In this first of a two part feature length blog post series on special schools, Senior Economist Michael Scott discusses the current workforce, teacher vacancy rates and data about teachers with qualified teacher status (QTS).

A new study as part of the Skills Imperative 2035 project suggests cognitive and behavioural skills gaps which emerge in early years - if identified and addressed as children progress through education - could support improved labour market outcomes.

Our Head of Classroom Practice and Workforce, Dr Ben Styles, has given his reaction to the Government’s AI Opportunities Action Plan.

NFER Senior Economist Michael Scott has given his reaction to the Department for Education’s (DfE) Dedicated Schools Grant allocations 2025-26 written statement.

NFER's Head of UK Policy and Practice Jude Hillary cites two recent reports which help us understand the types of skills we could be lacking in the future, and how we might obtain them.

Research Manager Tara Paxman summarises our four year longitudinal study looking at the impact of Covid-19 on the youngest pupils at the start of the pandemic.