap between those staying on in education at age 16 narrowed, but inequality of access to higher education widened further. While the proportion of graduates from the poorest fi fth of families increased from 6 to 9 per cent, the graduation rates for the richest fi fth rose from 20 to 47 per cent.

More recent research by Professor Miles Corak, a world-leading expert on social mobility from the University of Ottawa, for a Sutton Trust-Carnegie social mobility summit of Anglophone countries in 2012 showed that the UK and US were much less socially mobile than Canada and Australia.

Infl uenceSince 1997, the Sutton Trust has placed the issue of social mobility at the heart of the political debate in Britain.

The Deputy Prime Minister Nick Clegg has introduced annual social mobility indicators to Government. Labour Prime Minister Gordon Brown appointed the former cabinet minister Alan Milburn to investigate fair access to the professions in 2009. The coalition government has since made him its social mobility tsar.

These moves refl ect the importance placed on the issue by the political parties. While the Trust has succeeded in focusing the public debate on social mobility, and achieving a degree of political consensus on its importance as an issue, the challenge is to turn this consensus into more radical approaches in the early years, schools, and university admissions.

Social mobility research

“The Sutton Trust over the past fi fteen years has done an extraordinary job of campaigning for social mobility and equal opportunity in this country, and also making it happen.Ed Miliband, Leader of the Opposition

“Firstly you’ve got the other students on the course – who, delightfully , are all the same as me. Secondly, we had current undergraduates who were helping out on the Summer School and who knew the University inside and out, so they could tell you exactly what to expect and what the place was like. Leigh Fletcher, Research Fellow at Oxford University. Undergraduate at Cambridge University, Cambridge summer school

10 Sutton Trust | Fifteen at fi fteen | University admissions

Young people from non-privileged homes are much less likely to go to university than those from better off homes.

While evidence suggests that the key reason for low participation is low attainment in A-levels, the Sutton Trust has shown that there are 3,000 state school students each year (with 30,000 places) who gain the grades needed to attend one of the 13 leading universities, but do not do so.

This is one reason why the Sutton Trust has funded summer schools at leading universities throughout our 15-year history. The week long, campus-based summer school gives bright students from non-privileged homes a taste of life at a leading university.

Since 1997, more than 10,000 young people have benefi ted from Sutton Trust summer schools, and the model has been adopted by the Government and other universities. The scheme is aimed at students who are the fi rst generation in their family to attend university, and are from schools with low levels of attainment and progression to top universities.

Sutton Trust summer schools are currently run at Bristol, Cambridge, Durham, Edinburgh, Imperial College London, King’s College London, Nottingham, St Andrews and University College London, reaching almost 2,000 young people every year.

Infl uenceWith its university summer schools, the Sutton Trust helped make the issue of access to universities an important part of Government policy.

As Education Secretary, David Blunkett drew on the Sutton Trust model to develop summer schools to encourage young people from poorer backgrounds to go into higher education. Between 2003-04 and 2007-08, 41,000 young people attended 1,350 government-funded summer schools.

In 2012, Cambridge University announced that 63 per cent of its students came from state schools, up from 52 per cent in 1997. Since 1997, the number of state school students admitted to our leading 13 universities has increased from 16,900 to 21,935 in 2010/11.

Sir Martin Harris, the fi rst Director of the Offi ce for Fair Access (OFFA), stated: “There now appears to be suffi cient evidence to extend summer schools targeted at the most able, along the lines of the Sutton Trust summer schools”.

Summer Schools

“I don’t think I’d have ended up where I am today if it hadn’t been for the opportunity. What the teachers gave us was above and beyond the call of duty. As someone who couldn’t have paid for extra private tuition if I’d needed it, I got the extra teaching I needed.Nneka Cummins, Belvedere School, current student at Durham University

12 Sutton Trust | Fifteen at fi fteen | Open Access Sutton Trust | Fifteen at fi fteen | Open Access 13

Only seven per cent of pupils attend England’s fee-paying independent schools, but their alumni are disproportionately represented in the professions and at top universities. Since 1976, independent day schools, 70 per cent of which were once principally state funded, have become fee-paying, putting them out of the reach of most families.

The Sutton Trust believes that these schools should once again be open to all students on the basis of ability rather than ability to pay. Between 2000 and 2007, the Trust co-funded, with the Girls’ Day School Trust, a pilot scheme at The Belvedere (an independent girls’ day school in Liverpool) introducing needs-blind admission based on academic merit.

Parents paid according to means on a sliding scale. 30 per cent paid no fees at all; 40 per cent paid partial fees; and 30 per cent paid full fees. An outreach offi cer worked with state primaries to encourage their brightest pupils to apply.

In the fi rst year, there were more than 367 applications for 72 places, compared to 130 before the scheme started. The entry procedures were selective but assessed potential to allow for home and school background.

A Buckingham University evaluation found academic standards improved, and it was a happy place to learn and teach. With parents paying 45 per cent of the fees, the cost per pupil to the sponsors was less than the cost per pupil at the average state school.

Belvedere is the blueprint for a national scheme, backed by government funding, which would open independent day schools to all on a means-tested basis.

Photograph © H

oward Barlow

/ Telegraph Media G

roup Limited 2005

Infl uenceMore than 80 leading independent day schools have so far declared they would back such a state-funded Open Access scheme, which would benefi t more than 30,000 able students. These include King Edwards Birmingham, Manchester Grammar, and Westminster School.

The Trust helped create Independent State School Partnerships, which it co-funded with the Department for Education in 1998. An Ofsted evaluation in 2005 concluded that the programme was a valuable and cost-effective way to develop relationships between the two school sectors.

The independent-state school debate has also led governments to encourage some independent schools to sponsor academies or free schools. However, without a national Open Access scheme, access to the best private day schools will remain based on money not merit.

The Belvedere pilot

The power of the Future First events was that all the successful people there went to my school. I want to go into law and to know that people from my area have done. That makes a difference – it makes it possible for me.Tasneem Alom, benefi ciary of Future First “

14 Sutton Trust | Fifteen at fi fteen | Alumni networks Sutton Trust | Fifteen at fi fteen | Alumni networks 15

The ‘old school tie’ network has long been used by those educated in fee-paying schools to improve the educational and work opportunities available to them and their families. While achieving a good education is important in many professions, so is access to the right networks for internships, introductions, and infl uence.

Many state school or college students leave the school gates after their fi nal A-level exam never to return. Private schools make sure they stay in touch with their ‘old boys and girls’. They bring them back as guest speakers for careers talks and raise donations to improve the equipment, resources, and activities available to students at their schools.

