The Teacher Labour Market In England: Shortages, Subject Expertise And Incentives
This report by the Education Policy Institute (EPI) assesses the state of the teacher labour market in England. It considers the latest trends in the profession, and examines the latest figures on how highly-qualified teachers vary across different subjects, areas in the country, and at different levels of school deprivation.
What Impact Does Accountability Have On Curriculum, Standards and Engagement In Education?
In the UK, as in many other countries, schools are held accountable for their ability to provide high quality education that leads to strong educational outcomes. This NFER literature review identifies and evaluates research evidence on the impact of different types of accountability systems. The review demonstrates that there are pros and cons in all accountability systems, including those in high performing countries.
Teaching, Pedagogy And Practice In Early Years Childcare
This report by the Early Intervention Foundation explores the impact of early years childcare and education on children’s outcomes. It focuses particularly on children at risk of falling behind their peers, in terms of key developmental milestones, at an early age.
2018 Annual Report on Education Spending in England
This annual report by the Institute for Fiscal Studies 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. Among the findings this year, the report shows that funding for 16- to 18-year-olds and for general further education has been cut much more sharply than funding for schools, pre-school or higher education.
Preparing for the Digital Competence Framework (DCF)
This Estyn report focuses on how schools are beginning to ensure that pupils develop their digital competence as set out in Successful Futures. The report identifies examples of innovative and interesting practice in how schools are preparing for the digital competence framework (DCF).
Annual Teachers Survey: Teachers’ Awareness And Perceptions Of Ofsted
This Ofsted research sought to provide Ofsted with robust and timely evidence from classroom teachers to explore their perceptions of Ofsted, help improve the way Ofsted communicates with teachers and measure the understanding of Ofsted's myth busting campaign.
An Initial Assessment Of The 2-Year-Old Free Childcare Entitlement: Drivers Of Take-Up And Impact On Early Years Outcomes
This report by the Early Intervention Foundation has found that extending government-funded childcare to two-year olds has failed to narrow the attainment gap between the poorest children and their richer peers. It also found that the two-year-old offer delivered only "modest" improvement in educational outcomes for children from disadvantaged backgrounds.
Structural Elements Of Quality Early Years Provision: A Review Of The Evidence
This EPI report brings together key sources related to structural quality in early years provision, focusing on the so-called ‘iron triangle’: workforce training and professional development, child-to-staff ratios and group size. Overall, the report found that structural elements have an impact on children’s outcomes across several domains, both socio-emotional as well as cognitive.
Religious Education At Key Stage 2 And Key Stage 3
This Estyn report covers standards in religious education at key stage 2 and key stage 3, and participation and engagement in learning. It also considers the factors that affect standards, including curriculum planning, teaching, assessment, leadership and improving quality.
Sensor-Based IoET To Facilitate Learning For Children In Rural Thailand
The use of Internet of Things devices in the classroom can have major educational benefits and appeal to both genders if designed and used in the right way, according to new research carried out by the University of Kent.