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Category: Stranmillis News

‘Research for Change in Early Years Education’ brings together researchers, practitioners and policymakers at Stranmillis

Posted on by Andrew McAteer

More than 70 educators, researchers, and policymakers came together at Stranmillis University College on Thursday, 11 September, for Research for Change in Early Years Education, a half-day event that showcased a selection of current research projects in early years education from across the island of Ireland. The gathering, held from 1:00 p.m. to 3:30 p.m., featured researchers from both Stranmillis University College, Belfast, and Atlantic Technological University (ATU) in the Republic of Ireland, combining presentations, discussions, and networking over lunch, with a focus on bridging the gap between research, policy, and practice.

The opening session, Systems, Structures, and Visions for Early Learning, set the tone for the afternoon. Presentations from Stranmillis staff included a review of the national ECCE programme in ROI by Dr Glenda Walsh, an exploration of communities of practice in early years placements from Catriona Rogers, and findings from a study on teachers’ perceptions of quality by Dr Andrea Doherty.

Building on this, the second session, Pedagogy, Play, and Children’s Voices, showcased further early years research from Stranmillis staff. Highlights included Dr Jill Dunn’s work on how digital tools can enhance writing engagement; Jill Magennis’s doctoral research on how peacebuilding pedagogies can support children in divided societies; and a joint presentation by Dr Glenda Walsh and Dr Andrea Doherty on reimagining playfulness in primary classrooms.

The final session, Creativity, Wellbeing, and Sustainability in Early Learning, featured speakers from ATU Galway/Mayo. Presentations included research on an Artist in Residence initiative for early childhood students (Mónica Muñoz Marín), a pilot programme on ocean literacy with young learners (Dr Rita Melia), and new approaches to supporting infant mental health (Dr Mary Skillington). These contributions underscored the role of creativity and wellbeing in building sustainable futures for children.

Speaking about the day, event organiser Dr Glenda Walsh, Head of Early Years and Doctoral Studies at Stranmillis University College, said, “We believe research can drive impactful change, and today’s conversations showed the power of bringing policy, practice, and research into dialogue”.

She added:

The early years are foundational. They shape not only children’s development but the fabric of our society. Events like this are critical in providing a platform for researchers to share their findings, connect with practitioners and policymakers, and ensure that evidence-based approaches influence real-world outcomes. The research we do must not sit on a shelf; it must be shared, challenged, and applied to shape the policies and practices that support our youngest citizens, in Northern Ireland and beyond.

“This event is just the beginning – we want to create an ongoing platform where research continues to inform practice and policy in meaningful ways,” Dr Walsh concluded.

 

 

Education Minister launches CREU research report on Irish-medium sector workload

Posted on by Andrew McAteer

A significant research report from Stranmillis University College’s Centre for Research in Educational Underachievement (CREU) was launched today by the Education Minister, Paul Givan, in Parliament Buildings, Stormont, highlighting evidential insights into the additional workload of practitioners in the Irish-medium sector.

The report, commissioned by Comhairle na Gaelscolaíochta (The Council for Irish-medium education) and carried out by Prof Noel Purdy OBE, Dr Claire McVeigh, Dr Mark Ballentine and Dr Emilia Symington, highlights that, because of the additional pedagogical skills and preparation required in IM education and also due to the absence of statutory support, the workload of the vast majority of IM teachers is regularly well above their 1,265 hours.  The report also offers a range of costed and achievable mitigations to alleviate these pressures.

Professor Noel Purdy, Director of CREU and former chair of the 2020-21 expert panel on educational underachievement that published A Fair Start, commented:

‘Our research shows that Irish-medium teachers are working far in excess of agreed limits, with workload pressures driven largely by the constant need to create and adapt resources in the absence of sufficient and suitable Irish-language materials. Unless urgent steps are taken to address these challenges, there is a real risk to teacher wellbeing, recruitment and retention, and ultimately to the sustainability of this fast-growing sector.’

Ciarán Catney, Senior ‘A Fair Start’ Officer with CnaG echoed Professor Purdy’s remarks and pointed to the solutions suggested in the paper:

‘Professor Purdy and his team surveyed around one third of the entire IM workforce to fully understand the extra duties undertaken by the dedicated and enthusiastic professionals in our sector. The proposals to address the issues raised in the paper have been costed and are both reasonable and achievable. We thank the Minister for Education, Paul Givan, for agreeing to launch the research and implore the Minister and his Departmental officials to act on the recommendations as a matter of urgency.’

‘It is also timely that the Department of Education is currently undertaking an independent review of teacher workload and we hope that this report will inform the panel’s findings.’

The launch took place in Stormont’s Long Gallery, with some entertainment provided by the Rang 1 (P.1) pupils of Scoil na Seolta, the newly-opened Irish-medium Integrated school, located in East Belfast.

The report can be downloaded here.

Back to school with The Daily Mile!

Posted on by Andrew McAteer

Dr Brenda McKay Redmond and Dr Barbara McConnell, from the Department for Early Childhood Studies in Stranmillis University College, were delighted to visit Iveagh Primary School, Rathfriland along with representative from the Daily Mile Network NI and the Education Authority to launch the brand new Back to School animation!

