ASPE Annual report 2024 – 2025
November 2025
## **Professor Gary Beauchamp** – Chair of ASPE
## **Dr Matthew Williamson-Dicken** – Vice Chair of ASPE
We are pleased to report on the ongoing exciting developments which have taken place within ASPE since the last AGM. This year, the executive committee have led and contributed to a wide-ranging programme of strategic development and operational reform across ASPE, concentrating on governance clarity, member value, financial stewardship and professional learning.
We initiated a role-descriptions project to make expectations, responsibilities and reporting lines for key Executive Committee posts explicit; this work supports succession planning, trustee induction and clearer delegation and will continue into the next governance cycle. To support practitioner scholarship and the translation of classroom enquiry into publishable output we strengthened the _Reaching into Research_ editorial function, clarifying the editor role to provide hands-on author support, peer-review coordination and liaison with design and digital teams to ensure issues are timely, accessible and promoted across channels. We defined a Digital Communications Manager role to lead our website, social media campaigns, email marketing and analytics so that ASPE’s publications and events reach wider and more diverse audiences and drive membership conversion from initial teacher-training providers, schools and university departments.
We began the process of constitutional development for the enhancement of our membership package by introducing graded membership levels and post-nominals (AMASPE, MASPE, FASPE). To operationalise those tiers we formed membership terms and conditions and the Fellowship nomination and appeals routes, clarified eligibility and nomination paperwork, and strengthened disciplinary and appeals processes so that conferral of Fellowship remains rigorous, transparent and evidence-based. We have also created a Code of Conduct to set clear standards for professional responsibility, behaviour and competency that apply across all grades of membership. These governance and membership reforms are intended to strengthen ASPE’s professional standing, make participation and leadership more accessible, and ensure that recognition through Fellowship is demonstrably merited and defensible.
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We recognised that effective governance requires robust information and privacy practices, so we updated our Privacy Notice and adopted a comprehensive Data Retention Policy that sets out retention periods, archival criteria and secure disposal procedures.
To reduce operational risk and improve business continuity, we modernised our digital infrastructure by moving governance documents, meeting papers and working files onto a secure cloud platform with version control, restricted access and an auditable trail. This change improves document security, facilitates distributed working across the Executive Committee and subcommittees, and ensures that key records (including minutes, financial papers and trustee decisions) are readily accessible for scrutiny and audit.
Financial stewardship has been a central and sustained focus. We developed ASPE’s Financial Strategy 2025–2031 to convert an accumulated surplus into mission-directed investment, while preserving operational resilience and regulatory compliance. The strategy acknowledges that reserves grew during and after the pandemic and that continued passive holding of those funds would be a lost opportunity. It therefore proposes a deliberate, phased drawdown of c.£393,733 over six years that is designed to unlock investment in research grants, professional learning, membership growth and a permanent scholarship endowment while retaining a minimum operating buffer equivalent to 12 months’ fixed costs. This is now being considered in depth by the Executive Committee and we are seeking professional financial support and legal support before enacting our planning. Risk assessment and mitigation are embedded throughout the Financial Strategy. We modelled conservative income scenarios and stress-tested forecasts against a range of royalty, subscription and inflation assumptions; we set out mitigations for royalty volatility including pursuing multi-year publishing agreements, and we plan proactive membership recruitment and automated renewal mechanisms to reduce attrition risk.
A major strand of the drawdown plan is the _ASPE Flourish Scholarship Foundation_ , which we have scoped as a permanent endowment trust to provide sustainable annual research scholarships across the Four Nations. This is likely to take the form of funded Doctoral study. The draft trust instrument sets capital preservation principles, trustees’ duties, investment powers and conflict-of-interest controls and proposes a five-trustee board with Executive Committee representation and an explicit aim to preserve four-nation representation. Financial modelling shows that even modest initial endowments (£50k–£100k) can support meaningful awards at prudent payout rates, and the plan envisages an initial deposit and staged top-ups so that scholarship capacity can grow
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over time without risking the corpus. Immediate next steps for ASPE receiving financial and legal advice on this plan. Following this, we anticipate legal finalisation of the trust instrument, formal registrations where required, appointment of initial trustees with staggered terms, establishment of the dedicated bank account and the earliest agreed tranche of endowment funding.
Alongside governance and finance we have prioritised member value and professional learning. We continued and expanded _ASPE Ignite_ as a regular digital professional-learning series, delivering monthly sessions that have been well received by members and that form a central membership benefit. _Ignite_ content in 2025 addressed practical and sector-relevant themes such as AI in education, coaching and mentoring, curriculum design, numeracy, literacy and wellbeing; sessions have been recorded and repurposed where appropriate to maximise reuse and value.
We also refreshed ASPE’s brand identity to reflect our evolving strategic orientation and to improve consistency across web, emails and events. This visual refresh is already applied to membership materials, event pages and our member dashboard and supports our outreach work.
