Latest news with #NFER
Telegraph
08-05-2025
- Politics
- Telegraph
Sixth formers missing out on French and Spanish
Sixth formers are missing out on French and Spanish at A-level because there are not enough teachers, a poll has revealed. The survey, by the education charity Teach First, found that nearly a quarter of schools in the poorest areas of Britain do not offer French A-level, while 17 per cent do not offer Spanish or music. The charity said a shortage of trained teachers has locked pupils out of many opportunities. Teacher vacancies in England have been at their highest level since records began, according to the National Foundation for Educational Research (NFER). The findings followed union claims that the Government remains on track to miss its manifesto commitment to recruit 6,500 new teachers, funded by a VAT raid on private schools. The poll also found almost a third of schools in deprived communities do not offer computer science A-level because of a lack of teachers trained in the subject.
Yahoo
08-05-2025
- Politics
- Yahoo
Sixth formers missing out on French and Spanish
Sixth formers are missing out on French and Spanish at A-level because there are not enough teachers, a poll reveals. The poll, by the education charity Teach First, has found nearly a quarter of schools in the poorest areas of Britain do not offer French A-level, while 17 per cent do not offer Spanish or music. The charity says a shortage of trained teachers is locking many pupils out of many opportunities. Teacher vacancies in England are currently at their highest level since records began, according to the National Foundation for Educational Research (NFER). It follows claims from unions that the Government is on track to miss its manifesto commitment to recruit 6,500 new teachers, funded by a VAT raid on private schools. The new poll also found almost a third of schools in deprived communities do not offer computer science A-level because of a lack of teachers trained in that subject. Almost twice as many schools in the poorest areas lack a trained computer science teacher compared with the wealthiest areas. Schools in the poorest areas of the country are three times more likely to lack a trained music teacher. Russell Hobby, chief executive of Teach First, said: 'The impact of a great teacher goes far beyond the classroom – they open futures. But right now, too many young people are being locked out of studying A-levels like computer science because there simply aren't enough trained teachers. 'This blocks pupils from poorer areas from some of the best-paid careers in a fast-growing tech and AI-driven economy. If we do not act now, we won't just fail these young people – we'll hold our country back. 'The Government must act in the spending review: raise teacher pay, support those teaching in the schools and subjects that need them most, and make sure every pupil has access to the opportunities they deserve.' Belinda Chapple, the head teacher of Caterham High School, which is facing staffing shortages, said that the low levels of teachers left schools facing 'difficult choices'. She said: 'Across the country, schools like mine are making difficult choices because of the national staffing shortages in key subjects. 'We've struggled to recruit computer science teachers, like many other schools, removing a key career pathway for our A-level students. 'We urgently need increased funding for disadvantaged schools, increased teacher pay and additional pay premiums to attract subject experts to the schools that need them most – otherwise, we risk narrowing futures and deepening inequality for a generation.' In a report published in March, the NFER said unfilled teaching posts rose by more than a fifth in 2023-24 to hit six vacancies per 1,000 teachers last year – double the pre-pandemic rate and six times higher than in 2010-11. Meanwhile, the proportion of pupils in 'large' class sizes continues to rise, which the NFER said usually indicated a lack of high-quality teachers in schools. Broaden your horizons with award-winning British journalism. Try The Telegraph free for 1 month with unlimited access to our award-winning website, exclusive app, money-saving offers and more.
