Staff profile

Nadia Siddiqui joined Durham University in 2013. Her interests are school improvement by equalising opportunities, and overcoming the challenges of access to education in the developing countries (Pakistan and India). She has several hundred research publications, including four books, and an H index above 20. She has a considerable track-record of active citizenship, serving on grant assessment panels, other funding panels, and advisory boards for policy and practice. She is a fellow of the Academy of Social Sciences. She is nominated and selected in the UPSIGN list of 75 notable British Pakistani Academics. She has successfully examined and supervised doctoral students to completion, in the UK and abroad. She has received independent research grants as lead researcher from British Academy and Nuffield Foundation. The findings of her research on non-cognitive impacts of teaching Philosophy for Children in primary schools were disccused on BBC radio 4: Bringing Up Britain: Critical thinking (series 10) (from15:58). She is one of the authors of REF 2021- Impact case studies submitted on Achieving Fairer Admission to UK Universities and Defending And Improving Schooling for Disadvantaged Pupils. Her book, Making Schools Better for Disadvantaged Students received Research Book of the Year 2023, BERA award. 

She has published findings of British Academy GCRF funded project on examining the role of school in early childhood years of learning. The poject has received recognition by the His Majesty's Government Office for Foreign, Commonwealth and Development. Her current research is mainly funded by ESRC, Education Endowment Foundation, and Department for Education. She is author of several peer-reviewed journal articles on research methods, evaluations of school-based interventions, and equity in education. 

Her research interests are to explore the stubborn patterns of poverty and inequalities through population data sets and large scale surveys such as National Pupil Database (NPD, England), Higher Education Statistics (HESA), Annual Survey of Education Report data (ASER, Pakistan), Longitudinal Survey of Young People in England (LSYPE). By using these secondary data resources she investigates the indicators of disadvantage that determine children's academic attainment, well-being and happiness, and access to pathways for successful life.

She is also interested in finding the impact of educational programmes that can break the cycle of poverty and its impact on young people’s lives. She has conducted evaluations of popular educational programmes such as Philosophy for Children, summer school during primary school transition stages, Fresh Start phonics and Accelerated Reader. She is concerned with improving the quality of social science research, and passionate about the role of schools in shaping a fairer society.

Affiliate of the

Durham University Evidence Centre for Education

Completed Supervisions

Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts.

A study of school attendance and exclusions in secondary schools in England.

Is Progress 8 a valid and reliable measure of school effectiveness?

Family, school and jobs: intergenerational social mobility in Next Steps.

An Evaluation of the ‘Philosophy for Children’ programme: The impact on Cognitive and Non-Cognitive Skills.

An investigation into the impact of dialogic pedagogy on enjoyment and achievement in history.

To what extent are Contextualised Admission policies in China just and fair? And how could they be improved?

Can culture shape moral identity? A comparative study of children’s moral identity in China and England

Can improving the academic buoyancy of secondary school students improve their school attendance?

 

• Secondary data
• Understanding poverty
• Evaluation of educational programmes
• Education in the developing countries
• Capacity building: Early career researchers

• 2025: His Majesty's invitation to a Garden Party in Buckingham Palace (recognition of work in education and skills):
• 2025: Selected nominee for 'Excellence in PhD supervision':
• 2025: BERA 50th anniversary_50 landmark studies: As part of 50th anniversary celebrations, British Education Research Association ( BERA) has collected together a set of 50 landmark studies that have had a significant impact on educational policy, practice, research methodology and/or theory over the past 50 years. Our book, The trials of evidence-based education: The opportunities and problems of trials in education, was included in 50 landmark studies. Citation: Gorard, S., See, B. H., & Siddiqui, N. (2017). The trials of evidence-based education: The opportunities and problems of trials in education. Routledge.
• 2024: THE PUPIL PREMIUM EVENT 2024:
• 2024: The National Pupil Premium Event 2024: Improving Outcomes for Disadvantaged Children:
• 2024: Socioeconomic disadvantage in education:
• 2024: Member of Evidence & Evaluation Advisory Panel: Foundations What Works Centre for Children & Families:
• 2024: Interdisciplinary Assessment College:
• 2024: Postgraduate Career Development and Robust Research: PGR Talk on advancing academic career
• 2023: UPSIGN list of 75 Notable British Pakistani Academics:
• 2023: Why schools matter? Keynote: Annual Conference British Education Studies Association:
• 2023: Member of UKRI Interdisciplinary Assessment College:
• 2023: Fellow of Academy of Social Sciences:
• 2023: His Majesty's Government Invitation on International Development White Paper Launch, Westminster:
• 2022: Editorial Board Member Educational Review:
• 2022: Top cited article in Review of Education:
• 2022: Understanding evidence for early intervention: Keynote World Education Summit 2022:
• 2022: Is school an effective intervention in early years? Keynote: EEF Research School Network National Conference:
• 2022: Impact of P4C: Can we teach non-cognitive outcomes?:
• 2021: Interviewed Ziauddin Yousafzai (Malala's father):
• 2021: Advisory Panel Member Early Intervention Foundation (EIF):
• 2021: Expert Panellist for The What Works Trial Advice Panel:
• 2020: National Centre of Science and Technology Evaluation Centre of Science and Technology Evaluation,:
• 2019: Member Grant Assessment Panel: GCRF Projects for Secondary Data Analysis:
• 2019: Understanding inequalities in education using large datasets:
• 2018 - 2022: Member Grant Assessment Panel D (Secondary Data Analysis Initiative (SDAI):

Authored book

• Making schools better for disadvantaged students
  
  Gorard, S., See, B., & Siddiqui, N. (2022). Making schools better for disadvantaged students. Routledge. https://doi.org/10.4324/9781003287353
• How can we get educators to use research evidence?
  
