In July 2012, representative stratified samples of public primary schools, head teachers, teachers and pupils were surveyed in the six Nigerian states where the DFID/UKaid-funded Education Sector Support Programme in Nigeria works. This report presents the findings with respect to ESSPIN outputs, outcomes and impact, in pilot schools, roll-out schools and control schools. Early indications are that ESSPINsupported schools are associated with significantly more competent teachers, more effective school development planning, better functioning School Based Management Committees which reflect women and children’s concerns, and (to a degree, in accordance with the ESSPIN theory of change) pupil learning outcomes. The origin of these differences requires analysis of a follow-up Composite Survey in 2014. Head teacher effectiveness and school inclusiveness may require more intensive or adjusted interventions, going forwards. This Technical Report describes the intended and achieved samples, the statistical tests and instruments used, the key data and findings, and next steps for the ESSPIN programme in view of the results and lessons learnt.