Staff Wellbeing & Covid-19
This report found that nearly half (46%) of employees report their work-life balance as poor or very poor. However, only about a quarter (26%) of leadership believe that their staff are suffering from a poor work-life balance.
Trends in International Mathematics and Science Study (TIMSS) 2019: National Report for England
The percentage of Year 9 pupils in England performing below the low international benchmark in science has more than doubled in four years.
Making Progress? Employment and Retention of BAME Teachers in England
This report has highlighted the impact of inequalities that matter for teachers from different ethnic groups and subject backgrounds. At the national level, only 16% of schools employ over 20% of their teachers from minority ethnic groups.
Future-Ready Skills Commission – a Blueprint for a Future-Ready Skills System
This report by the Future-Ready Skills Commission contains nine policy recommendations designed to build an adult skills and training system better able to meet the needs of local economies, and future challenges and opportunities in the workplace.
The Science Technician Workforce in English Secondary Schools
This report finds that the number of science technicians and the amount of support they provide for secondary school science departments has fallen steadily since 2011/12.
A Brighter Future: the Impact of the DofE on Young People’s Mental Health and Wellbeing
The main findings of the research show that as a result of doing their DofE, which is undertaken by 14 to 24-year-olds, participants feel more confident in overcoming difficult situations, more independent and that life is more worthwhile.
Student-Level Equalities Analyses for GCSE and A Level
6,300 GCSE entries, most of them from private schools, may have received “disproportionately overestimated grades”, according to Ofqual.
International Early Learning and Child Well-Being Study (IELS): National Report for England
This report looks at factors affecting the development of five-year-old children in England. The analysis shows us where there are development gaps, and identifies which groups of children may need additional support.