At the forefront of education research
FFT’s aim is to help schools make the best possible use of education data to improve education outcomes for all pupils.
Latest from our research blogs
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The impact of early rollout of Universal Credit on free school meals eligibility
on October 8, 2018 at 12:31 pm
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What can we learn from Key Stage 1 scaled scores?
on July 12, 2018 at 8:01 am
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Four reasons why female teachers are paid less than men
on June 21, 2018 at 11:01 pm
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What can short standardised tests tell us about the attainment and progress of individual pupils and of schools?
on May 23, 2018 at 12:35 pm
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How do Ofsted ratings relate to Key Stage 2 progress scores?
on October 30, 2018 at 12:01 am
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The impact of early rollout of Universal Credit on free school meals eligibility
on October 8, 2018 at 12:31 pm
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Provisional KS2 data 2018: Key points from today’s release
on September 4, 2018 at 11:08 am
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Four reasons why female teachers are paid less than men
on June 21, 2018 at 11:01 pm
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Some MATs look to have been hit hard by the withdrawal of ECDL
on November 16, 2018 at 12:01 am
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The link between exclusions, alternative provision and off-rolling
on November 9, 2018 at 9:30 am
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Long-term outcomes: How did life turn out for pupils who took applied science qualifications at Key Stage 4?
on October 31, 2018 at 12:01 am
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Newly opened schools don’t tend to have particularly great exam results
on October 18, 2018 at 3:32 pm
Featured posts
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The correlation between Key Stage 1 and Key Stage 2 value added
on August 2, 2017 at 10:36 am
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Long-term disadvantage, part one: Challenges and successes
on July 26, 2017 at 12:46 pm
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What difference does a year make? Part 1
on March 15, 2017 at 11:58 am
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Getting older quicker
on March 3, 2017 at 9:30 am
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Value added measures in performance tables: A recap of the main issues for primary schools
on May 14, 2018 at 3:01 am
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Test reliability, and why it matters for primary school performance tables
on December 13, 2017 at 8:21 am
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The correlation between Key Stage 1 and Key Stage 2 value added
on August 2, 2017 at 10:36 am
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Long-term disadvantage, part one: Challenges and successes
on July 26, 2017 at 12:46 pm
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Provisional KS4 data 2017: How are free schools faring?
on October 12, 2017 at 11:42 am
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How do Ofsted ratings relate to Progress 8 scores?
on October 11, 2017 at 5:00 am
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GCSE results day 2017: The key trends in entries and results
on August 24, 2017 at 8:34 am
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Putting Progress 8 in context
on March 2, 2017 at 2:28 pm
FFT Education Datalab
We are proud to have set up FFT Education Datalab, who produce independent, cutting-edge research on education policy and practice.
An expert team of researchers
FFT Education Datalab brings together an expert team of academics, researchers and statisticians specialising in the analysis of large-scale administrative and survey datasets.
Led by FFT’s chief statistician, Dave Thomson, the team produce research and analysis that can be used by policymakers to inform education policy, and by schools to improve practice.
They complete commissioned research for organisations who wish to evaluate their impact, or who need quantitative analysis to supplement their own policy work.
The team also blog regularly, using data to explore the latest developments in education.
Delivering TALIS
We are part of the DfE team delivering the OECD’s Teaching and Learning International Survey (TALIS) 2018.
TALIS is the first and only international survey that focuses on the teaching practices and the working conditions of teachers and their headteachers in England and over 40 other countries.
The international survey of teachers & school leaders
FFT has partnered with UCL Institute of Education and RAND Europe to form the National Centre delivering the TALIS survey in 2018.
TALIS has taken place every five years since it was first carried out in 2008. England participated for the first time in 2013, focussing on lower secondary (KS3) teachers and their headteachers.
For TALIS 2018, England will survey primary (KS1 & KS2) and lower secondary (KS3) school teachers and their headteachers.