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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need.

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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What are the drivers of pupils not attending school and what factors influence pupils being at risk of becoming persistently absent? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What works to address the change in parental attitudes towards attendance? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. How can schools effectively support pupils to improve attendance? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. How effective are attendance interventions in improving outcomes for pupils? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What works to reintegrate pupils who are persistently or severely absent? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. How can schools and local partners work together effectively to reduce persistent and severe absence? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What are the drivers of pupil attendance and absence? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What works to reduce persistent and severe absence and why? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What are the most valid and reliable assessment methods, and how are these used effectively in schools to support and assess pupil learning? Which ways of representing and sequencing curricula are most effective in supporting pupil learning and why? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What teaching approaches are most effective in helping pupils to pay attention, grasp new ideas, develop skill (such as writing), retain knowledge, transfer knowledge, and be motivated to learn? Why are these approaches most effective? Applied research might include, for example: how various forms of retrieval practice can help pupils retain knowledge for longer periods, or how teacher instruction, teacher questioning, and in-class reading can be used to enhance understanding, and how these effects vary across different phases or subjects. Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What does evidence from the natural and cognitive sciences suggest about how schools might influence pupil motivation, behaviour, and learning? How can this be translated into teaching practices that reliably improve pupil attainment? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. How can we assess teaching quality and support schools in making valid and proportionate assessments of quality (e.g. comparing novice and expert practice; monitoring impact on pupil outcomes)? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. How can we improve teaching quality in ways that scale? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What factors influence the recruitment and retention of teachers at all stages of their careers – particularly in schools that serve disadvantaged communities? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What are the characteristics of successful initial teacher training candidates? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What are the impacts of teacher workload on graduate career decisions and staff retention? What are the potential impacts of improved flexible working, pay and financial incentives for graduates? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What are the barriers and opportunities for recruiting and retaining teachers, and how does this vary by subject, school type, area, and region? Department for Education, 2024
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