About Mike Treadaway

Mike Treadaway is an associate research fellow at Education Datalab, and was previously FFT’s director of research. A former teacher, lecturer and LA adviser, Mike has over 20 years of experience in working with education data in the context of school improvement. Since founding the FFT Data Analysis Project he has developed models for analysing pupil progress, has led the processing, matching and data analysis for the National Pupil Database, and has provided advice to the Department for Education to support the development of new school accountability indicators and analysis of national trends in school performance.

Our friends in the north

Some of you might remember the 1996 TV series in which Christopher Ecclestone plays Nicky Hutchinson. As an impatient politician he argues that “Tomorrow is too late”. The Northern Powerhouse Partnership (NPP) has today issued a report on education in the north of England that in some ways makes this point, especially in relation to [...]

By | 2018-02-05T12:32:03+00:00 February 1st, 2018|Pupil demographics, School funding, School improvement|

Key Stage 4 performance tables 2017: Closing the gap just got harder

Today’s Key Stage 4 statistical release from the Department for Education shows the gap between disadvantaged pupils and others to be narrowing slightly [PDF]. This is based on the DfE's gap index, which is calculated by ranking pupils according to their English and mathematics grades and then calculating an overall index. It would appear to be [...]

By | 2018-02-02T09:08:46+00:00 January 25th, 2018|Exams and assessment, School accountability, School improvement|

Provisional KS4 data 2017: Has your Progress 8 score improved?

I’m not normally inclined to say “I told you so” but, in this case, it might be justified. Back in 2015, when the Department for Education announced the scores for old style GCSEs in 2017, Dave Thomson and I did some calculations to look at 'what if' the DfE 2016 and 2017 scoring systems were applied [...]

By | 2017-10-18T18:05:40+00:00 October 12th, 2017|Exams and assessment, School accountability, School improvement|

Long-term disadvantage, part four: If Carlsberg made schools…and also designed funding formulae?

This is part four in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. At the start of the summer we showed that there are substantial differences in the attainment and progress of pupils who have been disadvantaged at some stage. The main findings of these earlier posts were [...]

By | 2017-10-23T12:43:00+00:00 September 8th, 2017|Pupil demographics, School funding|

Long-term disadvantage, part three: Ethnicity, EAL and long-term disadvantage

This is part three in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. The previous post touched on the relationship between ethnicity, disadvantage and KS2-to-KS4 progress. It made a simple distinction, with white British pupils in one group and all other minority ethnic pupils in another group. [...]

By | 2017-10-23T12:57:18+00:00 July 28th, 2017|Pupil demographics|

Long-term disadvantage, part two: How do Pipworth Primary and Sheffield Park Academy do so well for their disadvantaged pupils?

This is part two in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. The first post in this series showed how the attainment and progress of pupils varied according to how often they had been FSM-eligible – with pupils who are FSM-eligible on almost every occasion (90% [...]

By | 2017-10-23T12:57:26+00:00 July 27th, 2017|Pupil demographics|

Long-term disadvantage, part one: Challenges and successes

This is part one in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. Pupil Premium pupils are defined as those claiming free school meals at least once in the previous six years. Given that there are three school census returns each year, the Pupil Premium group varies [...]

By | 2017-12-20T13:25:55+00:00 July 26th, 2017|Pupil demographics|

What difference does a year make? Part 3

This is part three in a series of posts exploring trends in attainment over time by month of birth. Other posts in the series can be found here. The first two blogposts in this series showed that pupils’ attainment varies with their month of birth, with September-born pupils on average having higher attainment than those born [...]

By | 2017-05-11T09:51:03+00:00 May 12th, 2017|Exams and assessment, Pupil demographics|

What difference does a year make? Part 2

This is part two in a series of posts exploring trends in attainment over time by month of birth. Other posts in the series can be found here. In the first part in this series we looked at how attainment at age seven – Key Stage 1 – varied with pupils’ month of birth. Overall, [...]

By | 2017-10-23T13:38:16+00:00 March 30th, 2017|Exams and assessment, Pupil demographics|