Jon Andrews is Head of Analysis and Director for School System and Performance at EPI. He has published a wide range of studies including: ‘The performance of multi-academy trusts and local authorities’, ‘School revenue balances in England’, ‘Access to special schools in England’, and ‘Grammar schools and social mobility’. He worked in the Department for Education from 2003 to 2016 as a statistician.
Jon Andrews
Researches how inequalities emerge in the early years and what policy can do about them.
Director for School System and Performance & Head of Analysis
About Jon
Recent Publications
Level 2 Results Day 2026
Introduction Today thousands of young people in England are receiving their results in GCSEs and level 1 and 2 technical qualifications. As ever we will be publishing an initial analysis of the results that we will be adding to through…
By Jon Andrews
Persistent disadvantage – further analysis for Teach First
Pupils experiencing persistent disadvantage consistently demonstrate some of the lowest educational outcomes in the system - falling, on average, nearly two years of learning behind their peers by the time they sit their GCSEs. Yet identifying and targeting this group…
By Jon Andrews
Exploring multi-academy trust approaches to artificial intelligence
Artificial intelligence is already embedded across many of the tools used by educators and pupils, supporting lesson planning, resource creation, and the tailoring of learning materials to individual needs. It is also increasingly used to draft and update statutory forms…
By Lily Wielar and Jon Andrews
So Long, London – An analysis of London primary pupil movements
By the end of the decade there are expected to be 400,000 fewer pupils at schools in England than there are today, and the number of pupils in primary schools has already fallen by 150,000 since 2019. This is largely…
By Jon Andrews and Lily Wielar
Level 2 Results Day 2025
Today, thousands of young people in England are receiving their results in GCSEs and level 1 and 2 technical awards. As ever, we will be publishing analysis of results through the day. For further background to today’s results, please see…
By Jon Andrews and Education Policy Institute
GCSEs 2025 – context and key trends ahead of results day
This is the tenth year in which the Education Policy Institute has published analysis and commentary on the day young people in England receive their GCSE and level 1/2 technical award results. Those years have seen a wide range of…
By Jon Andrews
Reforming Accountability
A new paper published by the Education Policy Institute sheds light on the flaws of the current accountability system and calls for a fairer and more holistic approach to measuring school effectiveness. The paper highlights that: • Current performance measures…
By Jon Andrews
Tackling the persistent disadvantage gap-A new approach to deprivation funding
A new report by Education Policy Institute (EPI) sets out a fresh approach to school funding that would target greater support towards persistently disadvantaged pupils. This group, who have been eligible for free school meals for 80 per cent or…
By Jon Andrews and Education Policy Institute
Analysis: GCSE Results Day 2024
Headline results are similar to last year The qualifications regulator Ofqual had said in advance that it expected results to be broadly similar to last year and that’s what we have seen in today’s results. This stability follows two years…
By Jon Andrews and Education Policy Institute