  Gorard, S., Griffin, N., See, B., & Siddiqui, N. (2019). How can we get educators to use research evidence? Lulu Press.
• The trials of evidence-based education.
  
  Gorard, S., See, B., & Siddiqui, N. (2017). The trials of evidence-based education. Routledge.
• Urdu Women’s Digests: Reading for Pleasure Behind ‘Walls and Veils’.
  
  Siddiqui, N. (2013). Urdu Women’s Digests: Reading for Pleasure Behind ‘Walls and Veils’. Saarbru¨cken:

Chapter in book

• Issues of Access, Diversity, and Inclusion In Contemporary Higher Education
  
  Siddiqui, N., & Boliver, V. (in press). Issues of Access, Diversity, and Inclusion In Contemporary Higher Education. In N. Siddiqui & V. Boliver (Eds.), Researching Social Inequalities in Higher Education. Routledge.
• Access to Higher Education
  
  Siddiqui, N., & Boliver, V. (2025). Access to Higher Education. In N. Siddiqui & V. Boliver (Eds.), Researching Social Inequalities in Higher Education. Routledge. https://doi.org/10.4324/9781003452430-15
• Do Supported Progression and Bursary Initiatives Improve Student Outcomes?
  
  Siddiqui, N. (2024). Do Supported Progression and Bursary Initiatives Improve Student Outcomes? In V. Boliver & N. Siddiqui (Eds.), Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion. Routledge. https://doi.org/10.4324/9781003452430-3
• What matters in early childhood education? A natural experiment assessing children’s cognitive and social-emotional learning?
  
  Siddiqui, N., Gorard, S., Dixon, P., See, B., Bulsari, S., Saeed, S., Sarfaraz, H., & Pandya, K. (2024). What matters in early childhood education? A natural experiment assessing children’s cognitive and social-emotional learning? In S. Gorard & N. Siddiqui (Eds.), An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. Routledge. https://doi.org/10.4324/9781003455066-4
• Building research capacity through a pipeline
  
  Siddiqui, N., & Gorard, S. (2024). Building research capacity through a pipeline. In S. Gorard & N. Siddiqui (Eds.), An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. Routledge. https://doi.org/10.4324/9781003455066
• Thinking bigger: The importance of an ambitious doctoral research project
  
  Siddiqui, N., & Gorard, S. (2022). Thinking bigger: The importance of an ambitious doctoral research project. In Making Your Doctoral Research Project Ambitious. Routledge.
• The implications of these studies for new researchers
  
  Gorard, S., & Siddiqui, N. (2022). The implications of these studies for new researchers. In N. Siddiqui & S. Gorard (Eds.), Making Your Doctoral Research Project Ambitious. Routledge.
• Generating research evidence in teaching practice: Can teachers lead randomised control trials in education?
  
  Siddiqui, N. (2020). Generating research evidence in teaching practice: Can teachers lead randomised control trials in education? In S. Gorard (Ed.), Getting Evidence into Education: Evaluating the Routes to Policy and Practice. Routledge.
• Why is it difficult to get evidence into use?
  
  See, B. H., & Siddiqui, N. (2020). Why is it difficult to get evidence into use? In S. Gorard (Ed.), Getting evidence into education : evaluating the routes into policy and practice. (pp. 84-99). Routledge. https://doi.org/10.4324/9780429290343
• Refining measures of poverty and their impact on student progress in England
  
  Gorard, S. a, & Siddiqui, N. (2018). Refining measures of poverty and their impact on student progress in England. In X. Bonal & C. Bellei (Eds.), Understanding school segregation (pp. 85-102). Bloomsbury.
• How can contextualised admissions widen participation?
  
  Gorard, S., Boliver, V., & Siddiqui, N. (2018). How can contextualised admissions widen participation? In M. Shah & J. McKay (Eds.), Achieving Equity and Quality in Higher Education (pp. 307-326). London: Palgrave MacMillan. https://doi.org/10.1007/978-3-319-78316-1
• How can we widen participation in higher education? The promise of contextualised admissions
  
  Boliver, V., Gorard, S., & Siddiqui, N. (2017). How can we widen participation in higher education? The promise of contextualised admissions. In R. Deem & H. Eggins (Eds.), The university as a critical institution? (pp. 95-110). Sense Publishers. https://doi.org/10.1007/978-94-6351-116-2_6

Conference Paper

• What does school mean to children?
  
  Siddiqui, N., & Gorard, S. (2023, September 12 – 2023, September 14). What does school mean to children? [Conference paper] Presented at BERA 2023, Aston University, Birmingham.
• The causes and effects of educational disadvantages: what should we do? Symposium BERA
  
  Siddiqui, N. (Discussant), Sally, R., Joplin, M., Morris, R., & Perry, T. (2021, September 13). The causes and effects of educational disadvantages: what should we do? Symposium BERA [Conference paper]. Presented at BERA 2021 (Symposium).
• Assessing Children’s Development and Cognitive Learning.
  
