NFER is a leading independent provider of rigorous research and insights in education, working to create an excellent education for all children and young people. We are a not-for-profit organisation and our robust and innovative research, assessments and other services are widely known and used by key decision-makers. Any surplus generated is reinvested in projects to support our charitable purpose.
A new report published today by the National Foundation for Educational Research (@TheNFER), on the on-going impact of Covid-19 on schools serving predominantly deprived populations, shows how schools are adapting their curriculum to help pupils’ learning recovery. It also finds that pupils moving between Early Years, Reception and Year 1 are less emotionally and academically ready to make the transition, compared to previous years, and that many pupils moving from primary to secondary school are emotionally underprepared.
Today (14 July) the National Foundation for Educational Research publishes a report based on interviews with school leaders about the pandemic’s impact on the mental health of children and young people.
New findings from ASK Research, supported by the National Foundation for Educational Research (NFER), suggest the impact of Covid-19 has left pupils with Education, Health and Care Plans (EHCPs) attending special schools and colleges, around four months behind in academic development and five months behind with their wider development.
@TheNFER have launched a new report: Putting Apprenticeships to Work for Young People which finds that the apprenticeship system in England requires urgent action to ensure disadvantaged young people interested in apprenticeships - and whose prospects have already been impacted by Covid - do not suffer a second educational blow, according to a new report by NFER.
New @TheNFER research looks at reading policy in the Republic of Ireland to explain high performance in PISA
New research "Using PISA 2018 to inform policy: Learning from the Republic of Ireland" by the National Foundation for Educational Research (@TheNFER) suggests that good links with the community, a stable policy environment and greater autonomy for schools, are some of the factors which contribute towards Republic of Ireland pupils having higher reading scores than UK countries.
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