📝 Our latest report – funded by @pearson – looks at what helps and what hinders the roughly one-third of students in England who must retake English and maths each year. Key insights below ⬇️.

RT @EducEndowFoundn: 💡This new report from @EduPolicyInst provides a much-needed focus on the importance of getting resits right. There's….

RT @PearsonSchools: As part of our #ResitRethink, we’ve teamed up with @EduPolicyInst to focus on what helps and hinders the thousands of s….

💡 Some of our key recommendations:. 1️⃣ 16–19 Student Premium to narrow the disadvantage gap. 2️⃣ Prioritise strong student-staff relationships. 3️⃣ Refine institution performance metrics by factoring in students’ overall KS4 attainment when assessing 16–19 English & maths progress.

4️⃣ Timing is critical: while November resits can be beneficial for individual students, but providers entering large cohorts early tend to see lower overall progress – blanket early entry can be counter-productive.

3️⃣ Top performing cluster in the North West: the English and maths resit results of students in the North West are 0.1 grades higher than the average for students with similar Key Stage 4 results across England.

2️⃣ Engagement matters: unauthorised absence in Year 11 strongly predicts poorer resit attainment, indicating that the factors driving absence before age 16 persist post-16 and continue to affect attainment.

1️⃣ Persistent attainment gaps: disadvantaged students fall behind by a fifth of a grade in English and one eighth of a grade in maths compared with their non-disadvantaged peers, with additional gaps by gender and ethnicity.

RT @ASCL_UK: @pepediiasio is in Westminster today as the welfare reform bill is debated. In today's briefing, there's more on the British C….

🎧 Sam Tuckett, EPI's Associate Director for Post-16 and Skills, spoke with @SteveHReports on @LBCNews today about our latest @NuffieldFound supported research exploring young people's post-16 aspirations. Listen here:

🎓 Post-16 education must be diverse and accessible for all students – not a narrow choice between A levels and T levels.

💡 Students from economically disadvantaged backgrounds were less likely to begin level 3 qualifications at age 16, even when compared to students with similar prior attainment.

👥 More students chose level 3 study programmes following the higher GCSE grades awarded under centre and teacher assessed grades (CAGs & TAGs) during the pandemic.

📈 Technical and applied level 3 courses have been increasing in popularity in recent years, as have mixed study programmes which combine these courses with A levels.

Our latest EPI analysis (out today) shows how the pandemic switch to Teacher and Centre Assessed Grades (TAGs / CAGs) is influencing what young people study after GCSEs – key insights ⬇.

Our Chief Executive @natalieperera1 joined @JamesCannon66 on BBC Radio Surrey earlier to discuss how the UK’s falling birth rate could shape future pupil numbers - and what it means for schools and communities. Listen back: . Audio: BBC Radio Surrey

@CapitaPlc @jzuccollo @juliecmcculloch @AntoniaSpinks: retention starts with valuing your people. Flexible working matters, and technology can be transformational and ease workloads - if we use it wisely and set clear expectations. We should aim for a diverse, inclusive workforce.

@CapitaPlc @jzuccollo @juliecmcculloch: schools & teachers face ever-expanding expectations. How can we ease the administrative burden, embed flexible working and build clear career pathways (incl. routes to leadership) to keep great staff?

@CapitaPlc @jzuccollo Lord Knight: extrinsic vs intrinsic motivation in teacher retention: teaching is a vocation. It’s 'the only game in town' for transforming life chances of young people facing the biggest barriers. Let’s lean into that in recruitment & retention.