The whole school joined in the celebrations with a colourful Daily Mile Colour Run – marking the start of their Daily Mile journey and embedding it into their school routine for the year ahead.

“It’s fantastic to see Iveagh Primary launch The Daily Mile with such energy and enthusiasm. Building it into their routine will give pupils a fun and simple way to stay active and focused each day.” — Dean Adams, Daily Mile NI Coordinator

We also heard from Felicity Henning (Classroom Assistant), who first learned about The Daily Mile while at Stranmillis University College and spoke about the benefits it brings, and from Rachel Uprichard (Parent & Board of Governors Representative), who highlighted just how enthusiastic the children already are about taking part.

👉 Watch the new animation here:
🔗 https://www.eani.org.uk/services/pupil-health-and-wellbeing/daily-mile-network

👉 Learn more & register your school:
🔗 https://www.thedailymile.co.uk/accounts/register/

Check out the highlights below and see Iveagh Primary’s Daily Mile Colour Run in action!

Let’s keep moving, Northern Ireland!

New research highlights key features of effective school leadership in disadvantaged areas of Northern Ireland

Posted on by Andrew McAteer

A major new study from Stranmillis University College has identified the key characteristics of effective school leadership in post-primary schools serving socioeconomically disadvantaged communities across Northern Ireland. 

The research, which was funded by the James Kane Foundation and the Mary Ann McCracken Foundation, examined 13 high-performing schools where over half of pupils are entitled to Free School Meals.  

The study identified five themes that underpinned examples of effective leadership in disadvantaged contexts: 

  • Clarity of Vision – Principals establish and sustain a clear, evolving vision for improvement.
  • Championing Children – Leaders balance academic achievement with the personal wellbeing of students.
  • Connection – Strong relationships are fostered with pupils, staff, families, and the wider community.
  • Character – Personal integrity, humility, and resilience are central to effective leadership.
  • Continuation – Mentorship and succession planning ensure the development of future school leaders.

The findings reinforce the urgent need for investment in leadership training and professional development, echoing recent recommendations from A Fair Start and the Independent Review of Education.

Speaking of the report, Principal Investigator Prof Noel Purdy said “This study highlights a model of leadership grounded in purpose, compassion and connection. In the face of considerable challenges, the principals interviewed are leading schools that are not only improving outcomes in disadvantaged communities but also nurturing the wellbeing, confidence and aspirations of pupils and staff alike. The evidence from the current study lends further weight to recent calls for greater investment in leadership training, mentoring and succession planning within our most disadvantaged educational contexts.” 

Michael Wilson, Chair of The James Kane Foundation stated “The James Kane Foundation is proud to support this important research, which highlights the power and impact of effective leadership in some of our most disadvantaged communities. By showcasing the values and strategies that school leaders adapt and use to help their schools thrive against the odds, this not only honours the dedication of these individuals, but also offers understanding and guidance for the future. We are pleased to have partnered with the Mary Ann McCracken Foundation in order to fund Stranmillis University College to undertake this research and to help bring these insights forward.” 

Norma Sinte, Chair of the Mary Ann McCracken Foundation said “By understanding how strong leadership can transform schools in disadvantaged communities, drive pupil wellbeing and academic success, this study is helping to ensure that every child has the opportunity to thrive. Staying true to Mary Ann McCracken’s legacy of equality in education, this research will help educators and policy makers in the near future to help tackle disadvantage, and ensure our schools of the future have strong leaders, like those that took part in this study, willing to apply every strategy and power they have for the benefit of the children in their community. We want to congratulate Stranmillis University College research team for this valuable resource.” 

The report, including Executive Summary, can be downloaded here.

——

For media enquiries, please contact:
Prof. Noel Purdy OBE
Director of the Centre for Research in Educational Underachievement (CREU)
Stranmillis University College
Tel: 028 9038 4305
Email: n.purdy@stran.ac.uk
 

New study finds sharing policy successes within the UK offers solutions for early years workforce

Posted on by Andrew McAteer

The early years workforce across the four nations of the UK is facing low pay, poor career progression and a growing recruitment crisis, according to a new report – but researchers from across the UK, including Stranmillis University College in Belfast, say lessons from each nation could help turn the tide. 

The interim study, led by Professor Dame Cathy Nutbrown on behalf of Early Education and funded by the Nuffield Foundation, found a sector “united in its commitment” to quality care but “fractured” by siloed systems and underfunded policies. 

Challenges identified include: 

  • concerns about qualification requirements for educators and the quality of learning and development opportunities
  • the need for more graduates and teachers to provide pedagogical leadership
  • better opportunities for career progression
  • low pay and status within the workforce, linked to issues of funding and sustainability within the sector
  • sectoral fragmentation, especially between the state sector (schools) and other early years settings
  • a lack of diversity, both in relation to the low percentage of men in the profession and lack of data on the representation of different ethnic groups.
  • a lack of workforce representation and voice
  • widespread perceptions of a recruitment and retention crisis.

