Our 2025 Annual Report is now live — Read the full report
Research lead
Director for School System and Performance & Head of Analysis
67 results
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
School groups are a key feature of the school system in England and understanding what makes them effective is critical for delivering system-wide improvement. Beginning in 2021, EPI carried out a programme of work examining the characteristics of effective school…
By Joni Kelly
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
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
Disadvantaged students are, on average, one-fifth of a grade behind in English and one-eighth of a grade behind in maths when resitting GCSEs, according to research from the Education Policy Institute (EPI). Introduced in 2014, the resit requirement aims to…
By Robbie Maris and David Robinson
The new report by the Education Policy Institute (EPI) , funded by HMC (The Head’s Conference), examines the workings, challenges and perceived benefits of partnerships between independent and state schools in England. The analysis specifically focuses on the working of…
By Education Policy Institute
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This new report published by the Education Policy Institute and funded by the Law Family Educational Trust examines the outcomes and progression of students attending secondary schools in the Laurus Trust. The report focuses on outcomes for students attending…
By Sam Tuckett
Responding to the announcement of ending single headline Ofsted grades for schools, Jon Andrews, Head of Analysis and Director of School Performance at Education Policy Institute (EPI) said: “ The end of one-word judgements is a positive first step in…
By 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
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
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
