Happiness continues to decrease in 10 to 15-year-olds in the UK. The aspects that decreased significantly over a 10-year period were happiness with life as a whole, happiness with friends and happiness with school.
Just under 60 per cent of students who entered improved their grade compared with the summer.
According to the evaluation, online tutoring had “high reach”, and led to reported improvements in learners’ confidence, engagement with education and preparedness for the new school year.
This report reveals that although all year groups have struggled to reach age related expectations due to the pandemic, it is the youngest children whose learning has had the most significant drop.
This white paper aims to put employers at the heart of post-16 education and skills, giving employers a central role in the creation of almost all courses.
This report warns that the impact of disadvantaged pupils on attainment appears to be increasing, with schools with higher numbers of these students seeing exam performance drop.
This report says that given that learning loss has been large and unequal, and that grading cannot now take place with public examinations, there is a serious issue about whether the usual grades can be safely awarded in 2021.
This report assesses the extent to which Key Stage 1 pupils’ attainment in reading and maths were impacted by partial school closures during the first national Covid-19 lockdown, and particularly the effect on disadvantaged pupils.
The scope of this thematic report includes the extent of the support provided to schools and PRUs by local authorities and regional consortia during the pandemic.
Some children are to up to seven times more likely to meet particular dangers over the internet than their non-vulnerable peers.
This study focuses on safeguarding and protection practice, practitioner working and the multiagency response to the COVID-19 Pandemic
High levels of stress, depression, and anxiety were reported by parents from single adult homes and lower income families, as well as those who have children with special education needs and/or neurodevelopmental differences.
The COVID-19 pandemic, and the public health measures taken to combat it, have the potential to deliver a serious check to the impressive progress that Scotland has made towards fair access to higher education.
The impact of Covid-19 on school funding has been unprecedented, with schools having lost a significant amount of income and incurred substantial additional costs.
7.5 per cent of teachers in England are well below the international average of 35 per cent for having received professional development of incorporating technology into maths lessons.
Virtually all schools have had to spend more this year in order to operate in a ‘Covid-safe’ environment, with half of schools having to use their reserves and half unlikely to balance their budget by the end of the year.
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.
The percentage of Year 9 pupils in England performing below the low international benchmark in science has more than doubled in four years.