Lockdown learning continues to disrupt
A recent report suggests that addressing the disruption to children's education caused by the pandemic lockdowns and school closures will continue to affect schools in England until the mid-2030s.
Attainment gap narrowing in primary
The attainment gap between disadvantaged primary school pupils and non-disadvantaged pupils has reduced once more this year, but it remains higher than it was before the pandemic.
Ofsted report cards: what's the latest?
New Ofsted reports from September 2025 will focus on schools’ context, their inclusivity and on pupil happiness and wellbeing. Here's what we know so far via SchoolsWeek.
Rats, mould, damp and students
Students nationwide are calling for rent refunds from the largest provider of university accommodation in the UK, citing issues such as infestations of rats, mice, and bed bugs, along with health problems caused by mould and damp conditions.
Research & analysis
Research:
Childhood poverty trajectories and trajectories of healthcare contacts in adolescence and young adulthood
[Møller et al 2024; Advances in Life Course Research]
This longitudinal study examined the relationship between childhood poverty and healthcare system usage among Danes born between 1980 and 2000.
The research links children to national registers and tracked parental income annually from ages 0 to 16 to identify patterns of childhood poverty.
Four distinct poverty trajectories emerged: the majority (87%) faced minimal poverty, while a small group (2%) experienced persistent poverty.
Two additional groups experienced poverty either early (5%) or later (6%) in childhood.
The study found that both early and late poverty increased the likelihood of psychiatric healthcare use in both sexes and higher or lower healthcare usage in women.
Persistent poverty was linked to reduced odds of psychiatric healthcare use but increased odds of low overall healthcare use in both sexes.
The findings demonstrate that childhood poverty is closely associated with healthcare contact patterns during adolescence and early adulthood in Denmark.
Research:
Daily Communication Between First-Year College Students and Their Parents:
Associations With Perceived Relationship Positivity
[Duckworth et al 2024; Washington State University]
This study from Duckworth et al (2024) Washington State University suggests that regular communication between first-year university students and their parents strengthens their relationship, but it’s important for parents not to be the ones constantly initiating contact.
The research, published in Emerging Adulthood, revealed that students who engaged in phone calls, texts, video chats, or in-person conversations with their parents felt more positive about their relationship, especially when parents offered support or advice on topics like academics and friendships.
However, when parents dominated the initiation of contact, students tended to view the relationship more negatively, possibly indicating over-involvement or "helicopter parenting."
The study indicates that staying involved in students' lives and discussing relevant issues can improve well-being and lead to positive habits like better study routines and reduced substance use.
Data from 367 first-year students showed that more communication on any given day correlated with better relationship quality than days with little to no communication.
Gender and cultural differences were also observed: female students communicated more often than males, and students from minority groups communicated less frequently but spent more time on calls or video chats.
These findings suggest communication is important for healthy parent-child relationships during the transition to university, though individual differences in communication habits require further exploration.
Research/Blog:
How to build quality assurance into programme scale-up
[Bury & Marshall 2024; Oxford MeasureEd and Education Endowment Foundation]
Access the summary and resource here
The EEF commissioned Oxford MeasurEd to support the scaling of several evidence-based literacy and numeracy programmes during the 2023-24 academic year, as part of the UK Government's Accelerator Fund.
This support aimed to help organisations improve their capacity to deliver these programmes at scale, focusing on Train-the-Trainer (TTT) models and Quality Assurance (QA).
This guidance document, produced by Oxford MeasurEd, provides recommendations for organisations scaling educational interventions, specifically on building effective QA systems.
Although the examples are drawn from the education sector in England, the guidance includes international evidence and is intended for organisations worldwide.
It is particularly useful for those looking to ensure robust QA processes as they expand their programmes.
The guidance is based on a combination of a rapid literature review, insights from UK organisations scaling EEF-funded programmes, direct support for two organisations in the scale-up phase, and workshops on TTT and QA.
This document offers a framework for educators, researchers, and policymakers to improve QA in scaling educational interventions, contributing to broader discussions on scaling up in education.
Research/Blog:
Primary maths and the art of making things
[Foley 2024; University of Glasgow]
This blog by Foley (2024) explores how creativity and hands-on crafting can enhance the teaching and learning of mathematics, particularly within the context of Scottish education.
It explores how the act of making and creating can support the development of mathematical understanding, drawing on research that highlights the benefits of practical skills in both cognitive and emotional development.
The post reflects on a creative approach used with student teachers in Scotland to foster positive attitudes towards maths, which is a key priority in the country.
By engaging student teachers in designing their own maths manipulatives, the blog suggests that practical tasks can help improve confidence and enjoyment in teaching maths, although further research is needed to solidify the connection between creativity and improved maths learning.
Lots of helpful research links and papers are signposted within the blog.
Best Practice:
Five essential foundations school leaders must build
[Renton 2024, SecEd & Harrogate Grammar]
Neil Renton is headteacher of Harrogate Grammar School in North Yorkshire, a large comprehensive secondary school of more than 2,100 students and part of the Red Kite Learning Trust.
He is also the author of the recently published New School Leader: What now?
A key job for school leaders in September is to ensure their school is protected for the long, dark winter ahead.
From attendance to behaviour, Neil Renton discusses five foundations we must have in place now – and asks five questions to help you reflect on your priorities this term
Find out more via the SecEd article in full.
Reminder: Must see resource
Cost of the School Day Calendar
[Child Poverty Action Group, 2024]
Access the resource for free here
This annual resource from CPAG is a 'must see' and 'must use' resource for schools!
The calendar is a practical guide designed to help schools manage financial barriers that might affect students’ participation in school events and activities throughout the academic year.
It provides suggestions for affordable or cost-effective ways to celebrate key dates and events, ensuring that all students can be included without financial strain on families.
The resource includes ideas and best practices from schools in England, Scotland, and Wales that have participated in the Cost of the School Day project. These examples demonstrate how schools have successfully navigated financial challenges.
It is designed as a calendar, which you can flip through and annotate with your own events and important dates.
It is a great resource that enables those working in schools to plan effectively with the cost-of-living and cost of the school day in mind.
Opportunities
Opportunity:
Dinner Money Debt
Child Poverty Action Group are inviting school leaders and trust leaders of primary schools to help us to understand the current picture in relation to dinner money debt, including the scale of the issue and the impact that it has on both schools and families.
CPAG are working to explore what changes are needed to improve the school food system to ensure that the system works for children, parents and schools.
Please take 5 minutes before the Monday 23 September to fill out the survey and help CPAG improve the school food system
Coming Up:
Ten years of Poverty Proofing
Poverty Proofing©, developed by Children North East, is a nationally recognised model designed to tackle structural inequalities affecting those facing financial hardship.
This approach involves examining systems and practices through the perspective of individuals experiencing poverty and making recommendations to improve access to services and opportunities at a systemic level.
Since 2014, the Poverty Proofing© the School Day programme has been helping schools identify and address barriers faced by children in poverty. The model's application has since expanded to include healthcare, the cultural sector, Early Years, and Family Hubs.
To celebrate its ten-year anniversary, Children North East will host a conference at the Discovery Museum near Newcastle Central Station.
The event will feature keynotes, panels, and fireside chats covering case studies of Poverty Proofing© in various sectors, strategies for organisational transformation, effective consultation methods, and cross-sector collaboration.
The focus will be on sharing knowledge, reflecting on practices, exploring new approaches, and building collaborations. Refreshments and a light lunch will be provided for attendees.
We are delighted to be supporting this milestone event and hope we will too!