Overview

1. Addressing educational disadvantage, sharing evidence, finding out what worksCamilla Nevill Evaluation Manager

2. Overview • The aims of the EEF • Teaching and Learning Toolkit • Grant-making process • Approach to evaluation • Challenges and reflections

3. The aims of the EEF • Building the evidence for what works in schools by identifying and rigorously evaluating evidence-based approaches to teaching and learning • Sharing the evidence with schools by providing independent and accessible information through the Teaching and Learning Toolkit • Promotingthe use of evidence-based practice both through our projects, events and resources such as the upcoming DIY Evaluation Guide for schools

4. The EEF by numbers 1,800 schools participating in projects 300,000pupils involved in EEF projects 30topics in the Toolkit 9 members of EEF team 16independent evaluation teams £200mestimated spend over lifetime of the EEF 56projects funded to date 3,000heads presented to since launch

5. The EEF approach • Independent evaluations • Robust methodologies • Evidence-based grant making Commission evaluations Decide grants EEF Evaluations ST-EEF Toolkit Report results Synthesise evidence • meta-analyses • Case studies • Common outcome metrics

6. The Toolkit and grant-making • Independent evaluations • Robust methodologies • Evidence-based grant making Commission evaluations Decide grants EEF Evaluations ST-EEF Toolkit Report results Synthesise evidence • meta-analyses • Case studies • Common outcome metrics

7. The Sutton Trust-EEF Teaching and Learning Toolkit Accessible, teacher-friendly summaries of educational research • Practice focused: giving schools in the information they need to make informed decisions and narrow the gap • Based on meta-analyses provided by Durham University

8. Case study: the Pupil Premium • Large secondary school in the North West receives £580,000 from the Pupil Premium in 2012-13. • How does the head teacher decide to use this money? • Reducing class size, investing in professional development, one to one tuition? • The Toolkit doesn’t tell the head what to do, but we hope that it will help her make a more informed decision.

9. Grant-making The EEF assesses proposed projects by assessing: • The extent to which there is existing evidence which suggests that the approach will improve academic attainment (taking the Toolkit as a starting point) • Whether the project has the potential to be scaled up cost effectively if proven to be effective (within the envelope of the Pupil Premium) • We are looking for disciplined innovation: innovation that builds on what we already know.

10. EEF portfolio so far # schools by school type # schools by project type Note: Figures include only grants made or to be made from the main endowment (Literacy Catch Up projects excluded)

11. A meta-analytic approach to evaluation • Independent evaluations • Robust methodologies • Evidence-based grant making Commission evaluations Decide grants EEF Evaluations ST-EEF Toolkit Report results Synthesise evidence • meta-analyses • Case studies • Common outcome metrics

12. Approach to evaluation:What the EEF is doing differently A new and robust approach to evaluation in education: • Independent evaluation All projects evaluated by a member of our panel of evaluation experts • Common outcome metrics Effect on attainment and cost—so we can compare and contrast between projects • Focus on longitudinal impact All pupils will be tracked using the National Pupil Database

13. Approach to evaluation:Robust yet pragmatic evaluations Types of evaluation: Decision based on an assessment of: • the existing evidence base (takes precedence) • Relevance • Strength • expected effect size • cost • policy context • practicalities of delivery Efficacy (validation) Effectiveness (scale-up) Pilot (development)

14. An example of an EEF evaluation Catch Up Numeracy: • One-to-one intervention with children in Years 2 to 6 who are struggling with numeracy • Previous research showed an effect size of 0.3 • Trial in 50 schools with 300 pupils and 100 TAs randomised • Effect on attainment measured using standardised maths tests • Independent evaluation by NFER • Observations and interviews to inform scale up

15. The EEF approach • Independent evaluations • Robust methodologies • Evidence-based grant making Commission evaluations Decide grants EEF Evaluations ST-EEF Toolkit Report results Synthesise evidence • meta-analyses • Case studies • Common outcome metrics

16. What’snext? • What works centre (on going) • DIY Evaluation (on going) • Digital Technology Round (just closed) • Project results (Autumn 2013) • Next General Round (closing October) • Neuroscience Round (April 2014)

17. Challenges and reflections • Resistance from the academic community How do we strike a balance between bringing a new and robust independent evaluation approach and protecting the rights of project creators? • Attrition and testing How do we best incentivise schools to remain engaged and see research through? • Mobilising what works and taking it to scale How do we put the evidence to work and ensure that teachers can access and use research effectively?

18. For further information: www.educationendowmentfoundation.org.uk camilla.nevill@eefoundation.org.uk Thank you!