Cambridge Primary Review

The Cambridge Primary Review was a wide-ranging and independent enquiry into the condition and future of primary education in England, supported by Esmée Fairbairn Foundation and based at Cambridge University Faculty of Education.

Following a lengthy period of consultation and planning, the Cambridge Primary Review (CPR) was launched in October 2006 as an independent enquiry into the condition and future of primary education in England. The Review was supported from 2006 to 2012 by grants from Esmée. The scope of the Review and the depth of its evidence made it the most comprehensive such enquiry since the Plowden Report of 1967. Between October 2007 and February 2009 the Review published 31 interim reports, including 28 surveys of published research, 39 briefings, 14 media releases and several newspaper articles. The Review's final report Children, their World, their Education: final report and recommendations of the Cambridge Primary Review was published in October 2009, together with an 850-page companion research volume, The Cambridge Primary Review Research Surveys. Both books were published by Routledge.  A two year-phase of national and international dissemination followed, also supported by the Foundation.

In 2012 the Cambridge Primary Review Trust was established as a not-for-profit company with the aim of building on the Review’s work and advancing the cause of the highest possible quality of primary education for all the nation’s children. Like the Review, the Trust is led by Professor Robin Alexander. It pursues its eight educational priorities, which are headed by the imperative of tackling the challenge of social/educational disadvantage, through policy engagement, further research, school leadership and teacher professional development. The latter is undertaken in conjunction with Pearson, the Trust’s main sponsor. The Trust has already produced several publications to complement those of the Review.

For Esmée what is significant about the Cambridge Primary Review is not only the breath and depth of its evidence, the power of its arguments and findings and the scale of its publications but the fact that after a long but finite period of Foundation support it has become a firmly embedded and highly respected feature of the educational and professional landscape, influencing policy and informing the work of thousands of trainee and serving teachers and school leaders.

For further information about both the Review and the Trust visit the Cambridge Primary Review Trust