Sector: Education






Teacher Labour Market in Wales

The recruitment, development and retention of teachers and school leaders is a crucial underpinning for a successful education system. Ensuring there are sufficient numbers of high-quality teachers employed in schools is necessary for the school system to deliver a high-quality education for all children and young people, particularly as the Curriculum for Wales is being introduced.   NFER’s annual Teacher Labour Market in Wales report aims to analyse the state of the Welsh teacher labour market by measuring the key indicators and trends of teacher recruitment and retention. This is the first of three annual reports funded by the Nuffield Foundation,...


Date Published: 28th July 2020
Report Author/s: ,
Organisation/s : ,




Schoolwork in lockdown: new evidence on the epidemic of educational poverty

The closure of schools, and their only-partial re-opening, constitute a potential threat to the educational development of a generation of children. Since only a few among key workers’ children have been at school during the pandemic, it is important for policy-makers to understand how much mitigating schoolwork has been taking place in homes across the country. This report uses new, high-quality data undertaken one month into lockdown, to try to answer that question, and to examine how much support was being given.   It finds that the average amount of schoolwork being done at home, according to parents and family members, has...


Date Published: 16th June 2020
Report Author/s:
Organisation/s : ,




Impact of school closures on the attainment gap

Education Endowment Foundation (2020) Impact of school closures on the attainment gap: Rapid Evidence Assessment, London: Education Endowment Foundation.   This rapid evidence assessment aimed to examine the potential impact of school closures on the attainment gap, based on a systematic search of existing literature. Eleven studies were identified that provided quantitative evidence about the impact of school closures on attainment gaps. A subset of nine studies provided comparable estimates that could be synthesised.   Although the search included school closures with a range of causes (including due to adverse weather, hurricanes, teacher industrial action and pandemics) the final group of robust estimates...


Date Published: 2nd June 2020
Report Author/s: , , ,
Organisation/s :




Supporting Vulnerable Young People through Covid-19

The Covid-19 pandemic has pushed the education and youth sector into uncharted territory.   Head teachers and MAT leaders across the country are working with incredible determination and devotion, rising to the challenge of serving their pupils and communities at this most challenging of times. Already, we have seen colleagues open food banks in their schools, create detailed contact plans to support children in the weeks ahead and helping families negotiate with housing services and landlords.   A lot of discussion has centred around online learning, with schools hatching plans to ensure that learning carries on at home in the months ahead. A...


Date Published: 3rd April 2020
Report Author/s:
Organisation/s : ,




Balancing the Risks of Pupils Returning to Schools

As we move into a phase of continuously reviewing decisions to keep schools open or shut, we need to recognise there are risks from having schools open and risks from having schools shut. In open schools, the risks to pupils themselves from COVID-19 are very low, though there are risks to school staff, parents/carers and the wider community.   Closing schools causes loss of learning and deterioration in children’s mental and physical health, for example. Keeping schools shut increases inequalities, in both children’s education achievement and their long-term prospects. The goal of “levelling up” therefore needs schools to be open....


Date Published: 24th July 2020
Report Author/s:
Organisation/s : ,




The Annual Bullying Survey 2019

This year, we are celebrating our seventh annual edition of this crucial body of evidence; documenting the true extent and nature of bullying behaviours from the real and often unheard voices of the young people who experience it.   Our research continues to influence policy and innovation within the anti- bullying sector; whilst empowering educators and various other stakeholders to make more informed decisions in the prevention of bullying.   We continue to utilise this vital research in our own work; powering the development of innovative new support interventions, ultimately aiding our mission to combat bullying.   As always, 50% of the report benchmarks bullying...


Date Published: 11th November 2019
Report Author/s:
Organisation/s :




Character Education Framework Guidance

This guidance is for school leaders and teachers considering the rationale for character education and personal development, and the practicalities of provision and delivery.   The guidance will support schools as they consider:
  • the 2019 Ofsted inspection framework
  • the social, moral, cultural and spiritual development of pupils
  • preparations for the introduction of ‘Relationships education’ and ‘Health education’ in primary schools, and ‘Relationships, sex and health education’ in secondary schools
  The guidance provides schools with 6 benchmarking questions to support reflection and the self-evaluation of current provision.


Date Published: 5th November 2019
Report Author/s:
Organisation/s :




Department for Education Departmental Overview

This overview summarises the work of the Department for Education including what it does, how much it spends, recent and major developments, and what to look out for across its main areas.   This Departmental Overview is designed to provide a quick and accessible overview of the Department and its performance over the last year. The report focuses on the Department’s responsibilities and how it spends its money, key developments in its areas of work and findings from our recent reports.


Date Published: 28th October 2019
Report Author/s:
Organisation/s : ,




Special Educational Needs and Disabilities. First Report of Session 2019-20

In 2014, Parliament legislated with the intention of transforming the educational experiences of children and young people with special educational needs and disabilities. The reforms were ambitious: the Children and Families Bill sought to place young people at the heart of the system. However, as we set out in this report, that ambition remains to be realised. Let down by failures of implementation, the 2014 reforms have resulted in confusion and at times unlawful practice, bureaucratic nightmares, buckpassing and a lack of accountability, strained resources and adversarial experiences, and ultimately dashed the hopes of many.   The reforms were the...


Date Published: 23rd October 2019
Report Author/s:
Organisation/s :




Free schools in England: 2019 report

Free schools are new, state-funded schools that are independent of local authorities. They were one of the flagship education reforms introduced by the 2010 Coalition Government, based on a similar concept in Sweden and charter schools in the United States and Canada.   The first free schools opened in September 2011 and they now number over 500, and are in every region in England. In September 2019, the prime minister confirmed a renewed commitment to the free schools programme, with a further 220 set to open over the coming years.   In November 2017 the Education Policy Institute published its first...


Date Published: 17th October 2019
Report Author/s: , ,
Organisation/s :




Next Page »