Children, young people and education

If you use ONS Secure Research Service data and would like to discuss writing a future case study with us, please get in touch at SRS.Impact@ons.gov.uk.

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The long-term impact of Sure Start on children's health, learning and wellbeing 

Date: April 2026

This research, undertaken by the Institute of Fiscal Studies (IFS), examined the long-term effects of early access to the late 2000s programme pf Sure Start children's centres on outcomes from birth to age 16. Using large-scale administrative datasets accessed through the ONS Secure Research Service and the UK Data Service, the study assessed how the programme shaped children's health, education and wider development.

The findings show that early access to Sure Start reduced hospital admissions in later childhood, improved GCSE attainment, lowered school absence, and supported better reported mental health. While Sure Start was not associated with changes in more severe outcomes such as school exclusions, youth offending or the number of children looked after, the programme's benefits were broad and contributed to narrowing inequalities for some groups. Overall, every £1 invested in Sure Start generated more than £2 in long‑term benefits.

The research has become a key source of evidence on early years family support in England and has significantly influenced national policy. Its findings have been referenced across government, including in the 2025 "Giving Every Child the Best Start in Life" strategy, which affirmed that Sure Start had clear positive impacts and informed changes to Family Hubs policy and funding. The work continues to guide debates across the UK and internationally about the value of early intervention. 

Read the research article here.  

SRS data used: Department of Education, Bespoke National Pupil Database extracts.

Early special educational needs support and later health and schooling outcomes 

Date: July 2025

This research, undertaken by University College London (UCL), examined whether receiving special educational needs (SEN) support in Year 1 affects later hospital use, school absence and maths attainment among children with isolated cleft lip and/or palate. The study used the ECHILD linked dataset, accessed through the ONS Secure Research Service.

The findings showed no evidence that early SEN Support increased unplanned hospital admissions or persistent absence. Children receiving SEN Support had more medical absences but fewer unauthorised absences, suggesting improved recognition and documentation of health‑related needs. Maths attainment gaps narrowed for children who received support, although differences compared with peers remained by the end of primary school.

These results indicate that early SEN Support is safe and contributes to better recording of children's health and learning needs. The study highlights the importance of improving data on the type of support provided and the reasons behind SEN decisions, helping schools, local authorities and commissioners refine SEN practice and strengthen future provision.

Read the full journal article here. 

SRS data used: 

University College London, released 30 July 2024, ONS SRS Metadata Catalogue, dataset, Education and Child Health Insights from Linked Data - England

What it would take for 90% of pupils to meet the Year 1 phonics standard? 

Date: April 2026

This research, undertaken by a team at the FFT Education Datalab, explored how England could achieve the government's ambition for 90% of pupils to reach the expected standard in the Year 1 Phonics Screening Check. The analysis used national pupil data from the UK's National Pupil Database, accessed through the ONS Secure Research Service, alongside assessment data from Datalab. 

Nationally, around 80% of pupils currently meet the phonics standard, a level that has remained largely unchanged for several years. The study showed persistent gaps between pupil groups, with lower attainment among disadvantaged pupils, those with special educational needs, and summer‑born children. It also found that the pupils who fall short are not borderline performers but those with substantially weaker decoding skills, often struggling with specific graphemes. While some schools already exceed the 90% target, those serving more disadvantaged communities face greater challenges.

The findings highlight that meeting the 90% ambition requires targeted improvement for particular groups rather than broad, marginal gains. The analysis provides evidence to help policymakers, school leaders and literacy organisations focus resources on strengthening early reading instruction and supporting pupils with the weakest decoding skills.

Read the more about the research here. 

SRS data used: Department of Education, Bespoke National Pupil Database extracts.

Date: August 2025

Research using secure data in the Secure Research Service (SRS) examined the long‑term outcomes of more than 576,000 pupils who experienced school suspensions.

The study found that suspended pupils were significantly less likely to achieve Level 3 qualifications, attend higher education, or be in sustained education, employment or training by age 24 years. They were also more likely to claim out‑of‑work or health‑related benefits, with risks increasing sharply for those receiving multiple suspensions. The findings highlight how behavioural challenges and GCSE attainment influence long‑term life chances and underscore the need for early intervention and wider support services.

Read the full case study at: Early adult outcomes for suspended and excluded pupils – ADR UK

Date: April 2025

This research used linked education and justice data to examine how changes in school performance relate to later involvement in the criminal justice system.

The study identified five distinct performance trajectories across pupils' school careers, with those whose performance declined over time or remained consistently low being the most likely to receive cautions or convictions in adolescence and early adulthood. Early declines in performance, even in primary school, were shown to be an important indicator of pupils who may need additional support. The findings have informed work by the Department for Education and Ministry of Justice and contributed to wider awareness‑raising on the value of administrative data research.

Read the full case study at: Changes in school performance and involvement in the criminal justice system – ADR UK

If you would like to submit a case study please contact us: SRS.Impact@ons.gov.uk