National Foundation for Educational Research

Directions Website

National Foundation for Educational Research NFER is a charity with a world reputation for providing independent and rigorous education research.

Pupil absence rates in England remain stubbornly higher than pre-pandemic levels, highlighting the continued challenge o...
16/10/2026

Pupil absence rates in England remain stubbornly higher than pre-pandemic levels, highlighting the continued challenge of improving school attendance.

However, the latest Department for Education statistics are showing some signs of continued positive progress, particularly in secondary schools.

Our Senior Research Manager, Dr Emma Moore, recognises the efforts schools are making to build strong relationships with families, understand barriers to attendance and provide flexible support that meets pupils’ individual needs.

Improving attendance requires a joined-up approach. Schools play a vital role, but they also need wider mental health, family and SEND services to help address the barriers pupils face beyond the school gates.

Read our full response via the link in the comments. 👇

Supporting school attendance can be complex, and there is no single solution that works for every pupil. Understanding t...
14/10/2026

Supporting school attendance can be complex, and there is no single solution that works for every pupil. Understanding the factors influencing absence can help build a clearer picture of how schools can support pupils to reconnect with learning.

In a new article originally published in the Association of School and College Leaders Magazine, our Senior Research Manager, Dr Emma Moore, explores findings from two research projects examining the relationship between attendance, wellbeing and pupils’ sense of belonging.

The research highlights how a range of factors, including life satisfaction, relationships with trusted adults, family circumstances and wider pressures, can shape a pupil’s experience of school.

It also explores the importance of personalised, sustained support and strong partnerships between schools, families and other services. By recognising the different circumstances pupils may be facing, we can better understand their needs and explore ways to help them feel supported and re-engage with education.

Read the article to explore the research findings and what they could mean for supporting school attendance via the link in the comments 👇

What can we learn about maths education in England by looking beyond our borders? 🌍We’re delivering TIMSS 2027 in Englan...
09/10/2026

What can we learn about maths education in England by looking beyond our borders? 🌍

We’re delivering TIMSS 2027 in England - the Trends in International Mathematics and Science Study.

TIMSS measures pupils’ mathematics and science attainment, while also exploring their experiences and attitudes towards these subjects. It helps us build a picture of education across England and better understand how this compares with education systems around the world.

Around 300 schools in England will take part in TIMSS 2027, with every participating school helping to build a reliable and representative picture of mathematics and science education.

In a new discussion with the National Centre for Excellence in the Teaching of Mathematics (NCETM), Dr David Thomas, our Senior Research Manager and National Research Coordinator for TIMSS in England, discusses what the study measures, what we’ve learned from previous TIMSS studies and why every pupil’s voice matters.

A huge thank you to all the schools, teachers and pupils taking part in TIMSS. Your time and commitment are making an important contribution to this international study.

Read the full interview via the link in the comments. 👇

Ahead of the Government's Budget later this year, we submitted policy recommendations to the Treasury's consultation. O...
07/10/2026

Ahead of the Government's Budget later this year, we submitted policy recommendations to the Treasury's consultation.

Our submission focusses on education policy issues, drawing on our recent research across the education workforce, post-16 education and skills, pupil numbers and SEND.

Our recommendations consider how policy can:
🟣 support the education workforce
🟣 strengthen the skills system
🟣 respond to changing pupil numbers
🟣 and ensure funding better reflects differing levels of need across schools.

We also highlight the importance of making effective use of existing data and investment to support longer-term outcomes for education, employment and the wider economy.

Read the full recommendations via the link in the comments 👇

NFER Direct 📥From key insights from PISA 2025 for Scotland to research into access to enrichment activities, there’s ple...
01/10/2026

NFER Direct 📥

From key insights from PISA 2025 for Scotland to research into access to enrichment activities, there’s plenty to explore in our latest NFER Direct.

