Browse by original document publication date

Cracks in our Foundations - Centre for Social Justice

This report from the Centre for Social Justice sets out a series of recommendations to create an education system which allows all children to secure the foundational skills they need to thrive.

EPRS 22/23 52

Finding the Optimum: the Science Subject Report - Ofsted

The science subject report from Ofsted evaluates the strengths and weaknesses of science in the schools inspected and makes a series of recommendations.

EPRS 22/23 51

Reading Skills, Outcomes, and Interventions: A Review of the Evidence - Education Policy Institute

This report from the Education Policy Institute examines the evidence on the effect of reading on children and young people’s long term educational, occupational, and health outcomes and explores the existing evidence on interventions.

EPRS 22/23 69

Research Review Series: Art and Design - Ofsted

The latest in Ofsted’s research review series, outlining key elements of a strong art and design curriculum.

EPRS 22/23 61

School and College Panel – November 2022 - DfE

This report carried out by IFF Research for the DfE presents findings from the November 2022 wave of the School and College Panel which collects the views of teachers and school leaders on a range of issues in education.

EPRS 22/23 67

State of the Nation 2022: Children and Young People’s Wellbeing - DfE

This report from the DfE brings together a range of evidence on children and young people’s wellbeing (aged 5-24) over the past year.

EPRS 22/23 58

The Core Content Framework and the ‘New Science’ of Educational Research - Oxford Review of Education

This report by J. Hordern and C. Brooks in the Oxford Review of Education argues that the research underpinning the ITT Core Content Framework (CCF) is based on an overly narrow approach to educational knowledge.

EPRS 22/23 62

Where do we go from here? Quality assurance in English Higher Education - Higher Education Policy Institute

This report from the Higher Education Policy Institute (HEPI) asks how quality assurance can be maintained in higher education following the departure of the Quality Assurance Agency (QAA).

EPRS 22/23 56