Digital communciations and website report
New digital communications manager role
A new role of ‘digital communications manager’ was created and a job description drafted. Tazreen Kassim-Lowe, a member of the executive committee who had been undertaking the work to that time, was appointed to the new role.
Updates to website
The ASPE website was augmented to serve as an e-commerce platform for direct debit payments, with invoicing options for members. To make this system effective, the digital comms manager and ASPE secretary have systematically worked through the original members’ list and accommodated their needs whether that be moving them on to the website, renewing, cancelling or extending their membership.
The main updates to the website since the last AGM have included:
- Changes to the branding of the website including the ASPE logo
- An update to the member’s area of the website including 3-13 request options and the new gallery view of the learning hub where ASPE Ignite session documents and videos are posted.
- A vimeo subscription has allowed embedded videos on to the website.
- Additional plugins to enable more efficient working e.g. replication of previous resources and news posts.
- Additional subscription to newsletter options
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- Requests for Education 3-13 at sign up stage as well as space for groups to state how many individuals their institution represents.
- Latest policies have been uploaded for all (not just members)
- Funding application system is in place and works well.
## Social media and Mailchimp updates
## Platforms and posting
As part of the membership drive ASPE is now on the following social media platforms and is developing the number of followers to spread the word about ASPE:
- Facebook
- Instagram
- BlueSky
- LinkedIn
- Tik Tok (in progress)
A posting scheduling platform was trialled (zoho social) and is in the process of being upgrading to a 3-seat professional subscription for future scheduling options.
## Mailchimp
Currently we have 158 subscribers, 115 of which are members (including student members). Mailchimp can be tailored for members and nonmembers. A Mailchimp scheduling system is now up and running and a campaign sent out around once a week usually related to the ASPE Ignite sessions, _Reaching into Research_ or _Education 3-13._ This is working very well, with 99% of emails are delivered, around 43% are opened and 10% are clicked on (including links).
## Our Publications and Outputs
APSE has two main platforms: _Education 3-13_ and _Reaching into Research: Conversations from Primary Classrooms_ . Both of these are peerreviewed, but _Reaching into Research_ contains shorter research informed articles, published by ASPE as a membership benefit and only available to members on the new ASPE website. The aim of this publication is to encourage practitioners to shift from being consumers of research to contributors by providing a platform that celebrates their work. Reports for each follow.
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Executive Editor’s Report on _Education 3-13_
It is pleasing to report that _Education 3-13_ continues to grow in popularity both in terms of readership, as exemplified by numbers of downloads, and the overall number of articles submitted for review.
According to the latest report from our publisher, Routledge, the journal received over 600 submissions in 2024 (the last year for which we have full data) which came from countries around the world ranging from the ‘home base’ for the journal in the UK to nations including South Africa, Pakistan, Malaysia, Greece, Vietnam, and many others. It has been particularly pleasing to see a growth in the number of submissions from large and growing markets for the journal such as India and China. Since Routledge offer an online sales agreement with many institutions across the globe, well over three thousand Higher Education Institutions have access to the journal.
A total of 147 research articles were published in the now customary eight issues of the journal. Articles now flow very swiftly through the electronic system and the average time from acceptance to online publication is a mere 12 days. The topics covered by articles in the last year have included the usual eclectic mix that one would expect from a generalist journal like Education 3-13 and the most recent figures for the most downloaded articles show that they have focused on a wide range of topics including reading, student leadership, the impact of the Covid-19 pandemic, forest schools, primary teachers’ motivation, mentoring and coaching, and differentiated instruction using IT.
Total full-text downloads of the journal, which may incur a charge for usage (thus potentially adding to the Royalties passed on the ASPE), reached a new high in excess of 450,000, with most downloads, not surprisingly, being by UK based institutions involved in Teacher Education, but readers in many other regions of the world, such as Australasia, North America, Asia and Africa, also accessed the journal over 200,000 times.
It is particularly pleasing to note that the regular author survey carried out each year by the publisher of the journal indicated a very high level of overall satisfaction with journal processes and similar satisfaction was expressed in relation to the refereeing processes for articles.
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In addition to the ‘general’ issues of the journal published over the last year, a special issue has been published (Volume 53, Issue 7, 2025) on the topic of ‘The Future of Curriculum: Toward Child-Centred, Democratic Education’, edited by Dr Yana Manyukhina, which is particularly apposite in light of the Curriculum and Assessment Review for England, led by Professor Becky Francis, which has now been published. After agreement from the Executive Committee of ASPE, application has now been made by Dr Manyukhina for the special issue to be developed into an edited text by Routledge as part of the ongoing series of books based on articles published in Education 3-13. The most recent in this series was Forest Schools: The Research Evidence, edited by Mark Brundrett, Elizabeth Malone, and Avril Rowley, which was published earlier this year.
