JobsPlus: what are we learning from Year 2 of the pilot?

JobsPlus: early outcomes from a place-based pilot

Understanding what works: lessons from JobsPlus partnerships, Amy Fox, Institute for Employment Studies , Aug 2026

Webinar recording & slides: JobsPlus Year 2 findings: translating place-based employment support, Amy Fox, Rakhee Patel, Naomi Clayton, Institute for Employment Studies, Jun 2026

Evaluation of the JobsPlus Pilot, Amy Fox, Rakhee Patel, Kyla Ellis, Kate Alexander, Joseph Cook, Harry Fox, Olivia Garner, Dan Mason, Jade Talbot, Institute for Employment Studies, Jun 2026

Infographic: Evaluation of the JobsPlus Pilot, Rakhee Patel, Amy Fox, Institute for Employment Studies, Jun 2026

Adult numeracy randomised controlled trials: Contextualised approach, Becci Newton, Seemanti Ghosh, Susie Bamford, Nick Litsardopoulos, Amy Fox, Kyla Ellis, Olivia Garner, Department for Education / Government Social Research, Jun 2026

Webinar recording & slides: JobsPlus interim evaluation findings, Rakhee Patel, Naomi Clayton, Amy Fox, Nov 2025

Infographics: JobsPlus pilot implementation and process evaluation, Rakhee Patel, Amy Fox, Institute for Employment Studies , Oct 2025

JobsPlus pilot implementation and process evaluation, Amy Fox, Billy Campbell, Kyla Ellis, Rakhee Patel, Institute for Employment Studies , Sep 2025

Webber, C., Patel, H., Cunningham, A., Fox, A., Vousden, J., Castles, A. and Shapiro, L., (2023). An experimental comparison of additional training in phoneme awareness, letter‐sound knowledge and decoding for struggling beginner readers. British Journal of Educational Psychology, p.e12641.,

Boldrini, G., Fox, A. C., & Savage, R. S. (2023). Flexible phonics: a complementary ‘next generation’ approach for teaching early reading. Literacy, 57(1), 72-86.,

Hulme, R.C., Webber, C.E., Fox, A.C., Ricketts, J., National Family Learning Forum, Shapiro, L.R., & Taylor, J.S.H. (2022). Do family learning phonics courses improve parents’ reading‐related skills and ability to support their children’s reading? Journal of Research in Reading, 45(3), 258-276.,

Carroll, J.M. & Fox, A.C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7, 2056,

Einav, S., Robinson, E. J., & Fox, A. (2013). Take it as read: origins of trust in knowledge gained from print. Journal of Experimental Child Psychology, 114, 262-274,

Robinson, E.J., Einav, S., & Fox, A. (2013). Reading to learn: Pre-readers’ and early readers’ trust in text as a source of knowledge. Developmental Psychology, 49(3), 505-513,

Higgs S., Williamson A.C., (maiden name) & Attwood, A. (2008). Recall of recent lunch and its effect on subsequent snack intake. Physiology & Behavior, 94, 454-462.,

Higgs S., Williamson A.C., Rotshtein S., & Humphreys, G.W. (2008). Sensory specific satiety is intact in amnesics who eat multiple meals. Psychological Science, 19, 623-628,

Williamson, A. C. (2007). A case study of Manchester. In Lutz, J. et al. Baseline and growth study of creative industries in Birmingham: Centre for Urban and Regional Studies, The University of Birmingham, prepared for Birmingham City Council.

JobsPlus Learning in Action Day

JobsPlus, 11 June 2026