  Siddiqui, N. (2021). Assessing Children’s Development and Cognitive Learning [Conference paper]. Presented at Teacher Quality and School Improvement.
• Deploying virtual assessments for Early Years in Global South settings during COVID-19
  
  Siddiqui, N., Saeed, S., & Hamza, H. (2021). Deploying virtual assessments for Early Years in Global South settings during COVID-19 [Conference paper]. Presented at Comparative International Education Society (CIES).
• Understanding inequalities in education using large datasets
  
  Siddiqui, N. (2019, June 12). Understanding inequalities in education using large datasets [Conference paper].

Edited book

• Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion
  
  Boliver, V., & Siddiqui, N. (Eds.). (in press). Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion. Routledge.
• An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research
  
  Gorard, S., & Siddiqui, N. (Eds.). (2024). An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. Routledge. https://doi.org/10.4324/9781003455066
• Making Your Doctoral Research Project Ambitious: Developing Large-Scale Studies with Real-World Impact
  
  Siddiqui, N., & Gorard, S. (Eds.). (2022). Making Your Doctoral Research Project Ambitious: Developing Large-Scale Studies with Real-World Impact. Routledge. https://doi.org/10.4324/9781003201366

Journal Article

• Improving the recruitment and retention of ethnic minority teachers: What is the evidence on the best approach?
  
  See, B., Gorard, S., Gao, Y., Hitt, L., Demie, F., Tereshchenko, A., Siddiqui, N., & el Soufi, N. (in press). Improving the recruitment and retention of ethnic minority teachers: What is the evidence on the best approach? Review of Education.
• Exploring associations between active school environments and children’s physical activity, mental health and educational performance in Greater London primary schools: the Health and Activity of Pupils in the Primary Years (HAPPY) study protocol
  
  Ram, B., Gullett, N., Benkhelfa, A., Sharabiani, M. T. A., van Sluijs, E., Cunningham, M., Siddiqui, N., Hillsdon, M., Summerbell, C., Pallan, M., & Saxena, S. (2025). Exploring associations between active school environments and children’s physical activity, mental health and educational performance in Greater London primary schools: the Health and Activity of Pupils in the Primary Years (HAPPY) study protocol. BMJ Open, 15(7), Article e103463. https://doi.org/10.1136/bmjopen-2025-103463
• Does school matter for children's cognitive and non‐cognitive learning? Findings from a natural experiment in Pakistan and India
  
  Siddiqui, N., Gorard, S., Bulsari, S., See, B. H., Dixon, P., Saeed, S., Hamza, S., & Pandya, K. (2025). Does school matter for children’s cognitive and non‐cognitive learning? Findings from a natural experiment in Pakistan and India. British Educational Research Journal. Advance online publication. https://doi.org/10.1002/berj.4147
• The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence
  
  Gorard, S., Tereshchenko, A., Gao, Y., See, B., Siddiqui, N., & Demie, F. (2025). The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence. Review of Education Studies, 5(1). https://doi.org/10.71002/res.v5n1p9
• Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England
  
  Gorard, S., Siddiqui, N., See, B. H., & Gao, Y. (2025). Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England. Education Sciences, 15(1), Article 6. https://doi.org/10.3390/educsci15010006
• Why and How Secondary Vocational Schools in China Help Students Progress to Higher Education?
  
  Wan, Y., Siddiqui, N., Wei, X., & Li, Z. (2025). Why and How Secondary Vocational Schools in China Help Students Progress to Higher Education? Social Inclusion, 13, Article 9786.
• What helps to attract minority ethnic teachers in England?: Results from a national survey
  
  Gorard, S., Gao, Y., Huat See, B., Tereshchenko, A., Siddiqui, N., & Demie, F. (2025). What helps to attract minority ethnic teachers in England?: Results from a national survey. Review of Education Studies, 5(1). https://doi.org/10.71002/res.v5n1p50
• Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?
  
  See, B. H., Gorard, S., Gao, Y., Hitt, L., Siddiqui, N., Demie, F., Tereshchenko, A., & El Soufi, N. (2024). Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators? Review of Education, 12(3), Article e70005. https://doi.org/10.1002/rev3.70005
• How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence
  
  See, B., Gorard, S., Siddiqui, N., Hitt, L., el-Soufi, N., & Lu, B. (2024). How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence. Educational Research and Evaluation, 28(7-8). https://doi.org/10.1080/13803611.2023.2273540
• Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census
  
  Gorard, S., Gao, Y., Siddiqui, N., & See, B. H. (2024). Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census. International Journal of Research and Innovation in Social Science, 8(3s). https://doi.org/10.47772/IJRISS.2024.803318S
• A survey of children’s learning and non-cognitive attitudes in England and Pakistan
  
  Siddiqui, N., & Gorard, S. (2024). A survey of children’s learning and non-cognitive attitudes in England and Pakistan. Educational Review. Advance online publication. https://doi.org/10.1080/00131911.2024.2331121
• Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention
  
  Morris, R., Gorard, S., See, B., & Siddiqui, N. (2024). Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention. Oxford Review of Education, 50(4), 552-569. https://doi.org/10.1080/03054985.2023.2258779
• The more selective, the more effective? The geographical difference of the effectiveness of selective education
  
  Lu, B., & Siddiqui, N. (2024). The more selective, the more effective? The geographical difference of the effectiveness of selective education. Educational Review, 76(4), 792-810. https://doi.org/10.1080/00131911.2022.2054960
• Special issue: Gender equality and education
  