Our continued success over many years has created a constant challenge of having more material than we can publish and our current backlog of material is such that writers are required to for lengthy periods for publication in hard-copy. In order to address this issue the Board of the journal has continued to support a more selective approach to the items we accept for publication and the current acceptance rate is now sixteen percent. The Board has also set as a key target the aim of enhancing the citation rate of Education 3-13 and it is hoped that this increased selectivity will also bear fruit in this area.
None of the above noted success would have been possible without the continued commitment of the editorial team of the journal which, in addition to the Executive Editor, includes Dr Paul Adams of the University of Strathclyde, Dr Elizabeth Malone of Manchester Metropolitan University, and Dr Peter Wood of Liverpool University (all of whom are Editors), and Professor Dominic Wyse, Professor Helen Bradbury, and Dr Yana Manyukhina, of the Helen Hamlyn Centre for Pedagogy at University College London (who are Supervising Editors for special issues of the journal). Thanks also go to Emma Fitzgerald who continues to be the journal administrator. It is important to also stress our debt to the dedicated team at our publisher, Routledge, and to the members of the Board of the journal, as well as to the Executive Committee of ASPE.
Reaching into Research
Our _Reaching into Research (RiR)_ articles are one of our ASPE member benefits, alongside exclusive access to our wide range of events and podcasts for professional development. Since the last AGM, issues 4 and 5 of _RiR_ have been completed and published online. We are in the process of working on issue 6 for the latter end of 2025.
Over the last year there has been a wider group of practitioners who have contributed to the journal. It is important to ASPE to ensure that
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representation is evident from all the four nations of the UK. In addition, we are also striving to embed ASPE principles by working closely with early career researchers to publish in _RiR_ . Hence, the December 2025 issue will be a special issue focusing on small scale research completed by primary school teachers in their first year of teaching.
For the future, we would like to do more special issues focusing on one topic or a particular group of practitioners in addition to raising our international profile by encouraging research in collaboration with primary schools around the world.
Funded projects
A very positive development since the last AGM has been the interest in our funded research projects across the UK.
The application process was streamlined last year and moved online as part of the new website. This has been very successful and all bids are reviewed by the Executive committee throughout the year, using the following criteria:
- Timeliness of project;
- Viability of successful completion;
- Quality of partnership (if applicable);
- Appropriateness of methods quality of analysis;
- Potential impact on pupils’ learning and development;
- Potential impact of teachers’ development of research skills
- Value for money;
- Contribution to the study of primary education.
One member of the executive committee is allocated as link to each project to ensure clear communication and support. In addition, each project reports back on progress to every executive committee meeting. The expectation is that successful projects will submit a paper to _Education 3-13_ , _RiR_ and contribute to ASPE events, such as seminars and conferences.
The executive committee are currently working on tightening application, monitoring and payments systems to ensure accountability.
Short reports of new funded projects this year:
## **Augmented Reality in the Primary School**
**Project Lead:** Dr Stavros Nikou
**Lead Organisation:** Strathclyde Institute of Education, University of Strathclyde, Glasgow
## **School partners:**
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Holy Cross Primary School
St Patrick's Primary School
St Helen’s Primary School
St Michael’s Primary School
## **Progress Update**
- Data collection completed
- Data analysis complete
- Plan for Project Lead to present at SERA conference in November
- The Project team are writing a journal article to submit to _Education 3-13_
- Teachers and project lead have written an article for _Reaching Into Research_
## **"Dyslexia and Wobbly Wellbeing: A Scoping Study" - Final Report Summary**
Dr Helen Ross, Dr Peter Wood and Dr Elizabeth Malone
"Dyslexia and Wobbly Wellbeing: A Scoping Study" explores the relationship between literacy challenges faced by young primary school students, particularly those with dyslexia, and their overall wellbeing. Conducted in Burdon Grove Primary School in the Southwest of England, this research explores young people’s self-perception, experiences of literacy in the , and school policies that impact their wellbeing.
The study reveals that literacy-related anxiety, particularly around spelling, is a significant source of stress for young learners at Burson Grove Primary School. Learners in this study struggled with feelings of inadequacy, which negatively affects their self-concept and emotional wellbeing. Writing was also identified as a source of anxiety, with poor performance often linked to a negative outlook.
Furthermore, the research underscores the importance of adaptive teaching approaches and flexible learning spaces, such as outdoor areas, in fostering a positive educational environment. Students valued opportunities to learn in spaces outside traditional classrooms, which helped alleviate stress and build confidence. This was supported by the use of tools like affirmation and regulation stations within classrooms.