There are hundreds of thousands of people who were educated in state schools and went on to leading universities and interesting careers who have an enormous amount to give back. This is why the Trust became involved in the work of Future First – a social enterprise founded to build networks of former students to advise and inform state school students about future career and education opportunities – in 2009.

Future First provides an alumni database to all the schools in its network, allowing them to track, engage, and mobilise their school leavers and older alumni. They also help schools to organise alumni-careers events to mentor current students.

The Trust has given Future First fi nancial support for continuing work at Feltham Community College, and helped to measure the impact of their work.

With a £250,000 grant from the Offi ce for Civil Society and a part-matching grant from ZING, Future First is expanding to work across 500 state schools in England.

Future First Infl uenceThere is a growing public debate about the importance of internships and having the right contacts. The Deputy Prime Minister, Nick Clegg, is a leading advocate for widening access to internships within the coalition government.

The decision to award £250,000 from the Cabinet Offi ce’s Social Action Fund to Future First in 2012 is a sign of the growing importance placed by Government on this issue.

The funding is helping develop alumni networks in 500 schools, and there is evidence that the Future First model is popular. YouGov polling showed that 91 per cent of current state school students would prefer alumni networks to the traditional system of relying solely on in-school careers advisers.

16 Sutton Trust | Fifteen at fi fteen | Education Endowment Foundation Sutton Trust | Fifteen at fi fteen | Education Endowment Foundation 17

The Sutton Trust, as the lead charity in partnership with Impetus, was awarded in 2011 a £125 million grant by the Government to establish the Education Endowment Foundation (EEF).

The Education Endowment Foundation (EEF), also chaired by Sir Peter Lampl, challenges educational disadvantage, shares evidence, and fi nds out what works. A further £10m was awarded this year for a primary to secondary school transition programme.

The EEF seeks proposals for projects from schools, teachers, local authorities, and charities to improve the performance of poor pupils in the country’s most challenging schools.

The focus is on supporting innovation and scaling up programmes with a measurable impact on attainment. All the programmes it funds are rigorously evaluated by leading academic teams, and the EEF will work to develop those that are cost-effective.

It is expected that over £200 million will be allocated in total over the 15-year lifetime of the programme – with extra money from fund-raising and investment returns – creating a lasting educational legacy for hundreds of thousands of disadvantaged children.

Improving results Infl uenceThe EEF is already seen as the organisation that most effectively trials evidence-based programmes to narrow the attainment gap between the poorest children and their classmates.

In its fi rst year alone, the EEF agreed to fund 21 programmes at a cost of £12 million – reaching 940 primary and secondary schools and benefi ting 245,000 children – which are helping policymakers and teachers to evaluate and scale up the those that will do most to narrow the attainment gap.

A second round of nine programmes was announced in 2012 that will help 19,000 children in 325 schools.

Among the programmes being supported by the EEF are:

Achieve Together: Three independent charities – Teach First, Teaching Leaders and Future Leaders – working together to attract, retain, and develop good teachers, middle leaders, and heads to raise standards in schools for disadvantaged pupils.

Peer to peer tutoring: A team at Durham University will develop and implement a shared maths programme in which older primary school pupils tutor younger ones in mathematics.

Tutor Trust: A new charity to deliver one-to-one and small-group tuition to disadvantaged pupils in the Manchester area using undergraduate and recent graduate mentors.

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“This country has one of the most segregated and stratifi ed education systems in the developed world, and all the international evidence shows that other countries are racing ahead of us in the education league tables. That’s why this Government wholeheartedly supports the work of the EEF – targeting funding at innovative projects and fi nding the most effective ways to drive up educational standards for the poorest and most disadvantaged children in our country.Michael Gove, Secretary of State for Education

18 Sutton Trust | Fifteen at fi fteen | Early years Sutton Trust | Fifteen at fi fteen | Early years 19

The Sutton Trust has always recognised the importance of supporting children from birth to improve their long term life chances, and encouraging parents as the primary educators.

Research for the Sutton Trust has shown that children growing up in the poorest fi fth of families are already almost a year and a half behind children from high income families when they start school at age fi ve.

For eight years, the Sutton Trust supported Parents Early Years Partnership (PEEP), a programme fi rst developed in Oxford. It promotes awareness of children’s very early learning and development from birth by encouraging parents to make the most of everyday activities and interactions.

The programme encourages parents to gain new skills themselves. The Trust has particularly supported PEEP in home visiting for vulnerable families and their work in health clinics, and by helping parents to support their child in the transition from home to preschool.

The fl agship project was Room to Play, based in a busy shopping centre in a low income area, which connected with isolated families who did not usually access early years’ services. An Oxford University evaluation found that this was a unique and effective project.

PEEP Infl uenceFollowing our research looking into gaps in cognitive attainment between rich and poor school age children we made a strong case for narrowing these gaps by focusing on the expansion of nursery places for children from age two from the most disadvantaged homes.

We argued that plans to extend the existing number of free nursery education hours each week for all three and four year olds should focus on intensive support for two to four year olds from the 15 per cent most disadvantaged families.

In 2010, the coalition announced that it would provide 15 hours a week of early education to disadvantaged two year-olds, in addition to three and four year-olds.

Now, the Trust is making the case for a much better-qualifi ed early years workforce. In partnership with Impetus, we are investing £3 million over fi ve years in organisations that contribute to narrowing the gap in school readiness.

20 Sutton Trust | Fifteen at fi fteen | School travel and admissions Sutton Trust | Fifteen at fi fteen | School travel and admissions 21

Access to affordable and effi cient school transport has huge social, environmental, and economic benefi ts.

The Sutton Trust argued for a national school bus scheme in the UK to improve school choice for non-privileged families and cut back on the environmentally-damaging school run.

Our report No More School Run, in 2005, urged the Government to legislate for a national network of dedicated school buses. Published with the Social Market Foundation and Policy Exchange, the report warned that Government efforts to increase school choice are thwarted if parents have no alternative but to send their children to the nearest school because of a lack of affordable transport.

The report showed that poorer families are less likely to travel outside their immediate area to school because of cost concerns. Children from the poorest 20 per cent of households typically travel just over a mile to school, compared with an average of two and a half miles for the 20 per cent from the richest households. School buses help to extend school choice to all.

The Trust has also recognised the importance of fairer admissions to state schools, and argued for ballots to determine urban school intakes. With ballots, all applications are treated equally – often within a defi ned radius of the school – and places are allocated randomly.

