Articles from National Foundation for Educational Research (NFER)

School leaders highlight how curriculum has been adapted to support pupils in Covid-19 learning recovery

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.

The devastating impact poverty can have on mental wellbeing and learning

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.

Recovering from Covid-19: What Special Schools and Colleges Need Now

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.

Urgent apprenticeship reform necessary to prevent disadvantaged young people suffering double Covid blow

@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. 

Why do Republic of Ireland students have higher reading scores than UK countries?

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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Is a 'love of learning' far from common among tutors/students,
and (Love being blind, madness, a...