School improvement research

How can you make sense of the data you have and identify priorities for school improvement?

We work with schools and multi academy trusts to identify the areas in which schools perform well, where improvements might be needed and to ensure that they are always ‘Ofsted ready’.

We can identify the key messages in your performance data, undertake research and consultations among parents, pupils and staff and provide clear guidance on how to improve your schoolWe understand that each school is unique and is more than just a set of assessment results. We also understand that school staff are busy doing what they do best: providing an outstanding education for the children.


Our research helps you to gain a holistic view of the situation at your school by providing the information you need in a clear and easily digestible manner without you having to plough through spreadsheets or try to develop, administer and interpret your own feedback mechanisms.

We can help you by undertaking a broad-ranging ‘health check’ on your school which would look at your existing data (performance data, absence, etc.), and which explores the perceptions and experiences of  stakeholders using appropriate methods. Alternatively, you can commission us to ‘plug the gaps’ in your insights by undertaking research in just one or two areas, e.g. just with parents, or just analysing and interpreting performance data.

Seymour Research provided us with all the aspects of an anonymous parental survey. All personnel were exceptionally professional in their approach and thorough in their collection of data. I had every trust in the final report and its findings.

Mandy Austin

Fernwood Primary and Nursery School

Case study

Following the award of funds from the DfE’s Strategic School Improvement Fund (SSIF) to a multi academy trust in the East Midlands, we undertook an independent evaluation of two school improvement programmes: one aimed at improving reading in the target primary schools and the other aimed at improving maths in a selection of primary and secondary schools.


For both programmes the evaluation adopted a mixed methods approach involving surveys, focus groups and the analysis of participation data and school performance data.


The evaluation explored how the programmes had been implemented, where any improvements could be made if they were rolled out more widely, how effective they had each been in achieving the intended school improvement objectives, and whether there were any other outcomes or impacts resulting from the programmes.

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