November 2021

This guide from the Education Endowment Foundation (EEF) provides practical guidance to support school leaders to develop, implement, and monitor an evidence-informed approach to their pupil premium strategy.

This research brief from the DfE explores a cohort of young people’s experiences and perceptions of CIAG, looking at how it varies across demographic and socioeconomic characteristics.

In this article, Simon Brownhill from the University of Bristol School of Education offers a literature based exploration of the skill of self-reflection. He explores what self-reflection is, why it is important, and how it can be practically undertaken.

This report presents the Education Policy Institute and Renaissance Learning’s 5th assessment of the learning loss experienced by pupils in England because of COVID-19.

This report from the Chartered College of Teaching presents findings from a research project which captured the views and experiences of teachers on different approaches to distance learning.

In this report, Mona Gedikoglu, writing for the Education Policy Institute, sets out arguments for prioritising social and emotional learning in schools, and makes recommendations as to how this can best be done.

This latest report from the DfE explores the associations between the amounts, types, and quality of ECEC that children received between the age of 2 and the start of school, and child development at Key Stage 1.

This report from the Centre for Education and Youth explores a range of opportunities for expanding the provision of non-formal learning for children and young people.

This report from the Sutton Trust explores the extent to which the FE sector, and FE Colleges in particular, have been successful in leading to well-paid employment, and facilitating progression to HE. It also explores the role which FE plays in social mobility.

This report from the Education Policy Institute summarises the most recent evidence about lost learning, based on Renaissance Learning Star Assessments.