Speak for Change inquiry – report (2021)

The Oracy All-Party Parliamentary Group (APPG) has published its report, which highlights the significant impact of the coronavirus pandemic on the already marked spoken ‘language gap’ between disadvantaged students and their peers.

View the Oracy All-Party Parliamentary Group report (PDF)
View the ‘oracy after the pandemic: what Ofsted, teachers and young people think about oracy’ report (PDF)


Understanding progress in the 2020/2021 academic year (DfE, 2021)

This report presents the Education Policy Institute and Renaissance Learning’s first assessment of the learning loss experienced by pupils in England as a result of the coronavirus pandemic.

Read the ‘understanding progress in the 2020/2021 academic year’ research report (PDF)


Impact of school closures and subsequent support strategies on attainment and socio-emotional wellbeing in Key Stage 1 (Education Endowment Foundation, 2021)

This study estimates the impact on attainment of pupils in Key Stage 1 in England following this disruption to schooling during the spring and summer terms of 2020 due to the coronavirus pandemic. It also aims to determine the parts of the curriculum that children are struggling with, as well as looking at the development of pupils’ social skills and wellbeing.

Read the ‘impact of school closures in Key Stage 1’ paper (PDF)


Growing Up North – Look North: A generation of children await the powerhouse promise (The Children’s Commissioner, 2018)

This report examines children’s experience of growing up in the north today, in the context of economic disadvantage. It is the result of a year of conversations with children, businesses, councils, health professionals, and charities. The work examined research and data, visited leading lights, looked at examples of creativity, and looked across the north and elsewhere in the country for inspiration and evidence of what works. Results are set out in the report and its recommendations for change.

Read the ‘Growing Up North’ report (PDF)


Child poverty and devolution in north east England (Institute for Public Policy Research, 2020)

Child poverty is the starkest manifestation of economic and social inequality, leading to short-term hardship and long-term damage. Children in poor families miss out on the ‘good start in life’ which lays the foundations for health, prosperity, and security later on. They must always run faster just to keep up, and carry a heavier weight as they go.

Read the ‘child poverty and devolution in North East England’ report (PDF)


The long shadow of deprivation: Differences in opportunities across England (The Social Mobility Commission, 2020)

Where you grow up matters – social mobility in England is a postcode lottery, with large differences across areas in both the adult pay of disadvantaged sons and the size of the pay gap for sons from deprived families, relative to those from affluent families.

Read the ‘long shadow of deprivation’ report (PDF)


Research used or produced in schools – which informs practitioners most? (The British Educational Research Association, 2020)

A teaching and learning resource for education students and professionals. These 11 articles explore the topic of whether research-in-schools means those schools are research active or research informed.

Read the ‘research used or produced in schools’ report (PDF)


Reimagining a curriculum for teacher knowledge (The British Educational Research Association, 2019)

These 12 selected articles are presented in an easily digestible format to serve as teaching and learning resources for students and professionals in education.

Read the ‘reimagining a curriculum for teacher knowledge’ report (PDF)


Exploring the impact of COVID-19: pedagogy, curriculum, and assessment (The British Educational Research Association, 2021)

The 12 articles cover issues including:

  • the challenges of conducting both education research and assessments during a pandemic
  • how seemingly new challenges posed by online teaching relate to pre-existing pedagogical challenges which have, importantly, been overcome
  • the difficulties that many children with dyslexia have with virtual learning
  • how teacher and student identities have changed and developed in lockdown
  • why education professionals must focus on children’s psychological and emotional recovery from the impact of COVID-19

Read the ‘exploring the impact of COVID-19’ report (PDF)


School governors – making a difference in Middlesbrough

School governors represent the largest volunteer force in the country, with approximately 1% of the adult population serving in this role at any one time. There are various categories of governorship, outlined in the document, which also gives more information on the role of governors in our schools.

Read more about school governors in Middlesbrough (PDF)


Career framework and continuing Professional Development for teaching assistants

This document is intended to support the effective deployment of teaching assistants (TAs) by providing a professional framework for TA progression. It’s aimed at those who manage or support the professional development of TAs in schools.

This document uses the term ‘teaching assistant’ to cover equivalent classroom-based staff, such as learning support assistants and classroom assistants.

The framework was developed by UNISON and the National Education Trust, through a series of focus groups with teaching assistants from primary, secondary, and special schools. Head teacher unions were also consulted.

Read the ‘career framework and continuing Professional Development for teaching assistants’ report (PDF)


Professional standards for teaching assistants

This paper has been published to offer advice and best practice to head teachers, teachers, teaching assistants, governing boards, and local authority support services.

Read the ‘professional standards for teaching assistants’ document (PDF)


The Learning Curriculum (Institute for Teaching, 2018)

Research from the Institute for Teaching on the ‘Learning Curriculum’ has been published to help teachers to better understand how students learn use the knowledge they have been taught.

Read the ‘Learning Curriculum’ research (PDF)


Closing the attainment gap: key lessons learned in the Education Endowment Foundation’s (EEF) first six years (Education Endowment Foundation, 2018)

An overview of the key points learned during the Education Endowment Foundation’s first six years, including: the importance of implementing projects correctly, and improving post-16 attainment for children from disadvantaged backgrounds.

Read the ‘EEF key lessons learned’ report (PDF)


Action research (Dr Tony Leach, York St. John University, 2014)

A discussion of the characteristics, types, advantages and disadvantages of action research. Action research is often used in areas like organisational development, education, health and social care. This paper also includes a general structure of study.

Read the action research report (PDF)


Bercow: ten years on (2018)

An independent review of provision for children and young people with speech, language, and communication needs in England.

Read the ‘Bercow: ten years on’ report (PDF)


Case study research (Dr Tony Leach, York St John University)

Researchers often refer to case studies when describing and modeling organisations and the practices within them. The case study approach is most often used when investigating something ‘in depth’. Find out more about different types of case study, their limitations, and how best to use them.

Read the case study research document (PDF)


Metacognition and self-regulated learning (Education Endowment Foundation, 2018)

A summary of recommendations, under seven themes around metacognition and self-regulated learning, by the Education Endowment Foundation.

Read the ‘metacognition and self-regulated learning’ report (PDF)

An Education Endowment Foundation guidance report offering seven practical, evidence-based recommendations to support teachers to develop metacognitive knowledge and skills in their pupils. The guidance is relevant to early years practitioners, teachers, and senior leaders in primary and secondary schools, as well as those in post-16 settings.

Read the ‘metacognition and self-regulated learning’ guidance (PDF)