Senior Research Fellow
Tom Richmond spent 15 years in the world of education across different roles. He began his career teaching A-level Psychology at one of the country’s leading state schools, having gained a BSc in Psychology from the University of Birmingham and an MSc in Child Development from the Institute of Education in London. After three years in teaching, he moved into politics to work on policy development and research across the education, skills and welfare sector. This included roles at think tanks such as Policy Exchange and the Social Market Foundation, Pearson, G4S, a leading professional body and also spending a short time working for an MP. He subsequently spent two years as an advisor to ministers at the Department for Education, first under Michael Gove and then Nicky Morgan, where he helped them to design and deliver new policies as well as improve existing ones. After leaving the Department for Education, he spent two years back in teaching at a Sixth Form College in London. At the beginning of 2018, he returned to Westminster as a policy consultant at the Reform think tank and has now joined Policy Exchange to continue his work on education and skills projects.
Policy Exchange is delighted to announce the appointment of a new Education and Skills team, which will continue our agenda-setting work in this key area of domestic policy.
An investigation into T-levels and the wider vocational system
Apprenticeships programme needs stronger focus on quality, says Policy Exchange. New report urges the government to put in place a high level quality target alongside its existing commitment to create 3 million new Apprenticeship starts by 2020 The Apprenticeships programme will not deliver its full potential unless a greater focus is placed on improving the quality of all Apprenticeships, according to a new report, which concludes the government has focused […]
This report looks at the skills system in England in order to understand the problems which beset it and to offer recommendations for reform. It offers a critique of the 2006 Leitch review, which is seen as the major driving force behind recent Government policy on skills.
Our report debunks the Government's claims about the performance and take-up of science subjects at every level – GCSE, A Level and degree. Instead, misleading figures and lowered standards were found to behind many of the apparent ‘improvements’, with the result that British businesses now face a critical skills shortage.
The purpose of this report is to investigate the extent to which literacy, numeracy and science have improved since 1997 with a particular focus on SATs at age 7, 11 and 14.