This report from the Education Policy Institute (EPI) provides an overview of current trends in Design and Technology, looking at student take up and teacher recruitment.
This report from researchers at the Institute of Education evaluates a new approach to teaching grammar and writing called Englicious and explores whether the grammar requirements of the National curriculum enhance pupils’ writing skills.
This is the government’s response to the report by the Commission on Race and Ethnic Disparities, sometimes known as the Sewell report, which was published in March 2021.
This report from the House of Commons Education Committee provides an overview of the impact of the pandemic on pupils’ learning and calls on the government to re-focus its catch-up efforts.
This government White Paper sets out a vision for every child in England to receive a world-class education founded on literacy and numeracy and outlines the ways in which it intends to achieve this.
This paper in the British Journal of Social Education takes a fresh look at the roles of parental social class and cultural capital in inequalities in outcomes at GCSE.
This report from the Sutton Trust gives a comprehensive picture of how well recent policy initiatives are being implemented on the ground and of how things can be further improved.
The latest in a series, this report from Ofsted explores the literature relating to the field of PE to identify factors which can contribute to high-quality school PE curricula, assessment, pedagogy, and systems.
This report presents findings from the December 2021 wave of the School and College Panel which provides rapid feedback via a survey to the DfE on topical educational issues.
The SEND Review report outlines the challenges faced by children and young people with SEND and proposes actions to deliver a system which consistently meets their needs
This report from the National Foundation for Education Research (NfER) presents an overview of the current teacher labour market in England. It also looks at the impact of the pandemic on teachers’ working lives.
This report from the National Foundation for Educational Research analyses general trends in the data across several studies investigating the impact of COVID-19 on educational attainment in England from March 2020 onwards.