Yahoo
02-04-2025
- Science
- Yahoo
Teenagers in England typically have ‘worse socio-emotional skills'
Teenagers in England typically have worse socio-emotional skills than their peers in other countries, a report has suggested. The socio-emotional skills of pupils aged 15-16 in England are significantly weaker than many of their peers in comparator countries, according to the National Foundation for Educational Research (NFER). If left unaddressed, these weaknesses could have consequences for young people's future employability, the researchers have warned. The NFER study examines the socio-emotional skills of young people in England – based on scores of assertiveness, co-operation, curiosity, emotional control, empathy, persistence and stress resistance – compared to those of other countries that were part of a major international study. The 2022 Programme for International Student Assessment (Pisa), which is an Organisation for Economic Co-operation and Development (OECD) study, measured the socio-emotional skills of 15-year-olds in 31 countries. The NFER research, funded by the Nuffield Foundation, said: 'Young people in England typically have worse socio-emotional skills at the end of lower secondary school (age 15/16) than the OECD average, and inequalities in these skills are also greater in England than any other country in our data.' Researchers found that England ranks in the bottom ten countries of the countries that measured socio-emotional skills in the OECD study. The working paper added: 'Inequalities in children's socio-emotional skills are also higher in England than any other country in our data, which appears to be driven by large inequalities in children's emotional control, stress resistance, assertiveness and perseverance.' Researchers have suggested that the relatively poor socio-emotional skills of 15-16 year olds in England could be an indication that young people have lower Essential Employment Skills (EES) when they leave education than their peers across the OECD. The report also found that 15-16-year-olds in the UK typically have better maths, reading and science skills compared to their peers across OECD countries. But inequalities in these skills are 'marginally greater' in the UK and they have not narrowed over the past decade, it added. The study has called on the Government to explore what more it could do to incentivise schools to promote the development of children's socio-emotional skills – like communication and collaboration. It also called on the government to create a clear Early Years workforce strategy as it highlighted the importance of high-quality Early Childhood Education and Care (ECEC) for children's skill development. Jude Hillary, the programme's principal investigator and NFER's co-head of UK policy and practice, said: 'Socio-emotional skills are very important for young people's employment prospects as well as their life satisfaction and general wellbeing. 'This research suggests we need to do more, earlier in children's lives to support their social and emotional development and give them the best possible start. 'If we fail to prioritise these skills, we are potentially not just limiting individual wellbeing and potential – we are weakening the future workforce and economy of the UK.' The NFER report also called on the Government to consider introducing targeted funding for disadvantaged pupils in 16-19 education. Pepe Di'Iasio, general secretary of the Association of School and College Leaders (ASCL), said: 'Socio-emotional skills are important not just in the workplace but for forming strong and successful relationships in all areas of life, and the inequalities identified in this report are concerning. 'We agree that more needs to be done to support the social and emotional development of all children from a young age. 'Improving access to early years education is key to closing the disadvantage gap, and this will require an uplift in funding and staffing levels.' He added: 'We have long called for reform of the pupil premium to provide funding for disadvantaged 16 to 19 year-olds which matches that for younger pupils. 'Educational inequalities do not disappear at this age, and this should be reflected in funding levels to ensure schools and colleges are able to support all students as they prepare to enter the workplace or engage in further study.'
The Independent
02-04-2025
- Science
- The Independent
Teenagers in England typically have ‘worse socio-emotional skills'
Teenagers in England typically have worse socio-emotional skills than their peers in other countries, a report has suggested. The socio-emotional skills of pupils aged 15-16 in England are significantly weaker than many of their peers in comparator countries, according to the National Foundation for Educational Research (NFER). If left unaddressed, these weaknesses could have consequences for young people's future employability, the researchers have warned. The NFER study examines the socio-emotional skills of young people in England – based on scores of assertiveness, co-operation, curiosity, emotional control, empathy, persistence and stress resistance – compared to those of other countries that were part of a major international study. The 2022 Programme for International Student Assessment (Pisa), which is an Organisation for Economic Co-operation and Development (OECD) study, measured the socio-emotional skills of 15-year-olds in 31 countries. The NFER research, funded by the Nuffield Foundation, said: 'Young people in England typically have worse socio-emotional skills at the end of lower secondary school (age 15/16) than the OECD