  Daniel, J., & Siddiqui, N. (2023). Special issue: Gender equality and education. Review of Education, 11(3), Article e3456. https://doi.org/10.1002/rev3.3456
• Understanding the Patterns of Hate Incidents and Reporting Attitudes at a UK University
  
  Siddiqui, N., Towl, G., Matthewson, J., & Earnshaw, M. (2023). Understanding the Patterns of Hate Incidents and Reporting Attitudes at a UK University. Qeios Open Access. Advance online publication. https://doi.org/10.32388/D3PO6I
• Is parental awareness of children's academic potential a good predictor of children's learning outcomes in Early Year's settings? Findings from two provinces in Pakistan and India
  
  Siddiqui, N., Dixon, P., & Gorard, S. (2023). Is parental awareness of children’s academic potential a good predictor of children’s learning outcomes in Early Year’s settings? Findings from two provinces in Pakistan and India. Social Sciences & Humanities Open, 8(1), 8. https://doi.org/10.1016/j.ssaho.2023.100651
• The disproportionality of ethnic minority teachers in England: trends, patterns, and problems
  
  Gorard, S., Chen, W., Tan, Y., Gazmuri, C., See, B., Tereshchenko, A., Demie, F., & Siddiqui, N. (2023). The disproportionality of ethnic minority teachers in England: trends, patterns, and problems. Routledge Open Research, 2(13). https://doi.org/10.12688/routledgeopenres.17798.1
• Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage
  
  Siddiqui, N., & Gorard, S. (2023). Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage. International Journal of Research & Method in Education, 46(2), 118-132. https://doi.org/10.1080/1743727x.2022.2094359
• Improving Attendance and Enrolment at School for Children Living in Poverty
  
  See, B. H., Gorard, S., Siddiqui, N., El Soufi, N., Hitt, L., & Lu, B. (2023). Improving Attendance and Enrolment at School for Children Living in Poverty. Nordic Journal of Systematic Reviews in Education, 1(1), 1-29.
• Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools
  
  Morris, R., See, B., Gorard, S., & Siddiqui, N. (2023). Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools. Educational Studies., 49(2), 369-387. https://doi.org/10.1080/03055698.2020.1867077
• Lessons for addressing educational disadvantage from a range of studies
  
  Gorard, S., Siddiqui, N., & See, B. H. (2023). Lessons for addressing educational disadvantage from a range of studies. Cogent Education, 10(2), 1-14. https://doi.org/10.1080/2331186X.2023.2262258
• Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children
  
  Siddiqui, N., Gorard, S., & See, B. (2022). Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children. Education Sciences, 12(5), Article 322. https://doi.org/10.3390/educsci12050322
• Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools
  
  See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2022). Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064-1096. https://doi.org/10.1080/02671522.2021.1907778
• Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?
  
  Boliver, V., Gorard, S., & Siddiqui, N. (2022). Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education? British Journal of Sociology of Education, 43(3), 349-374. https://doi.org/10.1080/01425692.2021.2017852
• A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England
  
  See, B., Morris, R., Gorard., S., Siddiqui, N., Easterbrook, M., Nieuwenhuis, M., Fox, K., Harris, P., & Banerjee, R. (2022). A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England. Educational Research and Evaluation, 27(1-2), 83-116. https://doi.org/10.1080/13803611.2021.2022317
• Assessing the impact of Pupil Premium funding on primary school segregation and attainment
  
  Gorard, S., Siddiqui, N., & See, H. (2022). Assessing the impact of Pupil Premium funding on primary school segregation and attainment. Research Papers in Education, 37(6), 992-1019. https://doi.org/10.1080/02671522.2021.1907775
• Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools
  
  Siddiqui, N., & Shaukat, S. (2021). Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools. Education Sciences, 11(7), Article 358. https://doi.org/10.3390/educsci11070358
• Using contextual data to widen access to higher education
  
  Boliver, V., Gorard, S., & Siddiqui, N. (2021). Using contextual data to widen access to higher education. Perspectives: Policy and Practice in Higher Education, 25(1), 7-13. https://doi.org/10.1080/13603108.2019.1678076
• Increasing understanding of the aspirations and expectations of Roma students
  
  Zelinsky, T., Gorard, S., & Siddiqui, N. (2021). Increasing understanding of the aspirations and expectations of Roma students. British Journal of Sociology of Education, 42(4), 588-606. https://doi.org/10.1080/01425692.2021.1872366
• A systematic review of the impact of technology-mediated parental engagement on student outcomes
  
  See, B., Gorard, S., El Soufi, B., Lu, B., Siddiqui, N., & Dong, L. (2021). A systematic review of the impact of technology-mediated parental engagement on student outcomes. Educational Research and Evaluation, 26(3-4), 150-181. https://doi.org/10.1080/13803611.2021.1924791
• The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England
  
  Gorard, S., Siddiqui, N., & See, B. (2021). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England. Research Papers in Education, 36(3), 355-379. https://doi.org/10.1080/02671522.2019.1677759
• Context and implications document for: what is the evidence on the best way to get evidence into use in education?
  
  Gorard, S., See, B., & Siddiqui, N. (2020). Context and implications document for: what is the evidence on the best way to get evidence into use in education? Review of Education, 8(2), 611-613. https://doi.org/10.1002/rev3.3199
• What is the evidence on the best way to get evidence into use in education?
  
