Five things to look out for on results day for A-Levels, T-Levels and other Level 3 qualifications
Results are out on Thursday. As always, we’ll be posting commentary on the day, but here are some things we'll be looking out for.
What became of the “failing” schools of the early 2000s?
We take a trip back in time to catch up with secondary schools that were persistently low attaining at the turn of the century, under the previous Labour government
The current state of play for MATs
According to government figures, there were just 203 academies open in 2010, when a Labour government was last in power. The latest data shows that there are now over 10,000, amounting to 50% of all open schools.
The rise and rise of Education, Health and Care Plans
The rate at which pupils are obtaining EHC plans has been growing at a faster rate in recent years, particularly among older (secondary-age) pupils
Caution when interpreting value added scores in languages at Key Stage 4
We recommend some changes to the languages value added measure published in secondary school performance tables to reflect the languages entered by pupils
When might children with neurodisability conditions benefit from extra support in primary school?
Children with neurodisabilities make up 3.8% of the primary school population in England, but their educational outcomes are understudied. This post looks at what the data tells us about where more support is needed.
What topics emerge from 60,000 school inspection reports?
We use computational research methods to shed some light on the content of school inspection reports.
School outcomes of “bright” 5-year-olds from poor backgrounds
New research suggests that during primary school “bright” 5-year-olds from poor backgrounds keep pace academically with their equally bright but rich peers. But gaps open up in secondary school.
The disadvantage gap in absence rates around the Year 6 into 7 transition point
Disadvantaged pupils see their absence rates increase by more than their non-disadvantaged peers on transition from Year 6 to Year 7. We use Attendance Tracker data to investigate why.