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New blog post - The Early Career Framework: Key findings for policymakers and school leaders from the early roll-out evaluation
Senior Research Manager, Matt Walker, discusses the key findings from our recent evaluation of the early roll-out of the Early Career Framework.
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New feature - Fewer pupils, more unfilled places, increasing deficits: What can be done?
In the final part of our blog post series looking at pupil numbers, Michael Scott and Libby Tungate discuss what schools, local authorities, trusts and the Government can do to tackle the challenge of falling pupil numbers.
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How improving pay and working conditions can help support FE college teacher supply
A new mixed-methods study investigates some of the key barriers colleges face in recruiting and retaining Further Education staff in three subject areas: Construction, Engineering and Digital.
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New - NFER Online Assessments
Our new online, standardised assessments for key stage 2 reading and maths are now available for all schools.
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25 October 2024
Statement: Government should reimburse schools if employer national insurance contributions are increased
NFER Chief Executive Carole Willis has called on the Government to reimburse schools if employer national insurance contributions are increased.
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16 October 2024
Evaluation of the early roll-out of the Early Career Framework
New findings from NFER’s evaluation of the early roll-out of the Early Career Framework. The study explored the impact of the programme on the retention of Early Career Teachers and their perceptions of teaching quality, job satisfaction and self-efficacy.
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08 October 2024
NFER to conduct new research on tackling pupil absence
Find out how you can help with a new study which focusses on the strategies and activities that schools in England can use to help pupils return after absence.
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07 October 2024
Impact of school closures in Key Stage 1 on attainment and social skills of pupils in Year 4 and Year 5 in academic year 2023/2024
This report represents the findings from the fourth year of a longitudinal study which has followed a group of the youngest school-aged children during and since the Covid-19 pandemic to understand the long-term impact of Covid-19 related disruption.
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27 September 2024
NFER response to latest National Tutoring Programme reports from DFE
Dr Ben Styles, NFER's Co-Head of UK Policy and Practice and Head of Classroom Practice and Workforce, gives his response to the two new reports on the National Tutoring Programme.
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