average, and inequalities in these skills are also greater in England than any other country in our data.' Researchers found that England ranks in the bottom ten countries of the countries that measured socio-emotional skills in the OECD study. The working paper added: 'Inequalities in children's socio-emotional skills are also higher in England than any other country in our data, which appears to be driven by large inequalities in children's emotional control, stress resistance, assertiveness and perseverance.' Researchers have suggested that the relatively poor socio-emotional skills of 15-16 year olds in England could be an indication that young people have lower Essential Employment Skills (EES) when they leave education than their peers across the OECD. The report also found that 15-16-year-olds in the UK typically have better maths, reading and science skills compared to their peers across OECD countries. But inequalities in these skills are 'marginally greater' in the UK and they have not narrowed over the past decade, it added. The study has called on the Government to explore what more it could do to incentivise schools to promote the development of children's socio-emotional skills – like communication and collaboration. It also called on the government to create a clear Early Years workforce strategy as it highlighted the importance of high-quality Early Childhood Education and Care (ECEC) for children's skill development. Jude Hillary, the programme's principal investigator and NFER's co-head of UK policy and practice, said: 'Socio-emotional skills are very important for young people's employment prospects as well as their life satisfaction and general wellbeing. 'This research suggests we need to do more, earlier in children's lives to support their social and emotional development and give them the best possible start. 'If we fail to prioritise these skills, we are potentially not just limiting individual wellbeing and potential – we are weakening the future workforce and economy of the UK.' The NFER report also called on the Government to consider introducing targeted funding for disadvantaged pupils in 16-19 education. Pepe Di'Iasio, general secretary of the Association of School and College Leaders (ASCL), said: 'Socio-emotional skills are important not just in the workplace but for forming strong and successful relationships in all areas of life, and the inequalities identified in this report are concerning. 'We agree that more needs to be done to support the social and emotional development of all children from a young age. 'Improving access to early years education is key to closing the disadvantage gap, and this will require an uplift in funding and staffing levels.' He added: 'We have long called for reform of the pupil premium to provide funding for disadvantaged 16 to 19 year-olds which matches that for younger pupils. 'Educational inequalities do not disappear at this age, and this should be reflected in funding levels to ensure schools and colleges are able to support all students as they prepare to enter the workplace or engage in further study.'
Telegraph
27-03-2025
- Health
- Telegraph
Schools reward pupils with iPads and bikes for turning up to lessons
Schools are giving pupils iPads and bicycles as a reward for turning up to lessons, a report has found. The National Foundation for Educational Research (NFER) found schoolchildren are receiving incentives including pizza parties, school trips and prize draws as headteachers try to tackle high absence rates. Earlier this month, it emerged pupils are missing an extra 4.7 million school days every term after the pandemic caused truancy rates to soar. A record number of pupils are missing more than half of lessons, Department for Education statistics revealed last week. The report, based on interviews with staff and pupils at nine secondary schools and survey responses from 600 secondary teachers, said schools that combined reward with sanctions had seen 'higher pupil engagement' with attendance policies as children felt motivated to attend. Incentives in schools for high attendance included prize draws – with rewards such as bikes and iPads – and pizza parties. In some schools, pupils who did not attend regularly were banned from attending the Year 11 prom or trips. The report advised headteachers to pursue 'individualised' approaches to improve attendance. This could include ensuring that attendance and behaviour policies 'prioritise encouragement and support over sanctions,' it added. The study suggests illness, mental health issues were partly to blame but some parents were choosing to take their children with them on holiday during term-time. Prioritise 'encouraging' Matt Walker, NFER senior research manager and co-author of the report, said: 'Attendance is strongly linked to educational outcomes, so it's concerning that absence rates remain high. 'The study responses suggest schools should consider prioritising encouraging and individualised approaches in addition to punitive sanctions.' Paul Whiteman, general secretary at school leaders' union NAHT, said: 'These findings echo what school leaders tell us about the severe limitations of parental fines in improving pupil attendance. 'Absence most often reflects issues beyond the school gate, like mental health challenges and poverty, and clearly identifying and being able to support families to address these issues is far more effective.' He added: 'If the link between absence and term-time holidays is to be broken, the only sustainable solution is government action to prevent travel firms unfairly hiking prices during school holidays.'
