Performance and capability of the Education Funding Agency
Published on:The Education Funding Agency has fulfilled most of its day-to-day responsibilities, but faces increasing expectations from the Department for Education.
The Education Funding Agency has fulfilled most of its day-to-day responsibilities, but faces increasing expectations from the Department for Education.
Value for money for the £7 billion spent on 16- to 18-year-olds has increased overall, but the Department needs better information on which reforms have proven most effective.
This report examines if government is achieving its ambition for the public sector to be a leader in decarbonising its activities.
This report assesses how well pupils with special educational needs and disabilities are being supported.
Many academies are performing impressively in delivering the Academies Programme’s intended improvements. Most academies are achieving greater rates of improvement in academic attainment than their predecessor schools.
The rapid expansion of the programme has been a significant achievement, but the DfE was unprepared for the scale of the financial implications.
The inability of the DfE to prepare financial statements providing a true and fair view of financial activity by its group of bodies means that it is not meeting the accountability requirements of Parliament.
The report sets out central government’s risk analysis, planning, and mitigation strategies prior to the arrival of the COVID-19 pandemic
This investigation sets out the system for providing vaccinations to pre-school children in England and the levels of uptake.
This page is part of our successful commissioning toolkit. Establishing the outcomes to be achieved by the service is critical for the remainder of the commissioning process. The term ‘outcomes’ in this sense has a specific meaning. Particularly, outcomes are the real-life economic, social and/or environmental improvements that you seek from your programme. For commissioners these outcomes […]
This report looks at the Office for Student’s responsibilities for financial regulation of higher education providers.
The Department has increased local authorities’ flexibility over their funding, but as a result has less information on how funds are being spent.
The Department for Education is not meeting its objectives to improve the quality of care and the stability of placements for children in care.
A large proportion of schools in England provide high standards of education, with pupil attainment improving in primary and secondary schools. However, some schools are performing less well. The Department for Education and Skills and Ofsted use several definitions to identify schools that are performing poorly and need additional support; among the 1,557 schools included […]
The Department for Education has made good progress in improving take-up and achievement in areas such as A-Level maths and GCSE Triple Science. However, there has been less success in increasing the number of science teachers, improving take-up of A-Level physics and raising the standards of school science facilities.
This page is part of our successful commissioning toolkit. The public sector constructs and maintains many financial relationships with third sector organisations (TSOs). Commonly, the public body pays the TSO for the provision of a service [Note 1] specified by the public body [Note 2]. Practical example: Service specified by public body In one area, the local […]
Find out how government departments score on diversity. Our interactive graphics summarise the findings from Cabinet Office’s People Survey.
This report examines whether Ofsted’s approach to inspecting schools is providing value for money. We assessed Ofsted’s role, performance and impact.
This report focuses on the arrangements for converting schools to academies. We assess the Department for Education’s approach and the extent of conversion; the robustness, cost and speed of the conversion process; and the availability of sponsors and multi-academy trusts to support schools to convert to academies.
This report assesses whether DFID’s 2018 Strategic Vision for Gender Equality is well placed to secure value for money.