Department for Education

Questions from the Department for Education:

41-60 of 147 results
Workforce: recruitment and retention • What influence do practices such as professional supervision/reflective practice have on staff retention and how widespread are these practices? Department for Education, 2025
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Workforce: recruitment and retention What factors influence labour market choices and how do they vary for different groups, parts of the workforce, including at a sub-national level? This includes the role of non-pay factors such as workload, wellbeing and flexible working and their relative importance . Department for Education, 2025
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Workforce: performance How can we best measure quality and effectiveness within our workforces (taking account of the range of outcomes we want to deliver)? How does this vary for different types of workers and at different stages in their careers? Department for Education, 2025
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Workforce: performance • What underpins and drives workforce performance across our sectors, including teaching quality, quality of leadership and quality of delivery by specialist staff? Department for Education, 2025
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Workforce: specialist and support How and when are our specialist and support workforces (such as Specialist Educational Needs Coordinators, Educational Psychologists, and finance professionals) deployed? How does this vary and why (for example across regions, for different specialist workers such as children’s home staff), and between the state and independent school sectors)? Department for Education, 2025
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Workforce: performance How can we best develop and inspire our workforces across all our sectors to improve children’s outcomes, informed by the best available evidence? Department for Education, 2025
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Workforce: recruitment and retention What are the most cost-effective ways to recruit and retain our workforces? How does this vary across the education and children’s social care workforces (including relevant local authority staff such as educational psychologists), and at all stages of their careers (including recruitment into initial teacher training courses and late career recruitment)? Department for Education, 2025
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Family security: Family support What are the most cost-effective ways to help where children are at risk as victims or perpetrators of crime? Does this vary for different groups of children, such as children with care experience, and by place? Department for Education, 2025
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Family security: Family support How can we best support children and adults who lack or have lacked family support (such as those who have experienced care) to maximise their opportunities to live a healthy and rewarding life? Department for Education, 2025
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Family security: Family support How can we mitigate the factors that put stress on families and enable them to have suitable housing and good quality home environments? • How much information and understanding do education providers across our sectors have about students’ home circumstances, and what adjustments do they make? Department for Education, 2025
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Family security: Family support What family focused solutions work to ensure that children and their parents have the support needed to meet their basic needs for housing security and quality of life? Department for Education, 2025
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Family security: Keeping children safe How can we ensure that multi-agency responses are coordinated effectively to reduce, and ideally prevent, young people’s exposure to and experience of harm? • How do we ensure that front line staff have access to all the relevant information from across systems and agencies, to ensure effective decision making in provision of support? Department for Education, 2025
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Family security: Keeping children safe • How can we ensure staff maintain stable relationships with the children and families that they work with where appropriate to counter disruption in other aspects of their lives? Department for Education, 2025
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Family security: Keeping children safe • How effective are changes to the (children's) residential care market in ensuring the right number and types of good quality, stable registered places across the country, which provide good value for public money? Department for Education, 2025
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Family security: Keeping children safe Where children cannot live with their birth parents, how do we support and enable others (including wider family networks) to provide good quality care which leads to better life outcomes? • How does this vary for different family types, including both formal and informal kinship carers, foster carers, and children who leave care under an adoption order or special guardianship order? Department for Education, 2025
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Family security: Keeping children safe How can we better support families and children to keep children safe and, where possible, with their birth families? Department for Education, 2025
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Family security: Keeping children safe What works best to identify and intervene early to support vulnerable children and their families before they enter the social care system? Department for Education, 2025
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Skills for opportunity and growth: Wider benefits • How can the wider benefits (of HE and FE) be more effectively conveyed to different groups early on in education to raise aspirations? Department for Education, 2025
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Skills for opportunity and growth: Wider benefits • Are the benefits of FE and HE shared equally or do some groups benefit more than others? • Do these benefits vary by the type of HE or FE study e.g. full degree or short courses, institution (university or FE college) or mode of study? Department for Education, 2025
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Skills for opportunity and growth: Wider benefits What are the wider non-salary benefits of HE and FE for individuals, communities and society? • What are the benefits of HE and FE on individual wellbeing, physical and mental health, societal engagement, and long-term employment? • What are the wider societal benefits of HE and FE study and provision (including the local and national benefits generated by HE/FE providers)? Department for Education, 2025
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