School Buses Infl uenceAlthough a national bus scheme has yet to be taken up, the Blair government took on board key recommendations from the 2005 Sutton Trust report No More School Run in its fl agship Education and Inspections Act 2006.

The legislation made signifi cant changes to the existing law by allowing disadvantaged pupils access to free transport to any of the three suitable secondary schools closest to their home, where these schools are between two and six miles away.

At the same time, the admissions code allowed individual schools that were their own admissions authorities – including faith schools, foundation schools, and academies – to use ballots for admissions, and a number of urban schools are now doing so.

An Ipsos MORI survey for the Trust in 2007 found that nearly as many parents – 32 per cent – felt that ballots were the fairest way to determine admissions for oversubscribed secondary schools as they felt that it was fairest to decide based on how near parents live to the school – 35 per cent. A similar result was found for faith schools.

Trust research has shown that the 200 highest-performing comprehensives have a free school meal intake that is around a third of the national average, so fairer admissions backed by free transport is vital in redressing the balance.

22 Sutton Trust | Fifteen at fi fteen | Teaching Sutton Trust | Fifteen at fi fteen | Teaching 23

International research has shown how good teaching is at the heart of the world’s best education systems.

The Sutton Trust played a key role in the development of Teach First, a programme designed to recruit the best graduates to teach in inner city schools.

Graduates from leading universities, including Oxford and Cambridge, commit to spending at least two years in the classroom before deciding whether to stay in teaching or follow another career.

Since its Foundation in 2002, Teach First has placed over 2,500 teachers in schools in challenging circumstances.

Teach First has 1,000 trainees in September 2012, and has become one of the top graduate recruiters.

But the Trust also believes that more is needed to improve teaching. LSE and Stanford University research, funded by the Trust, has shown that there is a big difference in impact between having an effective and a poorly performing maths teacher.

The impact is particularly important for pupils from lower income backgrounds.

The Trust is commissioning further research into effective teaching to identify the best approaches to develop the existing workforce.

Teach First Infl uenceThe Sutton Trust has played an important role in the development of Teach First since its inception. Sir Peter Lampl fi rst introduced Wendy Kopp, founder of Teach for America, to government policymakers, and later recommended that the Teach First programme be extended to primary schools.

Our Teach Primary report argued that primary schools serving poorer communities should have the same opportunities as secondary schools to recruit high calibre graduates.

The coalition’s fi rst education White Paper, The Importance of Teaching, announced plans to extend Teach First to primary schools and to develop a new employment based route to attract talented professionals with strong academic records and interpersonal skills.

In 2011 84 Teach First graduates were offi cially placed in primary schools and Teach First announced a new primary-focused training programme.

1,000Number of trainees in Teach First as of September 2012

24 Sutton Trust | Fifteen at fi fteen | Pupil destinations Sutton Trust | Fifteen at fi fteen | Pupil destinations 25

By charting which universities state school students attend, the Sutton Trust has documented the extent to which bright, non-privileged pupils often fail to fulfi l their potential.

In July 2011, the Trust revealed that the fi ve top independent fee-paying schools won as many places at Oxbridge as 2,000 state schools and colleges combined.

The fi gures not only refl ected differences in A-level results; they also revealed different progression rates to the most selective universities for pupils from schools with similar average examination results. Regular tracking of university admissions by the Trust has shown that there are 3,000 state school students who each year achieve the A-levels necessary to enter our leading universities, but who, for a variety of reasons, do not end up there.

The Trust’s 2011 report saw the fi rst ever publication of fi gures detailing the higher education destinations of pupils from all schools with sixth forms and colleges in England. In 2012, the Government published such statistics for the fi rst time offi cially for all state schools and colleges.

The aim of the tables is to provide an alternative way of measuring the impact of schools – showing what happens to young people after they have left – alongside the examination results that are currently published.

Infl uenceThe Department for Education’s decision to publish national data on pupil destinations for the fi rst time, as part of the Government’s transparency agenda, refl ected a Sutton Trust recommendation in a 2010 report designed to ensure that less privileged pupils benefi t from the Coalition Government’s school reforms.

In July 2012, the Government published tables showing what happened to young people from every state school, college, and local authority.

The new measure shows the destinations of pupils after leaving school, whether they enter higher education, apprenticeships, or the workplace.

The 2011 study found:Two grammar schools with almost identical A-level results, where one recorded 65 per cent of students going to top universities while the other managed only 28 per cent.

At two low-scoring comprehensives, with near identical results, almost 70 per cent of 18 year olds applied to higher education at one; only 33 per cent in the other.

Cockermouth School in Cumbria secured places at top universities for 37 per cent of its sixth formers including nine at Oxbridge over the three years.

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Destination Data

26 Sutton Trust | Fifteen at fi fteen | University funding Sutton Trust | Fifteen at fi fteen | University funding 27

American universities are able to draw on endowment funds that make it much easier for them to attract and support able students from less privileged backgrounds.

Among UK universities, only Oxford and Cambridge have funds anywhere near as large as most US universities.

The Sutton Trust has long argued for strengthening university endowments at British universities. It has compared the size of endowment funds at US and UK universities and promoted helped a government match-funding scheme to improve the capacity of universities to raise money from alumni and other potential donors.

Large endowment funds at leading US universities allow them actively to recruit the brightest and best students, regardless of background. Yale’s endowment stands at over £12 billion while Imperial College London’s is just £75.6 million. These huge resources mean that students from low and middle income homes at many top US universities pay no tuition fees, no living costs, and have no debts on graduation.

Infl uenceTony Blair announced a national match-funding scheme in 2007, which operated from 2008-2011. The scheme gave universities additional funding dependent on their existing fundraising capacity and experience. Money helped develop fundraising capacity where it was needed, raising £580 million for UK universities and attracting £140 million in matched funding from government.

Tony Blair paid tribute to the Sutton Trust as he announced the scheme. “We have listened to the evidence collected by Professor Eric Thomas and by the Sutton Trust, and I believe the time is right,” the former Prime Minister said. “Endowments fi t very well with a sector that has increased autonomy, greater specialisation, and a strong pursuit of excellence.”

However, there is still far to go to match US universities, so the Trust continues to argue for simpler tax treatment of philanthropic giving. With tuition fees of £9,000 a year for most courses, the case is growing for means-testing fees, as happens at leading US universities.

Endowments

£12 billion+Yale’s endowment funds

Independent Commission on FeesThe Sutton Trust has established the Independent Commission on Fees to analyse the impact of the biggest higher education reforms in a generation – the tripling of tuition fees to £9,000 a year at most universities.