The unique nature of each UK nation was noted, including the particular challenges of increasing the pool of Welsh-speaking educators in Wales and the impact of more than a decade without a devolved government in Northern Ireland to enact early years policy.  Scotland and England have both in different ways faced challenges due to governments extending their funded early years entitlements, with Scotland taking a more aspirational approach to workforce qualifications and development, perhaps soon to be matched in England where the recent Best Start in Life strategy indicates a new level of ambition for the early years sector. 

Early Education Chief Executive, Beatrice Merrick, said: 

“At this stage of the research, data is clearly showing that good policy alone is not enough and also needs careful implementation and long-term commitment and funding to be successful.  Success also requires breaking down silos within government and between government and the early years sector.  We hope this report will help do just that.” 

Dr Glenda Walsh, Head of Early Years Education and Doctoral Studies at Stranmillis University College has been leading the research in Northern Ireland.

She commented: “This research is highly timely from a Northern Ireland perspective, as we await the development of a new Early Learning and Childcare Strategy. The findings offer valuable insights into the challenges and opportunities shared across the UK and underscore the importance of cross-national learning to inform coherent, sustainable, and ambitious policy for our early years workforce.” 

The research team are continuing to gather and analyse data, and will publish a final report in late 2025, considering how the four nations of the UK might take examples of policies that are working successfully in one, consider why this is the case and what adjustments might be made to enable such a policy to be effective elsewhere in the UK.  

The interim report can be downloaded from www.early-education.org.uk/early-years-workforce-policy-in-the-four-uk-nations-a-comparative-analysis/ 

For further information please contact Beatrice Merrick, Chief Executive, Early Education (07712 398672) or beatrice@early-education.org.uk).

NOTES TO EDITORS:

  1. The Nuffield Foundation is an independent charitable trust with a mission to advance social well-being. It funds research that informs social policy, primarily in Education, Welfare, and Justice. The Nuffield Foundation is the founder and co-funder of the Nuffield Council on Bioethics, the Ada Lovelace Institute and the Nuffield Family Justice Observatory. The Foundation has funded this project, but the views expressed are those of the authors and not necessarily the Foundation.

    Bluesky: @nuffieldfoundation.orgX: @NuffieldFoundLinkedIn: Nuffield Foundation Website: nuffieldfoundation.org

  1. Early Education (The British Association for Early Childhood Education) is the leading independent national charity for early years practitioners and parents, campaigning for the right of all children to education of the highest quality. Founded in 1923, it has members in England, Northern Ireland, Scotland and Wales and provides a national voice on matters that relate to effective early childhood education and care of young children from birth to eight. The organisation supports the professional development of practitioners through publications, training, conferences, seminars and access to a national and regional branch network.  For more information on the work of Early Education visit www.early-education.org.uk

    Early Education is registered as a charity in England and Wales (Registered Number 313082) and Scotland (Registered Number SC039472).

 

Stran Number 1 in Northern Ireland for Student Satisfaction: 2025 National Student Survey

Posted on by Andrew McAteer

Stranmillis University College has achieved the highest overall student satisfaction score among Northern Ireland’s higher education institutions in the 2025 National Student Survey (NSS), with an impressive 89% satisfaction rate—up from 79% in 2024. 

This significant rise places Stranmillis well above the UK sector average of 82% and the Northern Ireland (NI) average of 84%.  

Professor Patricia Eaton, Director of Teaching and Learning, attributed the success to focused initiatives and the dedicated efforts of staff. “It is very pleasing to see our targeted work on assessment feedback and acting on student input reflected in these results. We are proud to lead the sector in Northern Ireland,” she said. 

Stranmillis saw increases in 23 individual question scores compared to 2024, with 22 questions scoring over 80% and 9 questions exceeding 90%. Notably, the College scored 98% on “How good are staff at explaining things?”—the highest individual score. Our library team and resources maintained a very strong 96% satisfaction rate. 

The Students’ Union also saw a marked rise in approval, with 87% of respondents saying it represents academic interests well—up from 71% last year. 

Stranmillis was above the UK sector average in all but one of the 27 survey questions, and exceeded NI sector averages in 23.  

Against Office for Students (OfS) benchmarks, the College performed strongly—surpassing benchmarks in 16 questions (compared to 7 in 2024) and falling below in only three. 

A response rate of 88%, ten percentage points higher than in 2024 and significantly above the NI average of 73%. At the programme level, satisfaction rose in four out of five programmes with comparable data. 

Professor Eaton emphasised that the College’s work is ongoing: “While we celebrate this year’s success, we are committed to sustaining and building upon these improvements. We will continue to reflect, innovate, and ensure our students’ voices are heard and acted upon.” 

The NSS is an annual, independent survey that gathers final year undergraduate students’ opinions on their university experience in the UK. The survey is run by Ipsos on behalf of the UK funding and regulatory bodies. Its purpose is to inform prospective students, provide data for universities to improve the student experience, and support public accountability.