  Physics in schools is distinctly different from, and struggles to capture the
excitement of, university research-level work. Initiatives where students
engage in independent research linked to cutting-edge physics within their
school over several months might help mitigate this, potentially facilitating
the uptake of science in higher education. However, how such initiatives are
best supported remains unclear and understudied. This paper evaluates a
provision framework, `Physics Research in School Environments' (PRiSE), using
survey data from participating 14-18 year-old students and their teachers to
understand their experience of the programme. The results show that PRiSE
appears to provide much more positive experiences than typical university
outreach initiatives due to the nature of the opportunities afforded over
several months, which schools would not be able to provide without external
input. The intensive support offered is deemed necessary, with all elements
appearing equally important. Based on additional feedback from independent
researchers and engagement professionals, we also suggest the framework could
be adopted at other institutions and applied to their own areas of scientific
research, something which has already started to occur.