The Commission has already used university admissions data to show that applications in 2012 dropped by 8.8 per cent in the fi rst year of higher fees. This is 37,000 down compared with the 2010-11 academic year, and includes 15,000 young people who are likely to have been deterred by the higher fees. Further reports will track the changes over the fi rst three years of the higher fees.

28 Sutton Trust | Fifteen at fi fteen | Access to the professions Sutton Trust | Fifteen at fi fteen | Access to the professions 29

“The Sutton Trust has documented the barriers in access to the professions and developed practical programmes to break down those barriers.

In 2005, our research showed how the top legal jobs – including those in the judiciary – were dominated by those who had attended fee-paying independent schools. Three quarters of UK-educated judges and 68 per cent of leading barristers had been privately educated, as well as over half the partners of Magic Circle law fi rms.

Since 2007, the Trust has worked with the College of Law and leading law fi rms and universities to support the £4 million Pathways to Law programme for academically-able students from non-privileged backgrounds interested in a career in law.

Modelled on an Edinburgh University scheme, Pathways to Law comprises: university-based sessions, including academic lectures and seminars; careers and university advice; e-mentoring by current law students; a work placement with a law fi rm; a three-night residential; and the use of a law library.

Almost 2,000 students have benefi ted from the scheme.

The Trust is now looking to expand the Pathways to Law project and develop it in other professions. The Trust has recently started working with the University of Reading on a Pathways to Property scheme to widen access to careers in real estate, an industry with too few young people from non-privileged backgrounds.

Infl uenceAlan Milburn was commissioned by Labour and the coalition governments to look at access and social mobility.

In his 2012 report, Alan Milburn said that the legal sector was making real efforts to address fair access and social mobility. Within the legal profession there is now considerable support for the Pathways to Law programme. The programme was initially launched with the support of Cherie Booth QC, and has enjoyed the consistent backing of the Law Society and the Bar Council.

More recently, more than 80 law fi rms have backed PRIME, a programme supported by the Sutton Trust and the Law Society, to provide quality work experience for disadvantaged young people.

Pathways to LawBeing able to attend a work placement helped me so much as it gave me a better understanding of law, enabled me to make some very good contacts and I have now decided I want to be a corporate solicitor, something which I would never have dreamed was possible.Poonam Alexander, Pathways to Law Student, Warwick University

30 Sutton Trust | Fifteen at fi fteen | Global comparators Sutton Trust | Fifteen at fi fteen | Global comparators 31

The Sutton Trust recognises the value of international research.

Comparing the success of other developed nations can help show where England’s education system has room for improvement and offer the chance to learn lessons from abroad.

The Organisation for Economic Co-operation and Development (OECD) has become the most important source of reliable international data. Its Programme for International Student Assessment (PISA) reports, launched in 1997, are now regarded by Governments across the world as a vital indicator of the success or otherwise of their education policies.

The Sutton Trust has worked with Professor Alan Smithers at Liverpool University and later Buckingham University, to dig deep into the rich data provided by the PISA surveys. His reports have shown the extent of the gap between private and state educated pupils in English schools and how England’s teenagers are just over half as likely to reach the highest levels in maths in international tests as students from other developed nations.

London School of Economics and Stanford University research in 2011 concluded that English schools could become one of the top fi ve education performers in the world within ten years if the performance of the country’s least effective tenth of teachers was brought up to the national average.

Infl uenceThe Sutton Trust’s focus on PISA research has raised the profi le of PISA in England, and the importance of international comparators, which now play an important role in Government thinking.

The Coalition Government has sought to benchmark English schools not just by earlier GCSE results within this country, but by how well England compares with other developed nations, as measured in the PISA studies.

Responding to the Trust’s 2012 report comparing maths achievements at the highest level, the Education Secretary, Michael Gove, said: “This report underlines why the Government is determined to act decisively to restore academic rigour to schools and ensure our exams match the world’s best.”

PISA

“PISA has shown what is possible in education, in terms of helping all children to achieve. It has taken away excuses from those who are complacent, and it has helped to set meaningful targets in terms of measurable goals achieved by the world’s educational leaders. The Sutton Trust has left no opportunity out to use PISA in order to keep public policy honest.Andreas Schleicher, Deputy Director for Education, OECD

32 Sutton Trust | Fifteen at fi fteen | International work Sutton Trust | Fifteen at fi fteen | International work 33

The Sutton Trust has a strong international strand to its work.

In 2012, the Trust launched its fi rst US summer school at Yale. 64 Year 12 students were chosen to take part, all of them students at state schools and sixth form colleges. All were highly able and predicted to gain at least three grade As in their A-levels.

Sutton Trust summer schools had their origins in American universities’ outreach activities. With their large endowment funds, the best US universities are well placed to search for the best talent, regardless of family circumstances. US degree courses include greater breadth in their fi rst two years, before specialising in the second two years, so can offer a more rounded experience for students.

The programme, in partnership with the Fulbright Commission, gave young people the chance to gain fi rst-hand experience of life on campus and to visit Trinity, Wesleyan, Columbia, Harvard, and Princeton. They received intensive support with essay writing and test preparation. The Trust hopes that many of the participants will apply to study at American universities and is planning to extend the programme in 2013.

Infl uenceThe Sutton Trust has organised two major transatlantic summits with the Carnegie Corporation, bringing together academics and politicians to discuss research and policy ideas around social mobility.

At our 2008 summit in New York speakers included Ed Miliband, then a UK cabinet minister, and the Shadow Minister for Universities and Skills, David Willetts, along with other leading MPs and academics from both sides of the Atlantic.

In 2012, our London social mobility summit heard from Deputy Prime Minister Nick Clegg, Education Secretary Michael Gove, and Leader of the Opposition Ed Miliband. Academics from the UK, US, Australia, and Canada debated why social mobility was lower in the UK and US than other Anglophone countries.

The Trust is organising further international summits in the near future, particularly focusing on improving teaching in schools.

US Summer Schools

“Let me … pay tribute … to the work of The Sutton Trust … for your tireless advocacy – for years now – and promotion of a more socially mobile society. Your voice and, equally important, your activities, are hugely important to the ambition … to allow all our children to fulfi l their potential.Nick Clegg, Deputy Prime Minister, speaking at the Social Mobility Summit 2012

34 Sutton Trust | Fifteen at fi fteen | Rigorous evaluation Sutton Trust | Fifteen at fi fteen | Rigorous evaluation 35

Rigorous evaluation is central to the Sutton Trust’s approach. With the Boston Consulting Group we have quantifi ed the costs and benefi ts of our programmes, and we have subjected them to detailed evaluation.