  Gorard, S., Siddiqui, N., & See, B. (2020). What is the evidence on the best way to get evidence into use in education? Review of Education, 8(2), 570-610. https://doi.org/10.1002/rev3.3200
• Commentary on “Diving in where angels fear to tread”
  
  Gorard, S. (2020). Commentary on “Diving in where angels fear to tread”. The Psychology of Education Review (PER), 44(1), 18-21.
• Can we help improve wider school outcomes through youth social action?
  
  Gorard, S., See, B., & Siddiqui, N. (2020). Can we help improve wider school outcomes through youth social action? Impact: The Journal of the Chartered College of Teaching.
• Longitudinal Study of Socioeconomic Segregation Between Schools in the UK
  
  Martínez-Garrido, C., Siddiqui, N., & Gorard, S. (2020). Longitudinal Study of Socioeconomic Segregation Between Schools in the UK. Revista Electrónica Iberoamericana Sobre Calidad, Eficacia Y Cambio en Educación, 18(4), 123-141. https://doi.org/10.15366/reice2020.18.4.005
• Can users judge what is ‘promising’ evidence in education?
  
  Siddiqui, N., & Wardle, L. (2020). Can users judge what is ‘promising’ evidence in education? Research Intelligence : BERA Bulletin., 144, 20-21.
• What do we know about children’s access to school and learning outcomes in Pakistan? Analysis of the risk factors to children’s proficiency in literacy and numeracy assessments
  
  Siddiqui, N. (2019). What do we know about children’s access to school and learning outcomes in Pakistan? Analysis of the risk factors to children’s proficiency in literacy and numeracy assessments. Journal of International Development, 31(8), 752-763. https://doi.org/10.1002/jid.3435
• Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme
  
  Siddiqui, N., Gorard, S., & See, B. (2019). Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme. Studies in Educational Evaluation, 61, 74-82. https://doi.org/10.1016/j.stueduc.2019.03.004
• Using secondary data in education research
  
  Siddiqui, N. (2019). Using secondary data in education research. Social Research Update, Spring(68).
• Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England
  
  Siddiqui, N., Boliver, V., & Gorard, S. (2019). Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England. Social Inclusion, 7(1), 80-89. https://doi.org/10.17645/si.v7i1.1631
• How trajectories of disadvantage help explain school attainment
  
  Gorard, S., & Siddiqui, N. (2019). How trajectories of disadvantage help explain school attainment. SAGE Open, 9(1), 1-14. https://doi.org/10.1177/2158244018825171
• Let's make education fairer
  
  Gorard, S., Siddiqui, N., See, B., Boliver, V., & Wardle, L. (2019). Let’s make education fairer. Research Intelligence : BERA Bulletin., Autumn 2019(140), 12-13.
• Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths
  
  See, B. H., Morris, R., Gorard, S., & Siddiqui, N. (2019). Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils’ attainment in maths. Educational Research and Evaluation, 25(3-4), 203-224. https://doi.org/10.1080/13803611.2019.1686031
• Can programmes like Philosophy for Children help schools to look beyond academic attainment?
  
  Siddiqui, N., Gorard, S., & See, B. (2019). Can programmes like Philosophy for Children help schools to look beyond academic attainment? Educational Review, 71(2), 146-165. https://doi.org/10.1080/00131911.2017.1400948
• Grammar schools in England: a new analysis of social segregation and academic outcomes
  
  Gorard, S., & Siddiqui, N. (2018). Grammar schools in England: a new analysis of social segregation and academic outcomes. British Journal of Sociology of Education, 39(7), 909-924. https://doi.org/10.1080/01425692.2018.1443432
• There is only research: the liberating impact of just doing research
  
  Gorard, S., & Siddiqui, N. (2018). There is only research: the liberating impact of just doing research. International Journal of Multiple Research Approaches., 10(1), 328-333. https://doi.org/10.29034/ijmra.v10n1a21
• The importance of process evaluation for randomised control trials in education
  
  Siddiqui, N., Gorard, S., & See, B. (2018). The importance of process evaluation for randomised control trials in education. Educational Research, 60(3), 357-370. https://doi.org/10.1080/00131881.2018.1493349
• A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education
  
  Siddiqui, N., & Ventista, O. (2018). A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education. International Journal of Educational Research, 90, 117-132. https://doi.org/10.1016/j.ijer.2018.06.003
• Parental education as a determinant of school choice: A comparative study of school types in Pakistan
  
  Siddiqui, N. (2017). Parental education as a determinant of school choice: A comparative study of school types in Pakistan. Review of Research in Education, 99(1), 3-18. https://doi.org/10.1177/0034523717725862
• What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England
  
  Gorard, S., Siddiqui, N., & See, B. (2017). What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England. Research Papers in Education, 32(5), 626-648. https://doi.org/10.1080/02671522.2016.1225811
• Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector
  
  Siddiqui, N. (2017). Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector. Educational Studies., 43(4), 391-409. https://doi.org/10.1080/03055698.2016.1277139
• An Analysis of School-Based Contextual Indicators for Possible Use in Widening Participation
  
  Gorard, S., Siddiqui, N., & Boliver, V. (2017). An Analysis of School-Based Contextual Indicators for Possible Use in Widening Participation. Higher Education Studies, 7(2), Article 79. https://doi.org/10.5539/hes.v7n2p79
• Can explicit teaching of knowledge improve reading attainment? An evaluation of the core knowledge curriculum
  
  See, B., Gorard, S., & Siddiqui, N. (2017). Can explicit teaching of knowledge improve reading attainment? An evaluation of the core knowledge curriculum. British Educational Research Journal, 43(2), 372-393. https://doi.org/10.1002/berj.3278
• Can ‘Philosophy for Children’ improve primary school attainment?
  
