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In a new analysis for FFT Education Datalab, Katie Beynon takes a fresh look at the link between Year 11 absence and GCSE results – and finds that the story is more complex than recent DfE figures suggest. While higher absence in the exam year is clearly associated with lower Attainment 8 scores, FFT’s data shows that much of this relationship is shaped by pupils’ existing attendance patterns, particularly in Year 10.
We’re very pleased to share that we will be exhibiting DCPro Alternative Provision Attendance at the upcoming Alternative Provision London Conference, organised by Westminster Insight on Wednesday 26 November 2025, at the De Vere Grand Connaught Rooms in London.
We’re delighted to announce that DCPro Alternative Provision Attendance will be exhibiting at Tes SEND Show 2025, taking place on 10-11 October 2025 at the Business Design Centre, London. You can find us at Booth J10.
In August 2025, the Department for Education (DfE) published new voluntary national standards for non-school alternative provision – sometimes referred to as unregistered provision. These guidelines aim to strengthen quality, safety and oversight in a diverse sector that supports some of the most vulnerable children in the education system.
Safeguarding is not just about reacting when something goes wrong. It is about building an environment where all children are safe, feel heard, and are supported at the earliest sign of need. KCSIE 2025 makes it clear that safeguarding is everyone’s responsibility, whether you are a teacher, caretaker, volunteer or governor.
This year’s Education Policy Institute (EPI) Annual Report delivers a stark but vital message: England’s education system is still deeply unequal, and while some progress is being made, the gaps remain gaping. From postcode privilege to persistent poverty, from SEND...
The most recent school behaviour statistics from the Department for Education paint a stark and worrying picture. Exclusions and suspensions in England have soared to their highest levels since 2006. Paired with powerful personal stories and expert commentary, the data offers more than just numbers – it reveals a system increasingly strained by unmet needs, limited resources, and complex challenges both inside and beyond the school gates.
The latest Emerging Insights report from Inclusion in Practice offers a compelling glimpse into how schools across England are tackling these questions head-on. Based on wide-ranging evidence from over 8,000 schools, the report highlights emerging models of success and outlines practical, evidence-informed principles that support inclusion for children with special educational needs and disabilities (SEND).
What happens to pupils who don’t quite “fit” into mainstream education? For decades, “alternative provision” (AP) has existed to support young people at risk of exclusion, or already excluded, from school. But how this support is structured varies widely across the UK’s four nations. According to new research, these differences reveal more than just policy preference. They raise important questions about equity, effectiveness, and the very purpose of education.
The Department for Education (DfE) has introduced a new AI-powered tool to help schools in England benchmark their pupil attendance against similar institutions.