This study by researchers from University College London explores the role of ability-grouping in primary school in the development of emotional and behavioural problems across the primary and secondary school years.
This report from the National Audit Office looks at schools’ financial health, and at whether the DfE has supported schools effectively to improve their financial sustainability.
In this report, Mona Gedikoglu, writing for the Education Policy Institute, sets out arguments for prioritising social and emotional learning in schools, and makes recommendations as to how this can best be done.
In this article, Simon Brownhill from the University of Bristol School of Education offers a literature based exploration of the skill of self-reflection. He explores what self-reflection is, why it is important, and how it can be practically undertaken.
This guide from the Education Endowment Foundation (EEF) provides practical guidance to support school leaders to develop, implement, and monitor an evidence-informed approach to their pupil premium strategy.
This report from the Institute for Fiscal Studies, in partnership with the Sutton Trust, evaluates universities in terms of their contributions to social mobility.
