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Between June and August 2006 the EPPI–Centre and the Government Social Research Unit completed a Systematic Rapid Evidence Assessment (SREA) for HM Treasury. The aim of the assessment was to find out whether, for families with persistent multiple problems spanning more than one generation, improving the coordination of service delivery improves family outcomes. This systematic review was published by EPPI-Centre in 2011.

There is a widely held belief that teaching assistants (TAs) lighten teachers’ workloads, support learning and increase the level of pupil engagement, thus securing inclusion for pupils with special needs and raising standards. The National Agreement on workforce reform sets out plans to free teachers to focus on teaching and learning, and to develop the roles of TAs in schools; new teachers need to be prepared for working as part of a team. This requires information about the current roles of teaching assistants, and where they are most effective.

The initial review question used to explore and map the research literature was: What is the impact (both measured and perceived) of training on primary and secondary Teaching Assistants (TAs) and their ability to support pupils’ learning and engagement?
This systematic review was published by EPPI-Centre in 2007. Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.

Life checks have been proposed by the English Department of Health as a personalised service providing support and advice at key stages throughout the lifespan to help people to maintain and improve their health. For young people, the proposed key stage for a life check is the transition between primary and secondary school sat ages 11 to 12 years. This review was a scoping exercise to identify the size and scope of the available research evidence relevant to the life check proposal for young people. This systematic review was published by EPPI-Centre in 2007.

The key aim of this review was to support current policy initiatives: specifically to support the development of personalised learning by identifying teaching and learning strategies which actively engage and challenge learners, which develop their ability to focus on their learning skills and their capability to take ownership of their own progress. A second aim was to identify evidence from research which helps teachers to understand not just what works in terms of specific teaching approaches in specific contexts but why different approaches are successful.

This systematic review was published by EPPI-Centre in 2008. Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.

The overall aim of this review was to determine the factors that drive high post-16 participation of many minority ethnic groups This systematic review was published by EPPI-Centre in 2008. Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.

Targeted Youth Support (TYS) is an initiative aimed at vulnerable young people and involves ensuring that agencies work together to meet young people’s needs. This report was commissioned by the Department for Children, Schools and Families (DCSF) to explore what works for young people in relation to the outcomes prioritised by the TYS initiative.

The aim of the review was to fill this gap by addressing, through a systematic review, the research evidence of the impact on students in secondary schools of self and peer assessment. Evidence of how any impact depends on particular circumstances has been sought so that, where trustworthy evidence is found, implications for policy and practice can be identified.

The aim of the review was to find out the types of classroom-based interventions which improve the educational achievement of pupils identified as gifted and talented. This systematic review was published by EPPI-Centre in 2008. Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.