Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
Teacher professional development is complex, and to date, there has been little research about how abilities prior to initial teacher training (ITT) influence early classroom practice. In this report, we draw on our experience of our Future Teaching Scholars programme in England to address this gap. Our analysis summarises a four-year study looking at the ability of assessment centres to predict teacher training candidates’ success in their later teaching practice.
What are the barriers to employment for young people who are not in education, employment or training (NEET) or who have experience of care? What works best to support them? In partnership with the Employment Related Services Association (ERSA), our latest report draws conclusions from a survey of practitioners and young people to understand the barriers they face, what services are offered, and what is considered to work best in helping NEET young people – and especially care leavers – to progress into work.
A child’s early years – between birth and age five – are fundamental to their development, laying a foundation for future learning, skills and behaviours. Early years educational provision is therefore hugely important, and play is at the heart of effective provision. Supporting play in early years settings is crucial: it improves children’s cognitive, physical, social, and emotional wellbeing and helps them to learn about the world and themselves, laying the groundwork for their future learning and development potential. In this commentary, we consider not only the importance of play, but what this means for early years practitioners and how these practitioners can best be supported through effective professional development.
Small-to-medium enterprises (SMEs) are key to making apprenticeships more accessible, especially for disadvantaged young people, but many such companies continue to face barriers to offering these opportunities. Existing research has identified many such barriers, but geographical factors have not previously been considered. In our first working paper, we examine how geography impacts SMEs’ likelihood of offering apprenticeships, with a view to informing effective solutions that will result in more equitable apprenticeship opportunities across the UK.
The National Careers Service supports thousands of people each year, providing advice and guidance to help our customers make informed decisions about careers, courses and work.
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and – in some countries – an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.
Effective careers advice is impossible without good quality labour market information. Careers professionals and advisers, the people whose job it is to offer and support careers advice in the community or in schools, are key to success. Vital to their work is access and familiarity with a robust and sophisticated body of intelligence about the labour market.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.
This report distils down what others can learn from three decades of England’s approach to school performance data.
This study investigates the experience of an unusually interesting group of government-funded primary and secondary schools in England.
This report showcases nine research studies conducted by two CfBT Schools Trust academies: St Mark's Church of England Academy and Oxford Spires Academy.
As the debate about the nature and generation of education evidence becomes centre stage globally this report leads the way. Twelve teacher-led randomised controlled trials and other styles of experimental research demonstrate the potential of serving teachers to carry out research that applies scientific method with rigour. The teachers planned, conducted, analysed and wrote up their research, which they have presented in a conference poster format.