The introduction of the Pupil Premium – a grant worth £900 a year in 2013-14 for each pupil on free school meals – means that schools need to know what works to boost attainment.

A National Foundation for Educational Research survey of teachers funded by the Trust found that the Premium was often not spent on activities proven to boost attainment. To help schools, the Trust asked Durham University to develop a Toolkit for teachers using the latest evidence to show the impact of different interventions and to assess their cost effectiveness.

The Teaching and Learning Toolkit is an accessible summary of educational research designed to support schools and teachers to make informed choices and adopt a more ‘evidence based’ approach. The Toolkit identifi es feedback from teachers to pupils, and teaching pupils strategies to plan, monitor, and evaluate their own learning as particularly effective interventions. In partnership with the Education Endowment Foundation the Toolkit will be updated regularly.

Infl uenceThe Sutton Trust and EEF have helped spark an important debate on the impact of the Pupil Premium. The Toolkit has been highlighted by government, inspectors, and headteachers’ leaders as a valuable guide to what works well in schools. It is a good example of the impact that our rigorous approach to evaluation has on the education policy debate.

The Trust and the EEF are ensuring that the Teaching and Learning Toolkit is widely publicised to schools, and it has been highlighted by the Department for Education on its website as a key resource for improving attainment with the Pupil Premium.

The National Association of Head Teachers (NAHT) has recommended the Toolkit to its members. NAHT general secretary Russell Hobby said: “The Sutton Trust’s Toolkit is to be welcomed as an accessible summary of the emerging evidence – we need more resources like it.”

Teaching and Learning Toolkit

“I have just read the Teaching and Learning Toolkit. As the head of a three form entry primary school in a relatively deprived area, it has certainly challenged my own thinking and over time I hope it will help me to improve my school’s provision for all pupils.Craig England, Headteacher, Stanley Primary School, Blackpool

36 Sutton Trust | Fifteen at fi fteen | Raising aspirations Sutton Trust | Fifteen at fi fteen | Raising aspirations 37

One reason young people from non-privileged backgrounds are less likely to go to university – or to fulfi l their potential in education – is that they lack access to the same out-of-school enrichment activities as of their better off peers.

These enrichment activities help raise aspirations. Without them, those from poorer homes and without graduate parents can become disengaged with school and feel that higher education is ‘not for them’, or that elite universities are beyond their reach. The task of raising aspirations needs to start as early as primary school. This is why the Sutton Trust has supported programmes like IntoUniversity and the Children’s University to provide out of school hours activities, particularly in areas of socio-economic deprivation.

Children’s University activities range from astronomy and acting to athletics and take place in venues as varied as theatres, universities, and museums.

The Sutton Trust, in partnership with the JP Morgan Foundation and the Department for Education, funded the creation of the Children’s University Trust to oversee its expansion to reach many more young people from disadvantaged backgrounds. There are now over 100 centres across the UK.

The Trust also supported IntoUniversity, in partnership with the Esmee Fairbairn Foundation, to provide long-term learning and welfare support for children and young people at risk of failing to meet their academic potential.

Children’s University Infl uenceThe Department for Education co-funded the initial Sutton Trust investment in the Children’s University and has supported it since.

The Department announced in 2011 that the Children’s University would receive grants of £350,000 a year for 2011-12 and 2012-13 from the Department’s Voluntary and Community Sector programme. The award is part of a £60m grant pot targeted at organisations that play a signifi cant role in reforming and delivering services for children, young people, parents and families.

Each year, 100,000 children now take part across a network of over 100 local children’s universities, including service children across the world.

38 Sutton Trust | Fifteen at fifteen | Sutton Trust Grants 1997-2012 Sutton Trust | Fifteen at fifteen | Sutton Trust Grants 1997-2012 39

Current ProjectsSThe Brilliant Club

PhD student tutoring project

Bristol University Summer SchoolPathways to Law

Cambridge University Summer School FE Summer SchoolSTEP residential eventExperience Cambridge DaysSubject Matters eventsSubject Master classes

Corpus Christi College, OxfordCorpus Schools Access Programme

Durham UniversitySummer School

Edinburgh University Summer School

Education Endowment FoundationOn-going contribution to work

Exeter UniversitySTAR programme

Nottingham University Summer School

St Andrews University Summer School

Imperial College Summer School

Impetus TrustJoint Early Years Initiative

King’s College Summer School

Leeds UniversityPathways to LawSTAR programme

London School of EconomicsPathways to Law

Manchester UniversityPathways to Law

Oxford UniversityPathways programme

PRIMESupporting high quality work experience in the legal sector

Reading University / Reading Real Estate FoundationPathways to Property

Southampton UniversityPathways to Law

University College London Summer School

US Summer School and Advice ProgrammeWarwick University

Pathways to Law

Previously FundedAccessprofessions.com

Student and teacher outreach resource

Active PlanetHealth project for under fives

Alexandra Park SchoolSpecialist school status

Art PlayEarly years art and education project

Sutton Trust Grants 1997-2012 Ashby Grammar SchoolSummer project for able students

Bath UniversityContribution to FE2HE summer schools

Barnardo’sParenting project

Bedford SchoolIndependent-state school partnership

Belvedere School / Girls Day School TrustOpen Access schemeSchool Bus initiativeMasterclasses for local primary school children

Bentley Wood High SchoolSpecialist school status

Bexley Grammar SchoolCurriculum enrichment project

Birmingham UniversityAcademic Enrichment ProgrammeFE widening participation project

Bishop Challoner RC SchoolSpecialist school bid

Bishop Thomas Grant SchoolSpecialist school bid

Blackburn with Darwen Education Action ZoneFamily learning project

Boston CollegePrimary school open day

Bradford UniversityContribution to FE2HE summer schools

Brighton CollegeIntroduction to Oxbridge conference

Brightside TrustPathways to medicine science clubE-mentoring programme

Bristol UniversityUniversity summer schoolsEaster school Pathways to Law

Broadfields Junior SchoolPartnership with Haberdashers’ Aske’s School

Broadgreen High SchoolSpecialist school status

Bromley by Bow CentreEarly years outreach project

Burntwood Foundations School for GirlsSpecialist status bid

Cambridge UniversitySummer schoolsFE summer schoolsEaster STEP maths school

A variety of subject-specific outreach initiatives.

