Ben Haslewood, Insights Specialist, Edurio
In today’s educational landscape, delivering high-quality, inclusive education (One of DfE’s five core trust quality descriptors) is a complex task filled with internal and external challenges. With ongoing financial pressures, challenges surrounding pupil attendance, and lower staff wellbeing, trust leaders must ensure they listen to all stakeholders—pupils, staff, and parents—to drive meaningful improvements.
Our latest research, drawn from over 245,000 stakeholders, offers insight into how the sector can meet the demands of inclusivity and excellence in the coming years. What we have learnt so far is that in 2023/24, staff members reported increased support in key areas such as lesson preparation and marking and assessment. Pupils reported being asked to read for their studies compared to the previous year, and satisfaction with extracurricular activities has also improved, although fewer pupils are participating in them. Additionally, we have learned that parental satisfaction with communication from schools has improved, though it remains below pre-pandemic levels.
Whilst there is some evidence of positive progress towards high-quality, inclusive education, our research also highlights areas of significant concern.
Challenges in staff wellbeing and respect
While there has been an improvement in staff reporting feeling supported with lesson preparation (51%) and marking and assessment (44%), our research shows a challenging trend regarding staff wellbeing, with staff members continuing to report declining feelings of respect.
Only 68% of staff reported feeling respected by pupils.
And nearly one in four staff members (23%) reported having experienced some form of violence, whether emotional or physical, from pupils.
The increase in staff experiencing violence presents a significant concern for trust leaders. Fostering a culture of respect is important for maintaining both staff morale and positive pupil outcomes.
Pupil engagement and wellbeing: A call to action
While there are positive takeaways from this research, such as more pupils report being asked to read for their studies compared to the previous year and higher reported levels of satisfaction with extracurricular activities, our research also reveals areas of concern - particularly around pupil engagement and wellbeing.
Less than a third of pupils (28%) reported finding their learning interesting, reflecting a continued decline in engagement over the past four years.
Perhaps equally concerning is that fewer than half of pupils (47%) reported feeling happy at school. This is the first time that pupil happiness has dropped below 50% since our survey began.
These figures should serve as a call to action for trust leaders. Pupil disengagement and dissatisfaction with their learning experience are clear indicators that more needs to be done to create environments where every pupil can thrive. The Department for Education recently established an expert panel led by Professor Becky Francis CBE to assist with its curriculum and assessment review, a particularly positive step towards combatting these challenges.
Parental optimism and communication on the rise
The story for parents is slightly more positive. Our data highlights improved parental satisfaction with communication between schools and parents. Over 59% of parents reported feeling well-informed about their child’s homework, and 72% felt similarly informed about their child’s behaviour, both more positive compared to 2022/23.
This increase in satisfaction extends to how parents perceived their child’s progress, with 71% of parents feeling optimistic about their child’s academic performance, up from 69% last year.
Looking forward: Opportunities for progress
As we move further into the 2024/25 academic year, it’s clear that while there are positive trends, such as improved parental communication and staff support, significant challenges remain. Trusts must continue to prioritise pupil engagement, staff wellbeing, and inclusivity to build environments where both staff and students can excel.
Dame Alison Peacock, CEO of The Chartered College of Teaching, highlights in our report that:
"In our schools, teachers, leaders and support staff continue to do an amazing job, transforming lives daily. While many problems will require national change, the importance of a positive school culture cannot be underestimated.”
By listening to the voices of staff, pupils, and parents, and using data-driven insights, trusts can make informed decisions that lead to better outcomes for all. At Edurio, we are proud to support trusts in this mission, providing the tools and data they need to foster high-quality, inclusive education.
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