School Workforce in England
This DfE publication provides the latest information on the composition of the school workforce employed in state-funded schools in England. Amongst other data, it shows that male classroom teachers get paid £900 more per year, on average, than their female counterparts across all grades.
Children and Young People’s Writing During the COVID-19 Lockdown in 2020
This National Literacy Trust report outlines findings relating to children and young people’s writing in 2020, in addition to findings from a survey of children and young people’s writing during the COVID-19 lockdown.
Our Plan for Further Education
This report by the Edge Foundation shows a well-established correlation between the impact of the skills system and the level of economic growth achieved in local communities
Great Teaching Toolkit: Evidence Review
As teachers, what areas of professional development should we focus on to have the most impact on our learners? This report by Cambridge International and Evidence Based Education aims to help teachers identify the areas they can work on in their own professional development that will have the most impact on their learners’ outcomes.
Impact Of School Closures On The Attainment Gap
The attainment gap between disadvantaged pupils and their peers could increase by up 75% because of lockdown, according to a report by the Education Endowment Foundation (EEF) research charity.
COVID-19 and Inequalities
Britain risks entrenching deep class, ethnic, gender, educational, generational and geographical divides unless the government acts to tackle inequality, according to this report by the Institute for Fiscal Studies.
Parent Carers’ Experiences Of Lockdown
The Government has shown during the coronavirus pandemic that it can introduce radical changes in a matter of days. This survey by the Disabled Children’s Partnership of over 4,000 parents of disabled children shows the battle that many parents of disabled children face on a daily basis. Despite the best efforts of many professionals, families are being left to cope alone.
Covid-19 And Early Intervention. Understanding The Impact, Preparing For Recovery
This report by the Early Intervention Foundation and Action for Children highlights the impact of the Covid-19 pandemic and lockdown on local services for children and families, based on the experiences of service leaders and head teachers, and explores their responses to both the immediate challenges and the major challenges on the horizon, as the country moves towards recovery.
Internalising Symptoms and Working Memory As Predictors Of Mathematical Attainment Trajectories Across The Primary–Secondary Education Transition
Children of parents with a degree are almost a year of schooling ahead in maths by the age 11 , according to research from Sussex University