What is persistent absence measuring (and does it need to change)?
Why looking at the number of spells of absence alongside rates of absence helps to identify those who are most likely to remain persistently absent
The relationship between Progress 8 and inspection outcomes
Both inspection outcomes and Progress 8 scores are imperfect proxies of school quality. We examine how strongly they are related.
Could there be demand for more post-16 maths?
We examine how many young people enter qualifications in maths post-16
What happens to permanently excluded pupils?
We examine the destinations of pupils who experience permanent exclusion
Previously outstanding secondary schools
104 previously outstanding secondary schools were re-inspected last year- and just 25% kept their outstanding rating.
The relationship between schools’ Progress 8 scores and the number of qualifications their pupils enter
Progress 8 scores are positively correlated with the average number of entries in GCSEs and other approved qualifications. We dig into the relationship in more detail.
The relationship between month of birth, exclusions and identification of special educational needs
Pupils born in the summer are more likely to be identified as having special educational needs and disadabilities but are also (slightly) less likely to be excluded or suspended.
The incidence of special educational needs since the introduction of the new Code of Practice
We look at how identification of SEN has changed since the introduction of the new SEN code of practice in September 2014
The rate at which pupils left the state-funded mainstream school sector fell during the pandemic (but not among pupils with EHC plans)
We investigate the rate at which pupils have been leaving the state-funded education system