  Gorard, S., Siddiqui, N., & See, B. (2017). Can ‘Philosophy for Children’ improve primary school attainment? Journal of Philosophy of Education, 51(1), 5-22. https://doi.org/10.1111/1467-9752.12227
• Comparing government and private schools in Pakistan: the way forward for universal education
  
  Siddiqui, N., & Gorard, S. (2017). Comparing government and private schools in Pakistan: the way forward for universal education. International Journal of Educational Research, 82, 159-169. https://doi.org/10.1016/j.ijer.2017.01.007
• An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers
  
  Gorard, S., Siddiqui, N., & See, B. (2016). An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers. Educational Studies., 42(1), 98-113. https://doi.org/10.1080/03055698.2016.1148587
• Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme
  
  See, B., Gorard, S., & Siddiqui, N. (2015). Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme. Studies in Educational Evaluation, 47, 83-92. https://doi.org/10.1016/j.stueduc.2015.09.003
• Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer?
  
  Boliver, V., Gorard, S., & Siddiqui, N. (2015). Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer? Education Sciences, 5(4), 306-322. https://doi.org/10.3390/educsci5040306
• How effective is a summer school for catch-up attainment in English and maths?
  
  Gorard, S., Siddiqui, N., & See, B. (2015). How effective is a summer school for catch-up attainment in English and maths? International Journal of Educational Research, 73, 1-11. https://doi.org/10.1016/j.ijer.2015.07.003
• An Evaluation of the ‘Switch-on Reading’ Literacy Catch-up Programme
  
  Gorard, S., Siddiqui, N., & See, B. (2015). An Evaluation of the ‘Switch-on Reading’ Literacy Catch-up Programme. British Educational Research Journal, 41(4), 596-612. https://doi.org/10.1002/berj.3157
• Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase
  
  Siddiqui, N., Gorard, S., & See, B. (2015). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review, 68(2), 139-154. https://doi.org/10.1080/00131911.2015.1067883
• Is a summer school programme a promising intervention in preparation for transition from primary to secondary school?
  
  Siddiqui, N., Gorard, S., & See, B. (2014). Is a summer school programme a promising intervention in preparation for transition from primary to secondary school? International Education Studies, 7(7), 125-135. https://doi.org/10.5539/ies.v7n7p125
• Women's magazines in Asian and Middle Eastern countries
  
  Siddiqui, N. (2014). Women’s magazines in Asian and Middle Eastern countries. South Asian Popular Culture, 12(1), 29-40. https://doi.org/10.1080/14746689.2014.879423
• How stable are 'school effects' assessed by a value-added technique?
  
  Gorard, S., Hordosy, R., & Siddiqui, N. (2013). How stable are ’school effects’ assessed by a value-added technique? International Education Studies, 6(1), 1-9. https://doi.org/10.5539/ies.v6n1p1
• Who reads Urdu women’s magazines and why? An investigation of the content, purpose, production and readership of Urdu women’s digests
  
  Siddiqui, N. (2012). Who reads Urdu women’s magazines and why? An investigation of the content, purpose, production and readership of Urdu women’s digests. International Journal of Media and Cultural Politics, 8(2-3), 323-334. https://doi.org/10.1386/macp.8.2-3.323_3

Newspaper/Magazine Article

• Children from poorer families do worse at school – here’s how to understand the disadvantage gap
  
  Brown, C., & Siddiqui, N. (2025, April 7). Children from poorer families do worse at school – here’s how to understand the disadvantage gap. The Conversation.
• Sats – why bringing back tests for 14-year-olds could help disadvantaged students
  
  Gorard, S., & Siddiqui, N. (2021, October 5). Sats – why bringing back tests for 14-year-olds could help disadvantaged students. The Conversation.

Other (Digital/Visual Media)

• Early Childhood Education in Pakistan
  
  Siddiqui, N. (2024). Early Childhood Education in Pakistan [Spotify: Out-of-Field Teaching Toolkit Podcast].
• Addressing geographic inequalities in UK education
  
  Siddiqui, N. (2024, July 16). Addressing geographic inequalities in UK education [Website content].
• A Comparative Study Data on Early-Years Education of Children in India and Pakistan, 2020-2021
  
  Siddiqui, N., Huo, G., Gorard, S., Dixon, P., See, B., Bulsari, S., & Pandya, K. (2023). A Comparative Study Data on Early-Years Education of Children in India and Pakistan, 2020-2021 [Dataset].
• Does School Matter? Report launch event
  
  Siddiqui, N. (2022, November 22). Does School Matter? Report launch event [You Tube].
• keynote by Ziauddin Yousafzai (Malala's father)
  
  Siddiqui, N. (2022, November 15). keynote by Ziauddin Yousafzai (Malala’s father) [You Tube].
• Why schools matter? Invited Twitter Space discussion organised by CPDI
  
  Siddiqui, N. (2022, October 10). Why schools matter? Invited Twitter Space discussion organised by CPDI [Twitter].
• The power of dialogue in classroom practice
  
  Siddiqui, N. (2022). The power of dialogue in classroom practice [Emotional Curriculum Podcast].
• Early Childhood Education, Pakistan
  
  Siddiqui, N. (2020, May 20). Early Childhood Education, Pakistan [You Tube].
• Fair access means admitting more applicants with lower grades
  
  Gorard, S., Boliver, V., & Siddiqui, N. (2019). Fair access means admitting more applicants with lower grades [Blog]. WONKHE.
• A Randomised Controlled Trial (or ‘Fair Test’): Evaluating an Educational Innovation.
  
