April 2021

This report from the Commission on Race and Ethnic Disparities (the Sewell Review) looks at differences between ethnic groups and the reasons for them. The summary focusses on early years and schools.

This report from the Institute for Fiscal Studies (the Deaton Review) explores the potential effects of the COVID-19 pandemic on inequalities in the UK.

This is the latest of NFER’s annual series of Teacher Labour Market reports monitors the progress which the English school system is making towards meeting the teacher supply challenge.

This report by Jo Hutchinson for the Education Policy Institute assesses whether children with similar needs are identified as having SEND regardless of locality, school, school type and pupil characteristic.

This report from the University of Oxford and the Bell Foundation is the latest in a series investigating the relationships between English as an Additional Language (EAL), Proficiency in English (PIE) and educational achievement at school.

This research report from the Fraser Allen Institute, funded by the Nuffield Foundation, presents new evidence about the impact of composite classes on pupils’ attainment.

In this report, Dr Ioanna Bakopoulou and her team from the University of Bristol School of Education present research findings on the impact of the pandemic on early years transition.

This report from the DfE and the Institute for Fiscal Studies looks at whether some groups enjoy greater earnings returns to undergraduate degrees than others.

In this report, Rachael Hewitt from the Higher Education Policy Institute brings together a collection of comment pieces exploring issues around university admissions, of which 2 have been selected for this summary.

This report by the National Network for the Education of Care Leavers (NNECL) was commissioned by the Office for Students (OfS) in October 2020 to explore the support currently available for those who had been in care and to consider the feasibility of a more consistent offer.