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The Education Policy Institute (EPI) has published its Annual Report on access to child and adolescent mental health services (CAMHS). The study examines access to specialist services, waiting times for treatment, and provision for the most vulnerable children in England.…
By Whitney Crenna-Jennings and Jo Hutchinson
Key findings The average teacher in a mainstream school is happier, more satisfied with life, and finds life more worthwhile than the average graduate, though both have similar levels of anxiety. Secondary teachers report lower levels of happiness, life satisfaction…
By James Zuccollo and Education Policy Institute
The Education Policy Institute (EPI), funded by the Nuffield Foundation, has carried out an analysis of the manifesto education plans of the five main parties – the Conservative, Labour, Liberal Democrat, Green and Brexit parties. EPI researchers have assessed each…
By Jon Andrews, Emily Hunt, and Education Policy Institute
High quality education is consistently a public priority in opinion polls. The quality of education is also a key driver of productivity and economic success, as well as social mobility and inclusion. It is to be welcomed that all of…
By Jon Andrews, Emily Hunt, and Education Policy Institute
Our research has found that around 40 per cent of the disadvantage gap at age 16 is already evident by age 5, with disadvantaged children being, on average, over 4 months behind their more affluent peers. For more vulnerable children…
By Jon Andrews, Emily Hunt, and Education Policy Institute
The school system in England is underpinned by a system of accountability in which schools are compared through performance tables and Ofsted inspections. By international standards, England’s system is defined as one of high autonomy, with high accountability (OECD, 2015).…
By Jon Andrews, Emily Hunt, and Education Policy Institute
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While school funding has increased, so have the costs faced by schools, with schools reporting increasing financial pressures. As such, school funding has been an important issue, resonating not just with schools but parents and the electorate more widely. During…
By Jon Andrews, Emily Hunt, and Education Policy Institute
Teacher quality is widely accepted to be one of the most important factors in determining pupil attainment, particularly for disadvantaged pupils. An adequate supply of effective teachers is central to ensuring high educational standards, but England is currently experiencing teacher…
By Jon Andrews, Emily Hunt, and Education Policy Institute
While the school attended explains a relatively small proportion of the variation in pupil outcomes it still matters. The difference in outcomes between the highest and lowest performing schools on the government’s key measure of performance is equivalent to around…
By Emily Hunt, Jon Andrews, and Education Policy Institute
After the age of 16, young people in England must select from a variety of routes intended to develop the right skills and knowledge to prepare them for the world of work or for higher education. The provision of a…
By Emily Hunt, Jon Andrews, and Education Policy Institute
Poor outcomes for young people impose economic and social costs not just on students but wider society. Skills shortages hamper UK competitiveness, productivity and wage growth. [1] There is a particular challenge with basic literacy and numeracy skills among young…
By Jon Andrews, Emily Hunt, and Education Policy Institute
The number of referrals to specialist children’s mental health services has increased by 26 per cent over the last five years. But rejection rates remain high: as many as one in four children referred to specialist mental health services were rejected…
By Emily Hunt, Jon Andrews, and Education Policy Institute
