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@ EducEndowFoundn

U sing evidence to raise the attainment of children facing disadvantage James Richardson Senior Analyst, Education Endowment Foundation 1 st April 2014 james.richardson@eefoundation.org.uk www.educationendowmentfoundation.org.uk. @ EducEndowFoundn. Introduction.

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@ EducEndowFoundn

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  1. Using evidence to raise the attainment of children facing disadvantageJames Richardson Senior Analyst, Education Endowment Foundation 1st April 2014james.richardson@eefoundation.org.ukwww.educationendowmentfoundation.org.uk @EducEndowFoundn

  2. Introduction • The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. • In 2011 the Education Endowment Foundation was set up by Sutton Trust as lead charity in partnership with the ImpetusTrust.The EEF is funded by a Department for Education grant of £125m and will spend over £200m over its fifteen year lifespan. • In 2013, the EEF was named with The Sutton Trust as the government-designated ‘What Works’ centre for improving education outcomes for school-aged children.

  3. Key Stage 2: Top performers • There are 2568 schools (31% of our data set) in which the average proportion of FSM pupils achieving Level 4 in English and Maths exceeds the national average of all pupils (79%). These are schools above the horizontal blue line in the graph. • They come from across the spectrum of disadvantage (ranging from 1% FSM intake to 70%) and include schools of all types, sizes, regions, intakes etc. Note: this analysis excludes independent, special and selective schools

  4. The imperative: Key Stage 4 top performers There are 428 secondary schools in which the average GCSE point score of FSM pupils exceeds the national average for all pupils (276.7 points). These top performing schools come from across the spectrum of disadvantage (ranging from 1% FSM school intake to 61%). FSM pupils in schools with a low and high proportions of FSM students score higher than schools in between.

  5. We believe that more evidence can help… 2,300 schools participating in projects £220mestimated spend over lifetime of the EEF 502,000 pupils involved in EEF projects …but what does it mean for you? 72 projects funded to date

  6. The EEF approach

  7. The EEF-Sutton Trust Teaching and Learning Toolkit The Toolkit is an accessible, teacher-friendly summary of educational research • Practice focused: giving schools the information they need to make informed decisions and narrow the gap • Based on meta-analyses provided by Durham University • http://educationendowmentfoundation.org.uk/toolkit/

  8. A Pupil Premium Scenario – Struggling Readers Classroom teacher One to one tuition SENCO Employ more Teaching Assistants Parents Class size reduction What do you decide to spend the money on? How do you make the most of that investment?

  9. The Toolkit is a starting point for making decisions

  10. Overview of value for money Promising May be worth it 10 Feedback Meta-cognitive Independent learning Pre-school Peer tutoring 1-1 tutoring Homework Effect Size (months gain) Outdoor learning Summer schools ICT Phonics After school Smaller classes Parental involvement Requires careful consideration Individualised learning Sports Learning styles Teaching assistants Arts Performance pay 0 Ability grouping £0 £1000 Cost per pupil

  11. Three rules of thumb 1. Use the evidence as a starting point for discussion 2. Dig deeper into what the evidence actually says 3. Understand the ‘active ingredients’ of implementation

  12. EEF Projects We are working to fund, develop and evaluate projects that: • Build on existing evidence. • Will generate significant new understanding of what works. • Can be replicated cost effectively if proven to work. Examples: Effective use of teaching assistants, the impact of learning to play chess, the use of iPads in schools

  13. Mind the Gap Run by Campaign for Learning • Trial in 40 schools • Working with Year 4 pupils and parents to test the impact of a learning to learn approach • 10 hours of workshops in a year • Independent evaluation by National Institute for Economic and Social Research • Observations and interviews to inform scale up

  14. Completed EEF Projects: February 2014

  15. Switch On Reading • One to one programme delivered by teaching assistants over a 10 week period • Delivered to Year 7 students who did not achieve Level 4 at KS2

  16. Catch Up Numeracy • One to one intervention with children in Years 2 to 6 who are struggling with numeracy • Two 15 minute sessions with TAs per week for 30 weeks

  17. What have we learned? Teaching assistants, given the right support and training, can make a significant contribution to pupil attainment Schools should take care to understand how specific programmes are having an impact in their school. • Implementation matters: Many educational interventions are ‘fragile’. Evaluation is critical.

  18. Evidence 4 Impact Database Produced by the Institute for Effective Education, University of York. A database of widely used interventions on the evidence on their effectiveness.

  19. Closing reflections 2,300 schools participating in projects 502,000 pupils involved in EEF projects 72 projects funded to date Taking part in future EEF research: james.richardson@eefoundation.org.uk

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