  Gorard, S., See, B., & Siddiqui, N. (2013). A Randomised Controlled Trial (or ‘Fair Test’): Evaluating an Educational Innovation. https://doi.org/10.4135/978144627305013514714

Other (Print)

• Fifteen years of Pupil Premium policy in England
  
  Siddiqui, N., & Gorard, S. (in press). Fifteen years of Pupil Premium policy in England. In Perry & Morris (Eds.), Education Policy 2010-2024. Routledge.
• Adapting to the new normal in survey research
  
  Smruti, B., Siddiqui, N., Saeed, S., & Sarfaraz, H. (in press). Adapting to the new normal in survey research. BERA: Blog post.
• Conference Poster: Nutrition and Physical Activity Policies for Preschools in Lebanon and Qatar
  
  Rizk, R., Summerbell, C. D., Siddiqui, N., Obeid, O., & El-Obeid, T. (2022). Conference Poster: Nutrition and Physical Activity Policies for Preschools in Lebanon and Qatar.

Presentation

• Quant Hub seminar: Fifteen years of Pupil Premium policy in England. What have we learned from Pupil Parent Matched Data (PPMD)?
  
  Siddiqui, N. (2025, March 10). Quant Hub seminar: Fifteen years of Pupil Premium policy in England. What have we learned from Pupil Parent Matched Data (PPMD)? Presented at Quant Hub seminar, Oxford ,15 Norham Gardens.
• The impact of school disruption on pupils and teachers: The case of a RAAC-hit school in Northeast of England
  
  Siddiqui, N., & Gorard, S. (2024, September 9 – 2024, September 12). The impact of school disruption on pupils and teachers: The case of a RAAC-hit school in Northeast of England [Conference paper]. Presented at BERA Conference 2024, University of Manchester.
• Accessing four large-scale secondary datasets access from ONS and UKDS (National Pupil Database, Teacher Workforce Data, HESA and UCAS)
  
  Siddiqui, N. (2024, April 18). Accessing four large-scale secondary datasets access from ONS and UKDS (National Pupil Database, Teacher Workforce Data, HESA and UCAS). Presented at SafePod Network and HDR UK Scotland webinar.
• What matters in early childhood education?
  
  Siddiqui, N. (2022, October 10). What matters in early childhood education? [Poster]
• Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence
  
  Ventista, O., & Siddiqui, N. (2016, August 22 – 2016, August 26). Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence [Conference paper]. Presented at The European Conference of Educational Research (ECER) 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers., Dublin, Ireland.

Report

• Independent evaluation of the Early Years Conversation Project (EYCP): A two-armed cluster randomised waitlist-controlled trial. Evaluation Protocol
  
  Qi, X., Menzies, V., Saddiqui, N., Ismail, N., & Oughton, R. (2025). Independent evaluation of the Early Years Conversation Project (EYCP): A two-armed cluster randomised waitlist-controlled trial. Evaluation Protocol. Education Endowment Foundation.
• Independent evaluation of the Early Years Conversation Project (EYCP): A two-armed cluster randomised waitlist-controlled trial. Statistical Analysis Plan.
  
  Singh, A., Oughton, R., Qi, X., Menzies, V., Chambers, L., & Siddiqui, N. (2025). Independent evaluation of the Early Years Conversation Project (EYCP): A two-armed cluster randomised waitlist-controlled trial. Statistical Analysis Plan. Education Endowment Foundation.
• How useful is household income as a factor in explaining attainment at school in England? Assessing the Parent Pupil Matched Data (PPMD)
  
  Gorard, S., & Siddiqui, N. (2025). How useful is household income as a factor in explaining attainment at school in England? Assessing the Parent Pupil Matched Data (PPMD). Durham University.
• An evaluation of Code Club
  
  Siddiqui, N., Gorard, S., See, B. H., & Gazmuri, C. (2024). An evaluation of Code Club. Durham University Evidence Centre for Education.
• A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham
  
  Gorard, S., & Siddiqui, N. (2024). A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham. Bishop Wilkinson Catholic Education Trust.
• Independent evaluation of the Early Years Conversation Project (EYCP): A two-armed cluster randomised waitlist-controlled trial
  
  Qi, X., Menzies, V., Siddiqui, N., Ismail, N., & Oughton, R. (2023). Independent evaluation of the Early Years Conversation Project (EYCP): A two-armed cluster randomised waitlist-controlled trial. Education Endowment Foundation.
• Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India
  
  Siddiqui, N., Stephen, G., Smruti, B., Saba, S., Hamza, S., Beng Huat, S., Pauline, D., & Kiran, P. (2022). Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India. British Academy.
• Flash Marketing Evaluation Report
  
  Morris, R., Gorard, S., See, B., & Siddiqui, N. (2022). Flash Marketing Evaluation Report.
• Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India
  
