In its latest paper, supported by the National Education Union (NEU), the EPI says such a move is needed to prevent exclusionary practises that could see vulnerable children not admitted to schools or being “off-rolled” before they sat their GCSEs.
Previous research to measure the effectiveness of these school groups, that include academy trusts, federations, dioceses and local authorities, has mainly focused on pupil progress and attainment, the EPI says.
It argues that solely focusing on these measures has “serious limitations” and could disadvantage vulnerable children further.
As part of a wider project that aims to highlight effective school groups, the EPI paper proposes that settings should be judged on positive examples of pupil inclusion alongside progress and attainment.
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