About Philip Nye

Philip Nye is a Researcher with Education Datalab, carrying out analysis and producing data visualisations. His particular research interests include academies and free schools, school finance, and Ofsted.

‘Schools that work for everyone’ consultation – Education Datalab response

Education Datalab has today submitted its response to the government’s Schools that work for everyone consultation. The green paper consulted on: the identification of those families who are ‘just about managing’; the contribution which independent schools can make to the state sector; conditions that should be met if existing selective schools are to be allowed [...]

By | December 12th, 2016|Pupil demographics, Reports, Structures|

Understanding grammar schools

Since the government’s announcement that it wants to see the return of more widespread selectivity to England’s education system we have written quite extensively about grammar schools and the impact of selectivity. In this post, however, we’re going to step back a little and offer a more descriptive overview of the existing network of selective [...]

By | December 1st, 2016|Admissions, Pupil demographics|

How many poor children do we want to go to grammar school?

The question of who will get in lies at the heart of the debate about the new generation of grammar schools that the government has proposed. As we, and plenty of others, have pointed out, children eligible for free school meals (FSM) - a commonly-used proxy for disadvantage - are disproportionately unlikely to get into [...]

By | September 30th, 2016|Admissions, Pupil demographics|

Research briefing: Grammar schools

Education Datalab has produced a briefing note, setting out some of the main evidence on grammar schools and giving Datalab's initial views on the government's green paper. Click here to download the research briefing [PDF]. [/fusion_builder_column][/fusion_builder_row][/fusion_builder_container]

By | September 14th, 2016|Admissions, Reports, Structures|

GCSE results day 2016: The key trends in five charts

At a headline level, results have fallen this year A*-A results were down from 22.3 per cent of all results last year, to 21.7 per cent of all results this year. On the headline A*-C measure, results were down from 70.8 per cent to 69.5 per cent. (Figures given here and in the rest of [...]

By | August 25th, 2016|Exams and assessment, Post-16 provision, School accountability|

A-Level results day 2016: The key trends in four charts

Overall, A-Level pass rates have stayed broadly the same A*-A rates were down marginally from 25.9 per cent to 25.8 per cent of all entries. A*-C rates increased slightly from 77.3 per cent to 77.6 per cent, while A*-E rates stayed unchanged, with 98.1 of all entrants achieving a pass. A-Level entry numbers are down [...]

By | August 18th, 2016|Exams and assessment, Post-16 provision|

Education white paper: what would a fully academised system look like? Part two

This is the second in a series of posts on the education white paper. The other parts can be found here. It’s well-known that a greater share of secondary schools have become academies to date than have primaries. Coupled with the fact that there are lots more primary schools, this means that the bulk of [...]

By | May 5th, 2016|Structures|

Education white paper: what would a fully academised system look like?

This is the first in a series of posts on the education white paper. The other parts can be found here. It has been just over a month since Educational Excellence Everywhere – the government’s education white paper – was published. In a document that covers topics ranging from teacher training to school funding, unsurprisingly the [...]

By | April 15th, 2016|Structures|

Ready to Read: Closing the gap in early language skills so that every child in England can read well

We created the data analysis for the Save the Children report 'Ready to Read'. Being able to read well is vital for a child's prospects at school and in life. Yet every year, almost 148,000 children leave primary school in England unable to read well. This includes one third of all children growing up in [...]

By | April 17th, 2015|Pupil demographics, Reports|