October 2015

This document from the DfE deals with some common misconceptions about the activities which schools are required to carry out. It covers both recurring myths and new myths about changes for the 2015-16 academic year.

This statistical first release (SFR) from the DfE provides 2015 information on achievement by pupils at key stage 1 in the phonics screening check and teacher assessments.

This release from Ofqual provides information on awards in the academic year 2013-14 broken down by awarding organisation, sector subject area, qualification type, level of qualification and country.

This is the final report from The Commission on Assessment without levels which was set up by the Minister for Schools in February 2015 to support schools with developing new approaches to assessment.

This statistical First Release (SFR) from the DfE contains the latest information on children’s achievement at the end of the EYFS from 2013 to 2015.

This report from the NfER explores why the achievement gap in England between the best and worst performers is one of the widest in the OECD area.

This report from the NfER focusses on England’s high level of achievement in the PISA science and problem-solving assessments.

This report from the NfER outlines what is meant by the use of ‘Cognitive Activation’ strategies and how this is related to achievement in the PISA maths assessments.

This review commissioned by the Department for Education looks at the models and characteristics of effective inter-school collaboration and partnerships.

This report from HEFCE looks at the impact of subject choice and student characteristics on graduates’ chances of gaining an upper second or first class degree.

This review was commissioned by the Department for Business, Innovation and Skills (BIS) in order to pull together evidence about how participation in Further Education (FE) and Skills can contribute to social mobility in England.

Rand Europe were commissioned to write this report which investigates a number of key areas related to the measurement of learning gain (‘value added’) in Higher Education.