Centre for Mental Health

This is the CMH’s second forecast of the mental health impacts of the pandemic, Covid-19 and the nation’s mental health. This second assessment reviews international evidence and explores the impact of Covid-19 on the mental health of children and young people, on the economy, and on those hit hardest by the pandemic.

Child Poverty Action Group

The Cost of the School Day project (in partnership with Children North East) helps schools identify and reduce the financial barriers that prevent children in poverty from fully participating in school life. This research used surveys and interviews with parents, carers, and young people to understand the impact of the Covid-19 pandemic.

‍

National Foundation for Educational Research

NFER have undertaken research to see how engaged pupils are during this prolonged period of remote learning, and the factors that might be driving this, as well as how schools are providing remote learning support for pupils. The report is based on findings from a national survey of 1,233 senior leaders and 1,821 teachers in mainstream primary and secondary schools.

Education Endowment Foundation

The EEF's rapid evidence assessment examines the potential impact of school closures on the attainment gap, based on a systematic search of existing literature.

Education Endowment Foundation

This report focuses on the impact of a school improvement programme, Achievement for All (AfA), on children’s educational outcomes (such as reading) and resilience-related outcomes (for example, goals and aspirations).

Education Endowment Foundation

This evaluation explored whether using the Early Years Toolbox (EYT) apps as part of a package of professional development can influence the knowledge and practice of early years staff, what information and level of support may be needed to act on the app-based assessments and whether this intervention is ready to be implemented at scale, and therefore its impact on child outcomes tested.

Institute for Financial Studies

In this report, the IFS present survey evidence on how children are spending their time during the lockdown, with a focus on home learning activities and the home learning resources available in different families. The survey was completed online by over 4,000 parents of children aged 4–15 between Wednesday 29 April and Tuesday 12 May 2020.

Centre for Social Justice

In this paper the CSJ have conducted an analysis to identify where in the country pupils educated in alternative provision (AP) have a poor-to-zero chance of receiving a quality education. They ranked inspection ratings, GCSE results, post-16 destinations, attendance and qualified teacher rates by local education authority (LA) area.

House of Commons Committee of Public Accounts

On the basis of a report by the Comptroller and Auditor General, the Committee of Public Accounts took evidence, including from the Department for Education, about support for children with special educational needs and disabilities (SEND).

Educational Policy Institute

This EPI policy paper contains an assessment of the likely impact of Covid-19 on the outcomes of children and young people, particularly the most disadvantaged.

Education Endowment Foundation

The EEF have put together a rapid review andassessment of the evidence available on the effectiveness of remote learning,investigating methods schools can use to support remote learning.

‍

Organisation: School Dash

This research looks into the effects of physical isolation (based on travel time from each school to the nearest major employment hub) and economic deprivation on school effectiveness, based on Ofsted ratings.

Organisaton: EPI

This report undertakes a review of the evidence on the impact of teacher professional development, examining 52 randomised controlled trials evaluating teacher development programmes.

Organisation: The Centre for Social Justice

This paper looks into the major barriers faced by disadvantaged pupils in accessing higher education, and outlines recommendations to address some of these issues.

Organisation: NFER

The NFER research looks at teacher autonomy, meaning the capacity to make informed decisions and/or act independently. They used data from the UK Household Longitudinal Study and the NFER’s Teacher Voice survey.

Organisation: Ofsted

The Ofsted Annual Report looks at schools, early years, further education and skills, and children’s social care for the academic year 2018 to 2019.

Organisation: EPI

This report examines key early years policies implemented since 2006. The EPI focussed on two policies targeted at increasing qualification levels, and the expansion of childcare entitlements.

Organisation: EPI

This EPI report looks at the proportion of referrals to CAMHS that are rejected, and the waiting times to assessment and treatment for accepted referrals.

Organisation: Ofsted

This report explores why some schools that have had consistently poor Ofsted inspections are able to improve while others are not, by visiting a sample of schools and interviewing staff and governors/trustees.

Organisation: NFER

This report provides a follow-up to the T Levels Research Study report, which was published by the National Foundation for Educational Research (NFER) in June 2019. It is based on discussions that took place at NFER’s T Levels round table event, which was held in London on 8th October 2019.

Organisation: Education Support

This report explores the mental health and wellbeing of education professionals, and looks at trends over time. This is the third year of the survey, and had a sample size of 3019.

‍

Organisation: Education Selection Committee

The report follows an 18-month inquiry (launched on 18th April 2018) into the 2014 Children and Families Bill, aimed at placing children and young people at the heart of the SEND system.

Organisation: EPI

This report examines the strengths and weaknesses of the free schools programme, including whether it is successfully targeting areas in the country that are most in need of school places.

Organisation: FFT Education Datalab

Foundation Stage Profile assessments were first collected in England in 2006/07. This means that those completing Key Stage 4 in 2017/18 were the first for which assessments can be linked at Foundation Stage and Key Stages 1, 2 and 4. The FFT Datalab analysis uses value added scores based on attainment in reading/English and mathematics.

Organisation: DfE

The Teacher Workload Survey (TWS) 2019 is a large-scale survey of teachers, middle leaders, and senior leaders, conducted over a three-week period in March 2019, conducted by the Department for Education.

Organisation: Local Government and Social Care Ombudsman

This is the latest report from the Local Government and Social Care Ombudsman about the Education, Health and Care (EHC) plan process. The report looks at common problems the Ombudsman finds when investigating parents’ complaints.

Organisation: IFS

The IFS second annual report on education spending in England provides measures of spending per student in the early years, schools, further education and higher education back to the early 1990s. This comprehensive report provides analysis of a wide range of spending data at all levels.

‍

Organisation: The Careers and Enterprise Company

State of the Nation 2019 describes careers provision in England’s secondary schools and colleges at the end of the academic year 2018/19. The report draws on data that has been collected through the Compass self-assessment tool. The Compass tool assesses schools’ and colleges’ careers programmes in relation to the eight Gatsby Benchmarks for Good Career Guidance.

Organisation: UCL Institute of Education

Drawing on datasets from the OECD Teaching and Learning International Survey (TALIS), the Labour Force Survey, UK Time-Use Diaries, and Teacher Tapp, this report provides a comprehensive assessment in teachers’ working hours between 1992 and 2018.

Organisation: Parentkind

The Annual Parent Survey carried out by Parentkind gauges parental views from a large sample size of 1,500 parents (1,200 in England, 200 in Wales and 100 in Northern Ireland). This report focuses on their key findings on school funding.

Organisation: ASCL

The ‘Forgotten Third’ refers to those pupils who fall short of a grade 4 pass in English and maths at the end of Key Stage 4. The exam system currently places just over a third of students to falling below this bar every year because of a mechanism called ‘comparable outcomes’ under which the distribution of GCSE grades is determined largely by how similar cohorts have performed in the past.

Organisation: NAO

The report assesses how well pupils with SEND are being supported, following on from changes to the system under the Children and Families Act 2014. The report examined: the system for supporting pupils with SEND and the outcomes it is achieving; funding, spending, and financial sustainability; and the quality of support and experience of pupils and parents.

Organisation: DfE

This report examines how college mergers affect financial performance using an entirely quantitative approach (with some analysis on student success rates).

Organisation: DfE

The main aims of this research were to understand the evolving role of school business professionals and assess the impact (awareness and use) of certain DfE financial tools and resources available online.