Camden Pre-School Learning AllianceParenting skills workshop

Canon Palmer Catholic SchoolIndependent-state school partnership

Canterbury Christ Church UniversityMentoring schemeSchool-based provision for able pupils

Central Foundation Boys’ SchoolIndependent-state school partnership

Chelmsford County High School for Girls‘First in the Family’ project

Children’s UniversityContribution to work and development

Christ’s College, GuildfordVocal coach project

Church Langton Primary SchoolIndependent-state school partnership


Community Family Support BedfordParenting project

Convent of Jesus and Mary Language CollegeResidential visit to Eton

Corpus Christi College, OxfordAccess officerTeacher fellowshipsCorpus Schools access programmeTelethon match-funding

Council for Industry & Higher EducationContribution to work

County Durham NHS TrustHealth sciences in schools project

The Crypt SchoolIndependent-state school partnership

Discover Teenage parents project

Dundee UniversityAccess research project

Durham and Darlington NHSMedical outreach programme

Durham High School for GirlsIndependent-state school partnership‘Science Sparks’ project

Durham UniversitySummer schoolsMasterclass programmeTeachers on Track courseWidening access to medicine programme

Eastlea Community SchoolSpecialist school status

The EC Roberts CentreLearning through play courses

Edinburgh International Science FestivalPower of 10 club

Edinburgh UniversityPathways to the professions schemeEducated PassLEAPS

Elmtree SchoolParents as first teachers

Exeter UniversityExcited about scienceSutton Trust Academic Routes

The Fabian SocietyLife Chances CommissionVarious lectures and seminars

Family LinksTeach First student teacher training

Forest Gate Community SchoolIndependent-state school partnership

Foyer FederationUniversity support project

Future FirstAlumni networks at Feltham Community College

Fulbright CommissionUS summer school programme

Generating GeniusMedicine and science summer school

Global GraduatesLaw summer school Programme promoting diversity in financial sector

GOALS (Greater Opportunity for Access and Learning with Schools)Primary school university campus visit

Gordano SchoolOxbridge visitsMaths, science and technology project

Greenshaw High SchoolSpecialist school status

Grey Court SchoolSpecialist school bid

Greater London TutorsPrivate tuition pilot

Haberdashers’ Aske’s Hatcham CTCMaths master classesSchool-centred initial teacher training scheme

Haslemere First SchoolPre-school project

Herts Science and Technology Regional OrganisationYoung entrepreneurs programme

Higher Education Policy InstituteDowning Street Seminar

HiPACTGraduate outreach scheme

Holy Cross RC Girls’ SchoolSpecialist school status

Home Start MertonYoung mums project

Honey Pot projectHot Courses

‘What University?’ – special publication

Hull Compact LimitedBusiness-education links

Huxlow SchoolIndependent-state school partnership

I CANEarly intervention for children with speech and language difficulties

Imperial CollegeSummer schoolsContribution to FE2HE summer schools

Into UniversityContribution to work and evaluation

Industrial Trust‘Educational Experiences’ scheme

Institute for Public Policy ResearchOpportunity and Inclusion forumVarious lectures and seminars

Ipsos MORITeachers’ and Student omnibus surveys

James Allen’s Girl’s SchoolIndependent-state school partnership

Kings College LondonMaths attainment project

King’s College SchoolAccess work

Lancaster UniversityContribution to FE2HE summer schools

Leeds UniversityWidening access to medical schoolPathways to Law Sutton Trust Academic RoutesReach for excellence programme

Liss Youth CentreDrop-in centre

Little Lever SchoolIndependent-state school partnership

Liverpool UniversityPrimary school work

London Borough of Hammersmith and FulhamIndependent-state school partnership

London Borough of Lambeth‘Urban Scholars’ programme

London Business SchoolScholarship fund

Longhill High SchoolIndependent-state school partnershipScience, maths and IT master classesSpecialist school status


London School of EconomicsLSE Choice projectLaw winter schoolMaths winter schoolSaturday schools‘Finance and Our Future’ coursePathways to Law

Manchester Grammar SchoolOxbridge access schemeIndependent-state school partnership

Manchester UniversityAcademic Enrichment ProgrammePathways to Law

Mansfield College, OxfordFE access initiative

Meadows Primary SchoolBuilding the learning power of children

Medlock Primary SchoolIndependent-state school partnership

Milton Keynes CouncilOxford link project

The Mothers’ UnionTraining for parenting courses

Victoria and Albert Museum of Childhood‘Wonder Tots’ initiative

National Foundation for Education ResearchSummer school evaluation

National Literacy Trust‘Working Together to Get Talking’

National Primary TrustAdvanced Learning Centres

North East Wales Institute of Higher EducationMature entry summer schoolOxford University exchange

Norwich SchoolIndependent-state school partnership

Nonsuch High School for GirlsSpecialist school status

Nottingham UniversitySummer schoolsAcademic Enrichment Programme

Ocklynge Junior SchoolIndependent-state school partnership

Old Grammar School, LewesIndependent-state school partnership

Open UniversityWorking with parents and carers in specialist schools to widen participation in HE

Oxford UniversityUK / US university funding and access symposium Summer schoolsTeacher INSET courseMathematics support projectTeacher-tutor shadowingStudent ambassadors programme

Oxford Access SchemeContribution to work

Oxford Community SchoolSpecialist school status

Parentline PlusFamily and parenting projects

Pate’s Grammar SchoolOutreach and curriculum enrichment projectSpecialist school status

Peers Early Education Partnership (PEEP)Shopping centre drop-in and advice projectHome programmeTransition project

Pembroke CollegeTeacher conference

Pen Pych Community Primary SchoolLearning creche

Pen y dre High SchoolPhilosophy club

Petersfield SchoolIndependent-state school partnership

PippinConfident parenting course

Policy ConnectHigher Education Commission

Pure PotentialUS summer school programme

Punch and Judy Family CentreChildcare and English courses

RARARIHighland schools mentoring scheme

The Ravensbourne SchoolSpecialist school status

RipplezDelivers the Family Nurse Partnership

Royal Grammar School, NewcastleIndependent-state school partnership

Rooks Heath High SchoolSpecialist school status

Rotherham Metropolitan Borough CouncilGifted and talented programme

Round Chapel Families ProjectRoy Jenkins Memorial ScholarshipsThe Royal Veterinary College

