Edurio Reports

Edurio Reports

Gain deeper insights into your trust's strengths and areas of improvement on staff retention, parental engagement, pupil experience, equality, diversity, inclusion, and more!

Gain deeper insights into your trust's strengths and areas of improvement on staff retention, parental engagement, pupil experience, equality, diversity, inclusion, and more!

Launching in December 2023

A stark decline in pupil wellbeing

We gained facts and insights into emotional, physical and social wellbeing during 2020-2023 from 184,000 pupil voices.

Published in November 2023

What do parents and carers expect from schools?

We asked 38,000 parents and carers what they really want to see from their child’s school. There was a lot of agreement about what parents expect but there were some interesting differences by school type and year group.

Published in November 2023

What do parents and carers expect from schools?

We asked 38,000 parents and carers what they really want to see from their child’s school. There was a lot of agreement about what parents expect but there were some interesting differences by school type and year group.

Published in November 2023

What do parents and carers expect from schools?

We asked 38,000 parents and carers what they really want to see from their child’s school. There was a lot of agreement about what parents expect but there were some interesting differences by school type and year group.

Published in October 2023

National CST School Trust Report 2023

The second annual CST report uncovers the top priorities for Multi Academy Trusts nationally.

The report unpicks current challenges, future priorities and provides commentary on what really makes a strong and resilient trust.

Published in October 2023

How experience impacts retention in English schools

This report summarises our findings on staff retention and experience by role from the last five years. Since our survey launched in the 2018/2019 academic year, between 10,000 and 40,000 staff members per year have completed our survey, and we have now had over 110,000 school staff participate in the survey over the last five years.

Published in September 2023

What really improves school trusts?

This major new report brings CST and DfE guidance to life with feedback from 175,000 staff, pupils and parents. 

The report shares key facts and expert commentary on Curriculum and Learning,
Pupil Behaviour, Trust-led Knowledge Sharing, Workforce Dynamics and
Stakeholder Feedback Integration.

Published in September 2023

Staff experience before, during, and after the lockdowns

This report shows the shifting risk of resignation by assessing survey responses from 75,000 school staff over the last 4 years. We also investigate how three drivers of resignation — workload, leadership dynamics, and staff relationships — have varied since 2018.

Published in June 2023

How experience impacts retention in English schools

This report summarises our findings on staff retention from the last five years. Since our survey launched, between 10,000 and 40,000 staff members per year have completed our survey, and we have now had over 110,000 school staff participate in the survey over the last five years.

Published in June 2023

National CST School Trust report 2022

School trusts have a growing role in education across England. The Department for Education confirms the strategic importance of the trust model and the need to build upon the successes of strong trusts, with the Government committed to all schools being in a trust by 2030.

Published in March 2023

Safeguarding in the curriculum

This report explores three areas centred around safeguarding in the curriculum. Each section includes feedback from pupils that suggest ways trusts, schools and teachers can develop the curriculum to offer better experiences for pupils in RSE and PSHE lessons. 

Published in March 2023

Safeguarding in the curriculum

This report explores three areas centred around safeguarding in the curriculum. Each section includes feedback from pupils that suggest ways trusts, schools and teachers can develop the curriculum to offer better experiences for pupils in RSE and PSHE lessons.

Published in February 2023

Do pupils in English schools feel safe?

Whilst the majority of pupils feel safe, around a quarter felt only fairly safe, not very safe, or not at all. One in ten pupils reported that they have missed school recently because they felt unsafe. A higher proportion of pupils feel safe online than they do in school or out of school. 

Published in February 2023

Do pupils in English schools feel safe?

Whilst the majority of pupils feel safe, around a quarter felt only fairly safe, not very safe, or not at all. One in ten pupils reported that they have missed school recently because they felt unsafe. A higher proportion of pupils feel safe online than they do in school or out of school.

Published in November 2022

Improve your recruitment outcomes by embracing your trust's culture

By taking a considered approach to understanding your school or trust culture, you will be in a far stronger position to identify the sorts of people who will be set up for success and able to contribute positively to your ever-evolving organisational culture.

