AlphaPlus has supported the Institute of Physics (IOP) with evaluation and quality assurance on its delivery projects.

We have worked for several years on the process and impact evaluation of the Institute of Physics’ Stimulating Physics Network (a project that aims to increase take-up of physics A level, particularly among girls, and improve the professional status and retention of physics teachers). We have produced formative and summative evaluation reports for our client which have helped to guide the further development of the different elements of this complex national project. This work includes studies of teacher training, recruitment, CPD and retention activity.

AlphaPlus undertook external evaluation of the IOP Lab in a Lorry (LIAL) programme, set up in 2005 to foster the public’s support and engagement in science. LIAL takes the form of a takes hands-on mobile science laboratory that physics experiments to secondary schools, offering pupils the opportunity to experience science as it is done in the real world. It also gives scientists and engineers an opportunity to inspire the next generation by acting as volunteers to present and engage pupils in science experiments.

AlphaPlus has been commissioned to undertake a one-year evaluation of the outcomes of the Capital Physics programme for the Institute of Physics. Using a theory of change approach, the evaluation includes a baseline and follow-up online questionnaire with participating schools, telephone interviews with 50 school leaders, and analysis of AS and A level attainment data. The report from this evaluation is included here:

We have delivered on every phase of the programme, and are now a trusted part of the IOP and DfE team for the programme. We have made clear measurements of short-term impacts, and have begun to measure longer term impacts such as embedded practice and progression of students. We have delivered on every phase of the programme, and are now a trusted part of the IOP and DfE team for the programme. We have made clear measurements of short-term impacts, and have begun to measure longer term impacts such as embedded practice and progression of students.

• Undertaking independent formative and summative evaluations
• Producing formative and summative evaluation reports
• Conducting questionnaires
• Analysing data with a focus on impact not straightforward outcomes