research | Schools Week

Julie McCulloch to join EPI as new chief executive

ASCL policy chief ‘hugely privileged’ to take over as leader of think tank

Catch Up® Early Years research project has a positive impact on younger learners in Literacy and Numeracy.

Catch Up® has recently concluded a 3-year Early Years research project. The project sought to develop and trial Early Years specific Catch Up® Literacy and Catch Up® Numeracy resources and guidance to provide school staff with effective, evidence-based intervention support appropriate for Reception age children (older 5-year-olds), along with support resources for their families.

How can we map the way to educational equity?

Loic Menzies looks at how we should define a fair education system, and how we might achieve one …

Boosting reading in secondary schools: 6 Ofsted report findings

Watchdog says tips from top schools will help others improve reading for struggling pupils and inform its own inspections

A research-informed approach is increasingly critical to helping students thrive

How can a research-informed programme like English Mastery support student attainment and teacher workload?

Salary top-ups for new teachers boost retention rates by 23%

Findings show bonuses can help fix staff shortages, researchers say, but one in five teachers still leave in some subjects

Most schools not making best use of technology, DfE study finds

Research finds fewer than one in ten schools are ‘digitally mature’

Study to track Covid’s long-term impact on pupils’ life chances

A new study will track Covid’s long-term impact on the life chances of thousands of year 11 pupils. The £4.6 million Covid social mobility and opportunities (COSMO) study will look at the pandemic’s long-term consequences for 12,000 participants’ education, careers and wellbeing. Researchers at the Sutton Trust think tank and University College London plan to […]

Don’t shy away from seeking science specialists, urges new report

Advertising for general science teachers is no more effective than seeking those with subject-specific qualifications, according to new research. Analysis by SchoolDash of teaching job adverts found roles for specialist positions were less likely to be re-advertised than for those general positions, contradicting a “common assumption that specialist positions are harder to fill”. The results […]