This report contains findings from 2 recent research projects carried out by associates in the Dfe’s analytics pool; one explores what constitutes a high-quality workforce in Alternative Provision and the other compares international requirements to become a teacher.
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 research report from the Fraser Allen Institute, funded by the Nuffield Foundation, presents new evidence about the impact of composite classes on pupils’ attainment.
This report by Professor David Phoenix for the Higher Education Policy Institute proposes an English version of a US higher education social mobility index to recognises institutions’ success in boosting social mobility.
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 review carried out by the Nous Group on behalf of the Office for Students examines whether recent regulatory changes in higher education have succeeded in widening access and participation of underrepresented groups.
This report from the DfE presents the NFER’s evaluation of the Government’s recent Tailored Support Programme which aimed to increase teacher recruitment and retention.
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 Institute for Fiscal Studies (the Deaton Review) explores the potential effects of the COVID-19 pandemic on inequalities in the UK.
This report from the Education Policy Institute presents a provisional methodology for new measures to monitor the 16-19 disadvantage attainment gap through time
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.
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.
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 from the Anna Freud Centre presents findings from a survey of young people about what they want to learn about mental health, whom they would turn to for support, and what mental health topics they want to discuss.