Science clubsSaturday schoolsTeacher development seminar

Rutlish SchoolSpecialist school status

Sevenoaks SchoolIndependent-state school partnership

Social Market FoundationVarious seminars and conferences

Shepherd’s Bush Families ProjectParenting workshops

Shorefields SchoolSpecialist school status

Sidney Sussex College, CambridgeFunding for outreach projects

Sir John Cass’s Foundation and Redcoat CE SchoolSpecialist school status

The Smith InstituteTraveling to school seminar at Downing Street

Social Market FoundationVarious seminars and conferences

Solihull Metropolitan BoroughIndependent-state school partnership

Southwark Community Education CouncilIndependent-state school partnership

Specialist Schools and Academies TrustUniversity admissions guide

Jessica SperrynFunding to develop an HE access, enrichment and advice programme

Southampton UniversityWidening access to medicine programmeFE2HE summer schoolsPathways to Law

Springwood High SchoolResidential access visit to Cambridge University

SpurgeonsParents Matter programme

St Andrews UniversitySummer schoolsTeachers’ summer schools

St Augustine of Canterbury SchoolIndependent-state school partnership


St Luke’s SchoolSpecialist school status

Surrey UniversityContribution to FE2HE summer schools

Sure Start BatterseaSwanlea School

Specialist school statusSydenham SchoolSpecialist school status

Teach FirstContribution to work

Telescombe Cliffs CP SchoolMaths project for able students

Thomas Telford SchoolIndependent-state school partnership

Thurrock Community Mothers ProgrammeTom Hood School

Specialist school status

Tower Hamlets Education and Business PartnershipStudent tutoring programme

Tower Hamlets Summer UniversityUnited World Colleges

UWC Short Courses

University College LondonSummer schoolsBritish Museum summer schoolRoyal Free medicine summer school Natural History Museum summer schoolPathways to Law

Ursuline High SchoolSpecialist school status

Verulam SchoolSpecialist school status

V&A Museuem of ChildhoodContribution to work

Villiers Park Educational Trust‘Reaching out with outreach’ training for university lecturers running outreach initiativesSubject-specific year 12 summer schools

Wandsworth BoroughChoice Advice pilot

Westminster Children’s SocietyParent outreach worker

Westminster Pre-School Learning AllianceWhalley Range High School

Specialist school statusAfter school science masterclass

Wolsingham School and Community CollegeHE awareness programme

Woodard SchoolIndependent-state school partnership

Wyndham SchoolIndependent-state school partnership

Young MindsSupport for new and expectant parents

Youth Sport TrustTop Tots sports programme

Current research projectsEducational Backgrounds of Leading People

Internal Study

Evaluation of STAR schemeDurham University

The school divide in personal statementsManchester University

The Impact of Fees on DebtInstitute of Fiscal Studies

Open AccessPolicy Exchange

Grammar School intakes and outreachInstitute for Fiscal Studies/Institute of Education

Higher Education Access ToolkitDurham University

Missing 3000 explainedDepartment for Business Innovation and Skills/Sutton Trust project with UCAS

Teacher reforms to improve outcomes for childrenLondon School of Economics

The Postgraduate PremiumLondon School of Economics

Absolute mobility comparisonsJoint project with Pew charitable Trusts

PISA and policySchool admissions

London School of Economics

Technical and Professional education in Germany and SingaporeBoston Consulting Group

Pathways to the CityBoston Consulting Group

Planned research projectsResearch into fidelity of delivery in Early Years educationMaths for EmploymentLeading Comprehensives AnalysisAn Update to University EndowmentsThe Impact of Non-Doms on InequalityHow the graduate labour market differs by school attended

Completed research projects2012Educating the Highly Able

Buckingham University

Evaluation of the Reach for Excellence Programme National Foundation for Educational Research

UK and US much less socially mobile than Australia and Canada Various

The impact of the Sutton Trust’s Summer Schools Bristol University

State funded places in independent day schools before 1976Internal Study

2011An evaluation of the Reach for Excellence Programme: cohort three and school/college links views

NFER

What prospects for mobility in the UK? A cross-national study of educational inequalities and their implications for future education and earnings mobility.


Sutton Trust note for the House of Commons Education Select Committee session on the Government’s new school admissions codeImproving the impact of teachers on pupil achievement in the UK – interim findings

London School of Economics/ Stanford University

Degree of Success – University Chances by Individual SchoolInternal Study

Toolkit of Strategies to Improve Learning Summary for Schools. Durham University

Toolkit of Strategies to Improve Learning – Summary for Schools, Spending the Pupil Premium

Durham University

Teacher Voice Omnibus November 2010 Survey – The Government’s education reforms

The Sutton Trust/NFER

2010Responding to the new landscape for university access

Internal study

Use of an aptitude test in university entrance: a validity study – Final Report

National Foundation for Educational Research


Choice and Selection in Admissions: the experience of other countriesBuckingham University

A cross-cohort comparison of childhood behaviour problems – Summary of preliminary findings

Bristol University

Initial Response to the Independent Review of Higher Education Funding and Student Finance

Internal study

Increasing university income from home and overseas students: what impact for social mobility?


Impact Report for the Sutton Trust Summer Schools 1998 – 2010Nottingham University

Ensuring less privileged pupils benefit from the Government’s school reforms

Internal study

Fee remissions and bursaries in Independent schoolsStaffordshire University

Submission to the Independent Review of Higher Education Funding and Student Finance

Internal study

The Educational Backgrounds of Government Ministers in 2010Internal Study

The Educational Backgrounds of Members of Parliament in 2010Internal study

Education Mobility in England – The link between the education levels of parents and the educational outcomes of teenagers

Institute for Social and Economic Research at Essex University

Worlds Apart – Social Variation Among SchoolsCentre for Education and Employment Research, Buckingham University

The Mobility ManifestoInternal study/ Boston Consulting Group

The Social Composition and Future Earnings of PostgraduatesLondon School of Economics

Low Income and Early Cognitive Development in the U.K.Bristol University/ Columbia University

Sutton Trust Submission to Sir Martin Harris: Widening Access to Selective Universities

Internal study

The Reach for Excellence Programme: a summary and discussion of findings from the first cohort of students

Internal study

2009Sutton Trust submission to the House of Commons Children, Schools and Families Committee on Social Mobility and Education and Access to the Professions

Internal study

Teach Primary – Improving the Status and Quality of Primary School Teaching

Internal study

An Evaluation of the Reach for Excellence Programme – Interim Report NFER

“Embers from the Ashes”? The Experience of Being An Assisted Place Holder

Cardiff University/ Institute of Education / Newcastle University

Attainment gaps between the most deprived and Advantaged SchoolsLondon School of Economics

The Educational Backgrounds of Leading Lawyers, Journalists, Vice Chancellors, Politicians, Medics and Chief Executives

Internal study

The Sutton Trust’s submission to the Milburn CommissionInternal study

Teachers’ Omnibus 2009Ipsos MORI

Evidence of Educational Support Outside SchoolDurham University/ Oxford University

Careers Guidance and Participation in EducationDurham University

The Educational Backgrounds of Leading Scientists and ScholarsInternal study

Can Financial Incentives Enhance Educational Outcomes? Evidence from International Experiments

York University / Johns Hopkins University

Social Mobility 2009Ipsos Mori

Social Mobility and EducationVarious

Social Mobility and Education – Record of a High Level Summit Sponsored by the Carnegie Corporation of New York and the Sutton Trust

Internal study

Applications, Offers and Admissions to Research Led UniversitiesInternal Study/ Department for Business, Innovation and Skills

Innovative University Admissions Worldwide: A Percent Scheme for the UK?

