Research

Understanding progress in the 2020/21 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 (COVID-19) pandemic.

Read the Understanding progress in the 2020/21 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. It also aims to determine the parts of the curriculum that children are struggling with. In addition, another strand of the work looks 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 a culmination of a year of conversations with children, business, councils and health professionals and

charities. It examined research and data, visited leading lights, examined examples of creativity and looked across the North and elsewhere in the country for inspiration and evidence of what works. The results are set out in this 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’ that 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

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’ that 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 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 are valuable because they illuminate 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 & 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 posted by online teaching relate to pre-existing pedagogical challenges that have, importantly, been overcome
  • the difficulties that many children with dyslexia encounter 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 Covid-19’s impact.

Read the reimagining a curriculum for teacher knowledge 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 capacity at any one time.  There are various categories of governorship as outlined in the document below which gives more information on the role of governors in our schools.

Read more about School Governors (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 is aimed at those who manage or support the professional development of TAs in schools.

This document uses the term ‘teaching assistant’(TA)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 with.

Read the career framework and continuing Professional Development for Teaching Assistants document (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)

Institute for Teaching: The Learning Curriculum June 2018

Take a look at the latest research paper from the Institute for Teaching which has been published to help teachers to better understand how students
learn use the knowledge they have been taught.

Closing the attainment gap: key lessons learned in the EEF’s first six years

An overview of the key points learned including; the importance of implementing projects correctly and improving post 16 attainment for children from disadvantaged backgrounds.

Read the key lessons learned document (PDF)

Action Research. Dr Tony Leach, York St John University

A discussion of the characteristics, types, advantages and disadvantages of action research, which is often used in areas such as 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

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

Read the Ten Years On report (PDF)

Case Studies. 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 utilise them.

Read the case studies document (PDF)

Metacognition and self-regulated learning

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 guidance (PDF)

Metacognition and self-regulated learning

A seven theme summary of recommendations by the Education Endowment Foundation.

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