In the latest bulletin, we're also discussing the possible impact of new government measures designed to ease cost-of-living pressures, as well as looking ahead to upcoming events.

Explore our latest findings, insights, resources and upcoming events via the link in the comments 👇

📢 The new Research Digest is out!From SEND and pupil wellbeing to teacher retention, disadvantage, attendance and the ed...
24/09/2026

📢 The new Research Digest is out!

From SEND and pupil wellbeing to teacher retention, disadvantage, attendance and the education workforce, our Research Digest brings together recent research and blogs exploring some of the key issues affecting education.

The Digest highlights key findings and recommendations for policy makers and classroom practice, bringing our latest evidence together in one place.

Explore the Digest via the link in the comments 👇

🔎 What does the evidence tell us about the distribution of pupils with SEND across mainstream schools?Our research explo...
23/09/2026

🔎 What does the evidence tell us about the distribution of pupils with SEND across mainstream schools?

Our research explores why some mainstream schools have much higher proportions of pupils with SEND than others, looking at the factors behind these differences and the experiences of high-SEND schools.

Read the full research via the link in the comments to find out what this could mean for schools and the wider education system. 👇

How can schools support more pupils to take part in enrichment activities?The Enrichment Partnerships Pilot tested a coo...
18/09/2026

How can schools support more pupils to take part in enrichment activities?

The Enrichment Partnerships Pilot tested a coordinated approach to enrichment, bringing together local organisations, secondary schools and enrichment providers to improve enrichment opportunities and encourage participation among pupils not already taking part.

Our evaluation identified three different routes associated with successfully increasing pupil participation:

🟣 Using pupil voice to inform enrichment activities
🟣 Offering at least some new activities during the school day and on school premises
🟣 Providing schools with funding to support enrichment

Learn more about the evaluation and our learning from the pilot at the link in the comments 👇

Could developing mathematical reasoning help young pupils achieve more in maths?Our new evaluation on the Mathematical R...
16/09/2026

Could developing mathematical reasoning help young pupils achieve more in maths?

Our new evaluation on the Mathematical Reasoning Programme, funded by the Education Endowment Foundation, found that participating Year 2 pupils made one extra month of progress in maths on average.

The trial involved 238 schools and more than 6,000 pupils, explored how structured reasoning lessons, alongside teacher and TA training, can support maths attainment.

Key findings include:
🟣 One additional month of maths progress overall
🟣 Two additional months of progress for pupils eligible for Free School Meals
🟣 Increased teacher confidence in teaching mathematical reasoning
🟣 Positive impacts on pupils' confidence and enjoyment of Maths

Read more via the link in the comments 👇

What did we learn from the Enrichment Partnerships Pilot?The pilot brought together local organisations, secondary schoo...
15/09/2026

What did we learn from the Enrichment Partnerships Pilot?

The pilot brought together local organisations, secondary schools and enrichment providers across three regions of England, testing whether a coordinated approach could improve enrichment opportunities, strengthen partnerships and encourage more pupils to take part.

Our evaluation found some positive changes:

72% of schools reported having established links with external enrichment providers at follow-up, compared with 45% at baseline.

65% of schools felt the quality of their relationships with local enrichment providers had improved.

70% of schools felt their enrichment offer was better aligned with pupils’ needs and interests.

Evidence on whether the pilot increased overall pupil participation was mixed, indicating that although more enrichment activities were on offer this may not yet have led to increased pupil participation.

Learn more and explore the findings at the link in the comments 👇

Address

The Mere, Upton Park
Slough
SL12DQ

Opening Hours

Monday 8am - 5:15pm
Tuesday 8am - 5:15pm
Wednesday 8am - 5:15pm
Thursday 8am - 5:15pm
Friday 8am - 5:15pm

Website

Alerts

Be the first to know and let us send you an email when National Foundation for Educational Research posts news and promotions. Your email address will not be used for any other purpose, and you can unsubscribe at any time.

Shortcuts

Share