Published in November 2022

How school staff perceptions of trust leadership have changed

This report explores how staff members’ perceptions of the trust have changed during the Covid-19 pandemic disruption. September 2019—March 2020 data constitutes the “Pre-Covid” group, and Autumn term of 2020 constitutes the “During Covid” group

Published in May 2022

Staff experience before, during, and after the lockdowns

This report shows the shifting risk of resignation by assessing survey responses from 75,000 school staff over the last 4 years. We also investigate how three drivers of resignation — workload, leadership dynamics, and staff relationships — have varied since 2018.

Published in May 2022

National CST School Trust report 2022

School trusts have a growing role in education across England. The Department for Education confirms the strategic importance of the trust model and the need to build upon the successes of strong trusts, with the Government committed to all schools being in a trust by 2030.

Published in May 2022

Maintaining a strong culture as you grow

Cultural due diligence is an assessment of culture of two or more organisations before they proceed with a merger process. This document focuses on cultural due diligence for two situations: a merger between two similarly-sized multi-academy trusts or a single school joining a trust / a large trust incorporating a smaller one.

Published in May 2022

Technology use in schools during Covid-19

When schools are operating normally, the range and nature of education technology usage can vary widely from classroom to classroom. But the shift to remote learning during the summer term 2020, meant an increased reliance on digital technologies for all schools.

Published in March 2022

How well are parents and carers engaged by schools in England?

60% of parents and carers are satisfied with the school’s attempts to engage them, however, this differs greatly by school. Given the significant variation between schools, parental engagement is a matter greatly influenced by the leadership actions across the schools.

Published in March 2022

How well are parents and carers engaged by schools in England?

60% of parents and carers are satisfied with the school’s attempts to engage them, however, this differs greatly by school. Given the significant variation between schools, parental engagement is a matter greatly influenced by the leadership actions across the schools.

Published in November 2021

Pupil experience in schools and multi-academy trusts

The mental wellbeing of children and young adults has been an area of increasing concern in recent years. This report provides a high-level summary of pupils' health and emotional wellbeing, safeguarding and workload.                             

Published in November 2021

Pupil experience in schools and multi-academy trusts

The mental wellbeing of children and young adults has been an area of increasing concern in recent years. This report provides a high-level summary of pupils' health and emotional wellbeing, safeguarding and workload.

Published in June 2021

Measuring staff experience in schools and multi-academy trusts

In early 2021, Edurio collected the largest data set on EDI issues within schools to date. A major focus of our analysis is how different staff groups - across a range of demographic and other characteristics - experience life in the school and Trust structure.

Published in June 2021

Measuring staff experience in schools and multi-academy trusts

In early 2021, Edurio collected the largest data set on EDI issues within schools to date. A major focus of our analysis is how different staff groups - across a range of demographic and other characteristics - experience life in the school and Trust structure.

Published in 2020

Technology use in schools during Covid-19

When schools are operating normally, the range and nature of education technology usage can vary widely from classroom to classroom. But the shift to remote learning during the summer term 2020, meant an increased reliance on digital technologies for all schools.

Published in 2020

Technology use in schools during Covid-19

When schools are operating normally, the range and nature of education technology usage can vary widely from classroom to classroom. But the shift to remote learning during the summer term 2020, meant an increased reliance on digital technologies for all schools.

Published in 2019

Findings from the Edurio Staff Wellbeing survey

Amidst the growing staff retention problem in schools, there is an urgency to better understand the motivations behind those resigning their posts. This report identifies common trends and key takeaways that may provide insight to school leaders and policymakers alike.

Published in 2019

Findings from the Edurio Staff Wellbeing survey

Amidst the growing staff retention problem in schools, there is an urgency to better understand the motivations behind those resigning their posts. This report identifies common trends and key takeaways that may provide insight to school leaders and policymakers alike.

Published in 2018

A guide for using non-academic data for education policy makers

This book aims to guide policymakers and school leaders in school-led, evidence-based improvement by providing a set of tools for gathering the right data, making evidence actionable, and establishing a culture of collaborative inquiry.

Published in 2018

A guide for using non-academic data for education policy makers

This book aims to guide policymakers and school leaders in school-led, evidence-based improvement by providing a set of tools for gathering the right data, making evidence actionable, and establishing a culture of collaborative inquiry.

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