How to help your child get an A level education

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A report has found a major gap between the achievement of pupils who attend more formal and informal schools compared to those who do not.

Key points:The report found children in the UK who attend a school with more formal learning tend to be less academically successful than those who attend less formal schoolsThe report also found children who attend informal learning tend not to be academically disadvantaged compared to students who attend formal schoolsThere were a total of 2,534 pupils in the study who attended formal schools in the year ending September 2018.

The report’s authors, from the National Centre for Educational Research and Policy at Lancaster University, said this was because the children in this study were more likely to attend formal learning than those that attended informal learning.’

More formal education’The study found children attending more formal education were less likely to have received a GCSE, A-level or A*-level result compared to children attending less formal schooling.

The researchers found children with formal learning were more than twice as likely to receive a GCS, A*, A level or A- level result compared with those who attended informal education.

They found that children who attended more formal schools were also more likely than children who did not to have had at least a 3.5 on the A* scale and were also four times as likely as children who had no formal education to have achieved a 4.0 or better on the GCSE.

Dr Chalamet said this study revealed that children attending formal education did not have an advantage over those who did have formal learning.

“This is true irrespective of how much formal education you are in,” she said.

“Children with less formal learning do not necessarily do better in terms of learning outcomes because they may not be able to access as much formal learning as their peers in more formal environments.”

The study was conducted in schools that had higher than average proportions of children attending the higher levels of formal education, including schools with more than 90 per cent pupils attending a formal higher education, and schools with fewer than 50 per cent.

The study did not find differences in the proportion of pupils attending formal and formal education.

Dr Daniele Gazzaniga, lead author of the report, said that although this is a relatively small study, the study indicated that a greater proportion of children were receiving a formal education in the country than in other countries.

“It is important to emphasise that these are not results from a one-size-fits-all approach.

These are results from nationally representative samples of pupils and parents who were surveyed, and their experiences in schools and the learning environments they were living in,” Dr Gazziniga said.

The authors noted that this study does not represent the experiences of all pupils.

“These results reflect the experience of pupils in a variety of schools across England and Wales,” they said.”[But] these findings suggest that, for the most part, pupils in formal education have a more privileged educational environment compared to pupils in informal education.”

The report has been published in the journal Education Policy, and will be published in full next month.