Despite the challenges of identifying dyslexia early due to limited resources, the study highlights the importance of early intervention and adaptive teaching, which were found to boost both academic performance
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and emotional wellbeing. The project’s findings suggest that a holistic approach to literacy difficulties and wellbeing is essential in supporting students’ long-term academic and personal development. The project also highlights the importance of further work, in a wider range of settings to gain deeper insight into connections between young people’s experience of literacy in school, whether they have literacy-specific challenges or otherwise, and the links between these experiences and students’ wellbeing more broadly.
Future projects and events:
The Executive Committee regularly review new proposal and we will update you each year in the annual report. We will be organising seminars based on previously funded projects in the coming year and these will be free to members.
Expanding membership
Last year we lowered membership rates to acknowledge the challenging times we live in. A key focus on the coming year will be a major recruitment drive now that our new website is live, which allows a streamlined joining and payment system. We hope that all members of ASPE will share this link: https://aspe.org.uk/become-a-member-of-aspe/ to revitalise our membership.
Finance report
We have increased revenue this year with income just under £95.000 made up almost entirely of the royalties from _Education 3-13_ , against outgoings while outgoings have shown a drop of 15% against last at just under £45,000 which is made up chiefly of payments for 3-13 and the Bulletins.
Work has begun (outlined above) on looking at how ASPE’s increasing profits can be best harnessed to meet the charities objectives, a focus for future developments.
Full financial statements are included with this report.
Conclusion
We remain committed to enhancing existing activities and involving ASPE members from around the UK. This remains an exciting time for ASPE and, as last year, we continue to evolve to meet new challenges and opportunities. We look forward to working with you and new members to take our work forward for the benefit of all those involved in primary education.
Gary and Matt.
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|INCOME|SubscriptionsInterestRoyalties Go Cardless|EXPENDITURE|Committee TravelAdministration ServicesWebsite costsEquipment purchases Reaching into Research3Research ProjectsInsuranceCommittee MeetingsConference Costs 2024/25Profit for the Year-13 Publication & Bulletins- Informa UK|ASSOCIATION FOR THE STUDY OF PRIMARY EDUCATION|91,376.1626,665.362,514.232,393.801,673.601,467.001,350.003,865.054,454.471,899.69|INCOME AND EXPENDITURE ACCOUNTFOR THE YEAR ENDED 31 JULY 2025£|380.00194.77449.060.00|2025|94,465.1644,218.0350,247.13|£|82,712.0231,542.432,345.732,038.361,452.402,909.012,113.209,036.303,047.00|£|600.00437.810.000.000.00|2024|85,657.7552,576.5133,081.24|£|
|CURRENT ASSETS|Cash at Bank Reserve Account Current Account|CURRENT LIABILITIES|Royalties in AdvanceSubscriptions in AdvanceREPRESENTED BY:Accumulated Fund as at 1 Aug 2024Profit for the Year|-|ASSOCIATION FOR THE STUDY OF PRIMARY EDUCATION|233,723.8216,667.00|BALANCE SHEET AS AT 31 JULY 2025£|250.00351.77|2025|233,973.82216,955.05166,707.92216,955.0517,018.7750,247.13|£|183,504.9216,667.00|£|250.00380.00|2024|183,754.92166,707.92133,626.68166,707.9217,047.0033,081.24|£|
|Balance as per Bank StatementAdd: Outstanding LodgementsLess: Unpresented chequesBalance as per cashbook|BANK RECONCILIATION STATEMENT AS AT 31 JULY 2025£|0.000.00|233,723.82233,723.82|£|0.000.00|
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CHARITY COMMISSION
FOR ENGLAND AND WALES
•••
Independent examiner's
report on the accounts
Section A
Independent Examiner's Report
Report to the trusteesl
members of
Association for the Study of Primary Education
On accounts for the year
ended
31st July 2024
Charity no
(if any)
1091491
Set out on pages
I report to the trustees on my examination of the accounts of the above
charity ("the Trust") for the year ended
Responsibilities and As the charity trustees of the Trust, you are responsible for the preparation
basis of report of the accounts in accordance with the requirements of the Charities Act
2011 ("the Act").
I report in respect of my examination of the Trust's accounts carried out
under section 145 of the 2011 Act and in carrying out my examination, I
have followed the applicable Directions given by the Charity Commission
under section 145(5)(b) of the Act.
I have completed my examination. I confirm that no material matters have
come to my attention (other than that disclosed below ') in connection with
the examination which gives me cause to believe that in, any material
respect:
accounting records were not kept in accordan with section 130 of
the Act or
the accounts do not accord with the accounting records
I have no concerns and have come across no other matters in connection
with the examination to which attention should be drawn in order to enable a
proper understanding of the accounts to be reached.
Pleas
delete the words in the brackets if they do not apply.
Independent
examiner's statement
Signed:
Date:
Name:
Relevant professional
qualification(s) or body
(if any):
Address:
71 G-fo.J AJ
IER
October 2018