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.
This report from the Education Policy Institute summarises the most recent evidence about lost learning, based on Renaissance Learning Star Assessments.
This report from the Education Endowment Foundation sets out key evidence-based principles for the design and delivery of teachers’ professional development
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 Social Mobility Commission presents research which was designed to increase the engagement of disadvantaged young people with digital careers platforms.
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 Lifelong Education Commission explores how the barriers to adult learning can be removed, what future investment is needed to support this.
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 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.
