What genetics can (and can’t) tell us about educational inequality
Recent research allows us to ask new questions about how children differ in their educational development and what this does – and does not - mean for schools.
The state of play for MATs in 2026
According to the schools white paper, all schools will eventually be part of a trust. We look at the current situation.
The transition from primary to secondary for pupils with special educational needs (SEN)
We look at how identification of SEN changes from Year 6 to Year 7, and the types of school that pupils move into.
Using administrative data to study initial post-16 destinations
Some thoughts about the advantages and disadvantages of using administrative data from the National Pupil Database to calculate rates of young people not in education, employment and training (NEET).
10 key findings about the outcomes of initially high-achieving children from disadvantaged backgrounds
This post brings together some of the “greatest hits” from across the project, highlighting a selection of the findings that stood out most over the course of the research.
How will qualification entry patterns change as a result of changes to Attainment 8?
Expect an increase in entries in creative subjects and fewer entries in geography, history and triple science
Exclusions and suspensions in Autumn 2025/26
Early signs for 2025/26 suggest that suspensions are continuing to fall from their 2023/24 peak
Outcomes for pupils with low reading attainment at Key Stage 2
Low attainment in Key Stage 2 reading tests does not necessarily lead to poor outcomes at secondary school, but it does increase the chances of poor outcomes.
The education and labour market outcomes of England’s gifted and talented children
This post outlines the findings from a new paper looking at England's former Gifted and Talented programme. Who was identified as gifted and talented, and what difference did it make to their education and later life?