//Mike Treadaway

About Mike Treadaway

Mike Treadaway is an associate research fellow at FFT Education Datalab, and was previously FFT’s director of research. A former teacher, lecturer and LA adviser, Mike has over 20 years of experience in working with education data in the context of school improvement. Since founding the FFT Data Analysis Project he has developed models for analysing pupil progress, has led the processing, matching and data analysis for the National Pupil Database, and has provided advice to the Department for Education to support the development of new school accountability indicators and analysis of national trends in school performance.

Long-term disadvantage, part six: Measuring disadvantage in the north

This is part six in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. In previous blogposts in this series we have shown that the impact of disadvantage on attainment and progress varies according to the percentage of their time in school that a pupil has been eligible for [...]

By | 2018-04-19T14:56:19+00:00 23rd February 2018|Pupil demographics, School improvement|

Long-term disadvantage, part five: What explains the gap between London and the north?

This is part five in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. We looked recently at the Progress 8 scores of long-term disadvantaged pupils – those who are eligible for free school meals (FSM) for 90% or more of their time in schools – and concluded that: [...]

By | 2018-05-02T14:37:36+00:00 23rd February 2018|Pupil demographics, School improvement|

Long-term disadvantage, part four: Our friends in the north

This is part three in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. Some of you might remember the 1996 TV series in which Christopher Ecclestone plays Nicky Hutchinson. As an impatient politician he argues that “Tomorrow is too late”. The Northern Powerhouse Partnership (NPP) has today issued [...]

By | 2018-02-19T18:37:38+00:00 1st February 2018|Pupil demographics, School funding, School improvement|

Key Stage 4 performance tables 2017: Closing the gap just got harder

Today’s Key Stage 4 statistical release from the Department for Education shows the gap between disadvantaged pupils and others to be narrowing slightly [PDF]. This is based on the DfE's gap index, which is calculated by ranking pupils according to their English and mathematics grades and then calculating an overall index. It would appear to be [...]

Provisional KS4 data 2017: Has your Progress 8 score improved?

I’m not normally inclined to say “I told you so” but, in this case, it might be justified. Back in 2015, when the Department for Education announced the scores for old style GCSEs in 2017, Dave Thomson and I did some calculations to look at 'what if' the DfE 2016 and 2017 scoring systems were applied [...]

Long-term disadvantage, part four: If Carlsberg made schools…and also designed funding formulae?

This is part four in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. At the start of the summer we showed that there are substantial differences in the attainment and progress of pupils who have been disadvantaged at some stage. The main findings of these earlier posts were [...]

By | 2017-10-23T12:43:00+00:00 8th September 2017|Pupil demographics, School funding|

Long-term disadvantage, part three: Ethnicity, EAL and long-term disadvantage

This is part three in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. The previous post touched on the relationship between ethnicity, disadvantage and KS2-to-KS4 progress. It made a simple distinction, with white British pupils in one group and all other minority ethnic pupils in another group. [...]

By | 2017-10-23T12:57:18+00:00 28th July 2017|Pupil demographics|

Long-term disadvantage, part two: How do Pipworth Primary and Sheffield Park Academy do so well for their disadvantaged pupils?

This is part two in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. The first post in this series showed how the attainment and progress of pupils varied according to how often they had been FSM-eligible – with pupils who are FSM-eligible on almost every occasion (90% [...]

By | 2017-10-23T12:57:26+00:00 27th July 2017|Pupil demographics|
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