A new report by the Education Policy Institute (@EduPolicyInst), funded by the Nuffield Foundation (@NuffieldFound), finds that the four UK nations have begun to adopt increasingly different approaches to education policy after twenty years of devolution.  

Giving teachers an entitlement to training and development would boost pupil attainment and may stem exodus from the profession, new study shows @EduPolicyInst Major study shows providing teachers with an entitlement to high-quality continuing professional development (CPD) would boost pupil attainment by two-thirds of a GCSE grade and increase future earnings. Overall a £4bn programme delivering high quality CPD could generate a net societal benefit of £61bn – provided the policy is rolled-out effectively at a national level. Offering a CPD entitlement of 35 hours a year to teachers could also boost retention, resulting in up to 12,000 extra teachers remaining in the profession each year. Teachers in England currently participate in little CPD by international standards – 43 hours a year compared to the OECD average of 62 hours. Many programmes fail to meet government quality standards – just 11% did in a recent pilot. The government should deliver on its pledge to put teacher development at the heart of its forthcoming education recovery programme, and continue to consider policies which improve the quantity and quality of teacher CPD.   Providing teachers with a right to high-quality training and development would boost pupil attainment and earnings, and may tackle retention problems in the profession, a major cost-benefit analysis study from the Education Policy Institute (EPI) commissioned by Wellcome has shown.

Nurseries, pre-schools, and other early years settings have been heavily reliant on the government’s Coronavirus Job Retention scheme during the height of the winter lockdown, a new report from the Education Policy Institute (@EduPolicyInst) and the National Day Nurseries Association (@NDNAtalk) finds.

A landmark study from the Education Policy Institute (@EduPolicyInst), funded by the Nuffield Foundation (@NuffieldFound), finds that there are “deeply concerning” inconsistencies in how children with special educational needs and disabilities (#SEND) in England are identified and supported.

For the first time, new exploratory research published today by the Education Policy Institute, and funded by the Nuffield foundation, measures the disadvantage gap – the gap in attainment between poorer pupils and their peers – in 16-19 education.