When is it too late? What exclusions tell us about classroom disruption
A summary of some new research examining how the timing of excluding disruptive pupils affects the outcomes of peers at the same school.
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.
Exclusions and suspensions in Autumn 2025/26
Early signs for 2025/26 suggest that suspensions are continuing to fall from their 2023/24 peak
“Fair banding” schools
In collaboration with TES magazine last year, we analysed the characteristics of pupils in schools which used banding tests in their admissions processes. Here we set out our full methodology and findings.
When early promise meets socio-economic barriers: what the data say about initially high-achieving pupils from poor backgrounds
We explore how many disadvantaged children who shine in primary school go on to convert that promise into strong GCSEs, A-levels and selective university entry.
What difference will the proposed changes to Attainment 8 and Progress 8 make?
The proposed new method of calculating Attainment 8 will not affect schools' Progress 8 scores greatly but will shift the incentives to enter particular subjects
Pupil absence at the start of Autumn Term 2025
We bring you the latest insights from FFT Attendance Tracker, including overall absence and persistent absence figures for the first Autumn half-term
The inverse intervention law and education, health and care plans
Disadvantaged pupils resident in less deprived local authorities are more likely to have an EHCP than disadvantaged pupils resident in more deprived local authorities
What will be the impact of the Curriculum and Assessment Review on subject take-up at Key Stage 4?
With the publication of the Curriculum and Assessment Review imminent, we look at the extent to which schools offer different subjects at Key Stage 4, and how entry patterns have been changing in the last few years