  Siddiqui, N., Gorard, S., Bulsari, S., Saeed, S., Sarfaraz, H., See, B. H., Dixon, P., & Pandya, K. (2022). Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India. Durham University Evidence Centre for Education.
• Evaluation of Inclusion Matters - Northern Power: Making Engineering and Physical Sciences Research a Domain for All in the North of England: End of Programme Report
  
  Cramman, H., Gray, H., Siddiqui, N., & Tudor, J. (2021). Evaluation of Inclusion Matters - Northern Power: Making Engineering and Physical Sciences Research a Domain for All in the North of England: End of Programme Report. https://doi.org/10.15128/r1j098zb14w
• Interim project report on ECE project in India and Pakistan
  
  Siddiqui, N. (2020). Interim project report on ECE project in India and Pakistan. British Academy GCRF.
• EasyPeasy: Learning through play. Evaluation Report
  
  Robinson-Smith, L., Menzies, V., Cramman, H., Wang, Y. (Linda), Fairhurst, C., Hallett, S., Beckmann, N., Merrell, C., Torgerson, C., Stothard, S., & Siddiqui, N. (2019). EasyPeasy: Learning through play. Evaluation Report.
• Religious and Race Hate Experience Survey: Report Findings
  
  Siddiqui, N., Towl, G., Matthewson, J., Stretesky, C., & Earnshaw, M. (2019). Religious and Race Hate Experience Survey: Report Findings.
• Using contextualised admissions to widen access to higher education: a guide to the evidence base
  
  Boliver, V., Gorard, S., & Siddiqui, N. (2019). Using contextualised admissions to widen access to higher education: a guide to the evidence base. Economic and Social Research Council .
• Children's University and Youth Social Action, Evaluation Report and Executive Summary
  
  Siddiqui, N., Gorard, S., & See, B. (2017). Children’s University and Youth Social Action, Evaluation Report and Executive Summary. Education Endowment Foundation.
• Non-cognitive impacts of Philosophy for Children
  
  Siddiqui, N., Gorard, S., & See, B. (2017). Non-cognitive impacts of Philosophy for Children.
• Grammar schools in England: a new approach to analysing their intakes and outcomes
  
  Gorard, S., & Siddiqui, N. (2016). Grammar schools in England: a new approach to analysing their intakes and outcomes.
• Youth Social Action Trials: Youth United Evaluation report and executive summary
  
  Gorard, S., See, B., Siddiqui, N., Smith, E., & White, P. (2016). Youth Social Action Trials: Youth United Evaluation report and executive summary.
• Evaluation of the Curriculum Centre Word and World Reading programme.
  
  See, B., Gorard, S., & Siddiqui, N. (2015). Evaluation of the Curriculum Centre Word and World Reading programme.
• Word and World Knowledge: Curriculum Centre
  
  Gorard, S., See, B., & Siddiqui, N. (2015). Word and World Knowledge: Curriculum Centre.
• Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF
  
  Gorard, S., Siddiqui, N., & See, B. (2015). Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF.
• Evaluation of Future Foundations Summer School Programme.
  
  Siddiqui, N., Gorard, S., & See, B. (2014). Evaluation of Future Foundations Summer School Programme.
• Accelerated Reader: an aggregated trial
  
  Siddiqui, N., Gorard, S., & See, B. (2014). Accelerated Reader: an aggregated trial.
• Evaluation of Anglican Schools Partnership Enhanced Feedback Pilot.
  
  See, B., Gorard, S., & Siddiqui, N. (2014). Evaluation of Anglican Schools Partnership Enhanced Feedback Pilot.
• Process and summative evaluation of the Switch-On literacy transition programme.
  
  Gorard, S., See, B., & Siddiqui, N. (2014). Process and summative evaluation of the Switch-On literacy transition programme.
• Process and summative evaluation of the Switch-On literacy transition programme.
  
  Gorard, S., See, B., & Siddiqui, N. (2013). Process and summative evaluation of the Switch-On literacy transition programme.

Working Paper

• Evaluation of Supported Progression (SP) schemes offered by Durham University
  
  Siddiqui, N., Gorard, S., & Boliver, V. (2023). Evaluation of Supported Progression (SP) schemes offered by Durham University.
• Interim project report on ECE project in India and Pakistan
  
  Siddiqui, N., Bulsari, S., Gorard, S., Saeed, S., Saeed, S., See, B. H., Dixon, P., & Pandya, K. (2020). Interim project report on ECE project in India and Pakistan.
• Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India
  
  Siddiqui, N. (2020). Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India. DRO.
• Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India
  
  Siddiqui, N., Bulsari, S., Gorard, S., See, B. H., Dixon, P., Pandya, K., Saeed, S., & Saeed, S. (2020). Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India.
• The ‘Write Across’ Project: Evaluation Report
  
  Morris, R., See, B. H., Gorard, S., & Siddiqui, N. (2019). The ‘Write Across’ Project: Evaluation Report.
• Different kinds of disadvantage and school attainment
  
  Gorard, S., & Siddiqui, N. (2018). Different kinds of disadvantage and school attainment.
• Which are the most suitable contextual indicators for use in widening participation to HE?
  
  Gorard, S., Boliver, V., Siddiqui, N., Banerjee, P., & Morris, R. (2017). Which are the most suitable contextual indicators for use in widening participation to HE? Education working paper series.
• An analysis of contextual and other indicators of HE students for possible use in widening participation
  
  Gorard, S., Siddiqui, N., & Boliver, V. (2017). An analysis of contextual and other indicators of HE students for possible use in widening participation. Education working paper series.