Internal study

2008The impact of buggy orientation on parent-infant interaction and infant stress

Dundee University

Room to play evaluation Oxford University

The Academies Programme: Progress, Problems and Possibilities Institute of Education.

The Educational Backgrounds of Vice ChancellorsInternal study

Productive Partnerships? An Examination of Schools’ links with Higher Education

Institute of Education

Social Selectivity of State Schools and the Impact of GrammarsDurham University

Low Income Pupils in High Performing Comprehensive Schools Internal study

Wasted talent? Attrition rates for high-achieving pupils between school and university

Institute of Education/Institute for Fiscal Studies

Primed for SuccessInstitute of Education/ Cardiff University

Increasing higher education participation amongst disadvantaged young people and schools in poor communities

Internal report to the National Council for Educational Excellence Review

Public attitudes to social mobility and inequalityIpsos MORI

State schools with successful track records in Oxbridge entryInstitute of Education

Citizen Card SurveyPeople Survey

Ten year review of summer schoolsInternal study

Helping Schools SucceedPolicy Exchange

Moving Up, Moving OnStaffordshire University

Primed for SuccessInstitute of Education/Cardiff University

Knowing where to study? Fees, bursaries and fair access Staffordshire University

University Admissions by Individual Schools Internal Study

2007Educational backgrounds of 500 leading figures in the UK

Internal study

Blair’s EducationBuckingham University

School admissions ballotsRand Europe and Ipsos MORI

Tackling low educational achievementLondon School of Economics

Aspirations of parents for their childrenIpsos MORI with HM Treasury


Student retention in the Faculties of Science and EngineeringGlasgow University

2006University Fundraising and Endowments

Internal study

The Belvedere School – Open Access to Independent EducationBuckingham University

Educational Backgrounds of Top JournalistsInternal study

The Educational and Career Trajectories of Assisted Places Scheme Holders

Institute of Education

Fade or Flourish: How Primary Schools Can Build on Children’s Early Progress

Social Market Foundation

The Social Composition of the Top State SchoolsInternal study

2005Educational Backgrounds of Politicians

Internal study

No More School Run – Proposals for a National Network of Dedicated School Buses

The Boston Consulting Group/Social Market Foundation/Policy Exchange/Internal study

Support from the Start: Lessons from International Early Years PolicyMaternity Alliance

Survey of attitudes to part-time StudyIpsos MORI / Birkbeck

Educational Backgrounds of the UK’s Top LawyersInternal study

Intergenerational Social Mobility in Europe and North AmericaLondon School of Economics

State School Admissions to our Leading UniversitiesInternal study

2004Select Government Match Funding Programmes

Council for the Advancement and Support of Education

The Missing 3,000Higher Education Funding Council for England /Internal study

Open Access – A Practical Way ForwardBoston Consulting Group/ NFER/ Liverpool University /Internal study.

England’s EducationLiverpool University

2003Nobel Prizes: Changing Pattern of Awards

Internal study

University Endowments – A US/UK ComparisonInternal study

Teacher Qualifications SurveyLiverpool University

2002Supporting Students applying to Higher Education

NFER

2001Education Apartheid: A Practical Way Forward

Boston Consulting Group/NFER/Liverpool University/ Internal study

A Pilot of Aptitude Testing for University EntranceNFER

2000Entry to Leading Universities

Internal study

SupportersAlex Roberts Miller Foundation

Allen and Overy

Peter Beckwith

Bowland Charitable Trust

Stephen Brenninkmeijer

Jim and Becky Byrne

Tony Cann

Carnegie Corporation of NY

Mike Carpenter

PC Chatterjee

Clifford Chance

Dermot and Tessa Coleman

College of Law

Department for Education

Martin Devenish

DLA Piper

Charles Dunstone Charitable Trust

Glenn and Phyllida Earle

Esmee Fairbairn Foundation

Eversheds

Francis Finlay

Freshfields

Garfield Weston Foundation

Goldman Sachs Foundation

David Gregson

Guildford Academic Associates

Guy and Julia Hands

HBOS Foundation

Hogan Lovells LLP

Bella Hopewell

Impetus Trust

JP Morgan Foundations

Law Society

Linklaters

Lloyds TSB Foundation

Mayer Brown

Doug and Audrey Miller

Nancy Drucker and the Henry Drucker Fund

John and Caroline Nash

Andrew Neil

Ogden Trust

Jim O’Neill

Richard and Lisa Perry

Perry Capital

Porticus UK

Christian Purslow

Oliver Quick

Lisbet Rausing

Simon Robertson

Kasia Robinski

Shine Trust

Simmons and Simmons

Martin Sullivan

Emma Warson

Waterside Trust

Ian and Vicky Watson

Wolfson Foundation

Worwin (UK) Foundation

Christopher Wright

In addition there are a number of donors who have supported the Trust on an anonymous basis.

Trustees Sir Peter Lampl

Lady Susan Lampl

David Hall

David Backinsell

Chairman Sir Peter Lampl

Personal Assistant to Sir Peter Lampl Anna Fellows

Office Manager Helen Carey

Early Years Projects Manager Laura Barbour

Director, Development and Policy Dr Lee Elliot Major

Director, Programmes and Partnerships James Turner

Director, Research and Communications Conor Ryan

Policy and Research Analyst Liz Johnston

Projects Officer Kathryn Davies

Development and Communications Officer Dr Ellie Decamp

Projects Consultant Oliver Quick

“From over 100 pieces of research, to brilliant summer schools that give over 1,000 students from disadvantaged backgrounds a first taste of life at a leading university, the Sutton Trust really is what you yourselves say: not just a think tank, but a do tank; not just leading thought, but leading action.David Cameron, Prime Minister

Charity number: 1146244 Registered company number: 07951541 Designed by Contrapositive All photography by Layton Thompson except pages 4, 7, 12, 16, 20, 26, 28, 30, 32 and 33

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