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The Department for Education last week released its annual snapshot of the state of the teaching workforce in England and it is sober reading for the incoming government. Last year's statistics showed the recruitment and retention boost of the pandemic…
By James Zuccollo
The Department for Education routinely uses the statistic: “90% of schools are now rated Good or Outstanding, up from 68% in 2010” This claim is, perhaps unsurprisingly, true. We expect such government lines to be factually accurate, after all there…
By Education Policy Institute
Executive summary Suspensions, or temporary removals from school, form part of an array of sanctions used to manage pupil behaviour . In this research note, we investigate the link between suspensions in primary school and Key Stage 2 (KS2)…
By Whitney Crenna-Jennings and Education Policy Institute
This report brings together findings from our interactive benchmarking tool, which compares the performance of individual academy trusts, local authorities, federations and dioceses across four key performance indicators, along with results from our Decisions in Education in England (DEEP) survey…
By Jon Andrews and Education Policy Institute
The extent to which young people are, or should be, prepared for the “world of work” continues to be debated amongst education policy-makers and commentators. Both major political parties have made commitments to improve skills and work preparedness: Labour has…
By Education Policy Institute
Schools in England continue to face a number of challenges when it comes to funding, despite significant increases in recent years. Rising energy prices, inflation, growing calls on the high needs budget, and increasing staff costs have already squeezed school…
By Education Policy Institute
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This report is the first to use EPI’s new school funding model, which replicates the Department for Education’s own national funding formula (NFF) and allows us to analyse the impact of potential funding policy decisions on individual schools and areas…
By Education Policy Institute
This report examines the prevalence of school moves, including managed moves, their impact on pupils, and the protocols that local authorities have in place to govern them. Key findings: Thousands of secondary pupils experience a school transfer which does not…
By Whitney Crenna-Jennings and Jo Hutchinson
This fourth and final report in a series produced by EPI and Renaissance builds on recent analysis from EPI and Renaissance measuring learning loss during the pandemic and outcomes for disadvantaged pupils. Our previous reports showed that learning loss as…
By Jon Andrews
In this report, we examine the relationship between the number of suspensions, or temporary removals from school, in secondary school and outcomes for pupils in England. We studied a cohort of 585,827 pupils who were registered in a state school…
By Whitney Crenna-Jennings and Education Policy Institute
This analysis is the second in a series of reports produced by the Education Policy Institute, working in partnership with Renaissance. The purpose of this research programme is to ensure that schools and policy makers have access to robust data…
By Jon Andrews
This new report produced by EPI and Renaissance includes analysis based on outcomes for pupils in years 3 to 9, drawn from over six million assessments in Renaissance’s Star Reading and Star Maths from 2017/18 to 2022/23. Building on previous…
By Jon Andrews
