Review of the evidence on whether educational attainment can be raised by focusing interventions on changing attitudes of parents and children.
This article provides evidence that, in the field of education, Gypsy, Roma and Traveller communities suffer manifestly unequal outcomes. Drawing particularly on the authors’ first hand experience of working to advance educational equality for these communities in one area of London, the article explores some of the reasons why this is the case, highlighting the day-to-day experiences of Gypsy, Roma and Traveller families.
Educational performance appears to be one of the main barriers which stop people moving out of poverty. Yet studies indicate that poorer children are still failing to achieve their educational potential.
This briefing paper looks at the importance of education for social mobility.
Study that sets out to consider some of these issues, exploring three of the most common and easily accessible measures used in England for identifying the quality of centre-based early years settings.
Policy report that considers how, despite significant improvements in legislation and statutory guidance, culture and practice across the care system does not consistently support high levels of achievement in education for young people in and from care.
Open Doors, Open Minds was a project run by The Who Cares? Trust in 2011/12 which explored the barriers that prevent young people in and from care pursuing and completing courses of study in further and higher education.
Paper that helps documenting the importance of the association between poor mental health, educational attainment and subsequent dropping-out behaviour.
It suggests (but does not prove) that there could be a causal mechanism. Thus, programmes aimed at improving the mental health of adolescents may be very important for improving educational attainment and reducing the number of young people who are 'NEET' (not in education, employment or training).
The free entitlement to education is the Department’s primary financial intervention in children’s early education. All three- and four-year-olds are entitled to 15 hours per week of free education, starting the term after a child’s third birthday. The scope of the entitlement has evolved since it was introduced in 1998 for all four-year-olds.
Paper that outlines the practical case for retaining a local authority funded education welfare service (also sometimes known as the education or school social work service) which has with a clear remit for providing support to children and young people who are at risk of poor educational outcomes due to their poor attendance and behaviour.
This report comes at a time when the UK government has outlined its main policy intentions and its strategy to reduce poverty. Although the statistics presented in this report still almost entirely reﬂect the policies of the previous government, the Labour record is the Coalition inheritance.
This commentary discusses the implications of that record for the current government in the light of its commitments on child poverty and social mobility set out in strategy documents published in 2011.
Report that presents research that has been undertaken by IPPR to generate a stronger evidence base on the operation and impact of madrassas in the UK.
It identifies challenges that need to be addressed by policymakers, local communities and madrassas themselves. It also identifies ways in which madrassas can achieve their full potential as a positive influence in the lives of Muslim children and society as a whole.