One of the most consistent findings from the Parent Voice Project has been that most parents are positive about their children’s schools. A year on from our first survey, that remains true. Two-thirds of parents rate the education their child receives as high quality. However, Parents from lower socioeconomic groups are less positive across almost … Continue reading Parent Voice Project 2026
Category: General
A crisis of disengagement:listening to, and learning from, teachers on school attendance
School attendance has improved since the height of the post-pandemic crisis, but recovery remains slow and very uneven. Overall absence and persistent absence rates are significantly above pre-pandemic levels, and severe absence continues to rise. Pupils from disadvantaged backgrounds remain far more likely than their peers to be both persistently and severely absent. This report … Continue reading A crisis of disengagement:listening to, and learning from, teachers on school attendance
GCSE and A level results
Two papers from the Education Policy Institute provide analysis of this year's results. Some of the findings are: For Level 2 (link to report): Geographic disparities persist - it was still the case that pupils in the South East and in particular London outperform pupils elsewhere; Girls outperform boys – but the gap continues to … Continue reading GCSE and A level results
Young people and work: interim report
In December 2025 Alan Milburn launched his investigation into the causes of record unemployment and inactivity among 16 to 24 year olds, and on 13 July 2026 he published an interim report. In his Foreword he notes "The NEET rate has barely crept below 10% in 25 years. What should have been treated as an … Continue reading Young people and work: interim report
Exploring the use of classroom removal and how it varies by school-level disadvantage
This Education Policy Institute analysis finds that many pupils spend substantial amounts of time moving in and out of the mainstream classroom. In the 2024/25 academic year alone, 94,400 pupils missed the equivalent of more than one week of school due to suspensions and a further 9,906 pupils were permanently excluded. Alongside these formal exclusionary … Continue reading Exploring the use of classroom removal and how it varies by school-level disadvantage
A Conceptual Foundation for the Development of a Lifelong Learning Measurement Framework
This OECD report proposes a conceptual framework for measuring lifelong learning aimed at improving policy design and evaluation. Lifelong learning is understood as learning across the life course and diverse contexts. The report identifies key limitations in current data systems, including narrow age coverage, lack of longitudinal tracking, overemphasis on labour-market outcomes, and insufficient measurement … Continue reading A Conceptual Foundation for the Development of a Lifelong Learning Measurement Framework
Burnham unveils technical education plan to tackle Neet crisis
The proposed reforms would see all school pupils offered technical subjects from the age of 14 and local leaders given a greater role in connecting education with employment. The plans are part of the government's efforts to support the one million young people who are not in education, employment or training (Neet). You can read … Continue reading Burnham unveils technical education plan to tackle Neet crisis
The Education Policy Institute Annual Report
The Education Policy Institute (EPI) Annual Report considers the attainment of vulnerable groups at the ages of 5, 11, 16 and in 16-19 education. The report analyses attainment gaps based on economic disadvantage, gender, ethnicity, English as an additional language (EAL), Special educational needs and disabilities (SEND) and geography. Key findings include: Any post-pandemic recovery … Continue reading The Education Policy Institute Annual Report
The problem of SEND “magnet schools”
It comes as no surprise to read the conclusion of a new NFER report that highlights the issue that schools that proved good SEND support tend to become magnets as parents chose to send their children there. The report also finds that this is reinforced by variation in school practices, with some schools less willing … Continue reading The problem of SEND “magnet schools”
Key changes introduced in Working together to safeguard children 2026
This Department for Education (DfE) Statutory guidance on multi-agency working to help, support and protect children. sets out what organisations and agencies who have functions relating to children must and should do to help, protect and promote the welfare of all children and young people under the age of 18, including unborn children, in England. … Continue reading Key changes introduced in Working together to safeguard children 2026
Fair School Admissions Hub
The Sutton Trust has been looking at the issue of school admissions for almost 20 years. They have repeatedly found evidence that England’s top comprehensive schools are, in practice, often highly socially selective. That needs to change. Find out more about their research in this area, why this issue matters, and what they're doing to … Continue reading Fair School Admissions Hub
Foundation for Education Development (FED) survey
The FED is dedicated to the belief that long-term strategic education planning is vital to the success of countries and their people. Over the past six years, they have consulted with thousands of stakeholders across the education system. You can take part in their survey here.
The Pearson School & College Report 2026
The fifth annual Pearson School & College Report: Foundations for the future. It brings together thousands of voices from across education to build a clear, independent picture of what learning looks like in the UK today. The report is available on their website, here.
High-attaining maths pupils make more progress when grouped by attainment
Research by the Education Endowment Foundation and UCL finds that secondary school pupils with high prior attainment in maths (who have previously received high marks in the subject) make slower progress in mixed-attainment maths classes. The EEF recommends that maths teachers in mixed-attainment classes work to stretch high-attaining pupils, and that schools with sets in … Continue reading High-attaining maths pupils make more progress when grouped by attainment
NAHT survey finds half of school leaders have areas out of use or unfit for purpose
A poll has revealed school buildings blighted by leaking roofs and windows, damp, mould, asbestos, ageing boilers and fire doors, and even MDF holding up walls. The findings were highlighted in a survey by school leaders’ union NAHT ahead of its annual conference in Belfast. It found 51% of its members taking part in England … Continue reading NAHT survey finds half of school leaders have areas out of use or unfit for purpose