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The EEF approach

How do you choose a washing machine? Using evidence to inform practice Dr Jonathan Sharples www.educationendowmentfoundation.org.uk. The EEF approach. “We must give educators and politicians the information they need to make wise decisions for children”. Estelle Morris.

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The EEF approach

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  1. How do you choose a washing machine? Using evidence to inform practiceDr Jonathan Sharpleswww.educationendowmentfoundation.org.uk

  2. The EEF approach

  3. “We must give educators and politicians the information they need to make wise decisions for children” Estelle Morris Stand on the shoulders of previous progress i.e. healthcare, engineering • Research is seen as something done to, not with, or for, or by the profession – culture change

  4. What is evidence-informed practice? How do we generate useful evidence for practice? What can be done to make research more accessible to busy professionals? How might we build capacity in professional settings to use research evidence at scale? Make abstract concepts a bit more tangible... www.alliance4usefulevidence.org

  5. Current moves towards more evidence-informed policy/practice… Royal College of Teachers ResearchED Cabinet Office ‘What works’ centres

  6. Need for good evidence is increasingly agreed Weak link is the coupling of evidence to practice, at scale – ‘Knowledge mobilisation’ Challenges – Fragmentation in the system, weak links to training, OfSTED?

  7. What are the challenges in accessing and using reliable research evidence? Knowing where to look for useful information Sifting reliable research conclusions from the rest Time, time, time! Senior Leadership Teams Can be a conflict with existing school practices Too much information is available Not skilled to judge the validity of claims

  8. www.cebenetwork.org Practitioners Researchers Policy makers What would an evidence-using and creating culture look like? What do we need to get there? 2013/14 - Events series on knowledge mobilisation in practice

  9. The EEF by numbers 34topics in the Toolkit 3,000 schools participating in projects 600,000pupils involved in EEF projects 14 members of EEF team 6,000heads presented to since launch £220mestimated spend over lifetime of the EEF 16independent evaluation teams 83 evaluations funded to date 10 reports published

  10. Applying evidence in practice Step 1: Decide what you want to achieve Identify school priorities using internal data and professional judgement. Step 2: Identifying possible solutions Step 5: Securing and spreading change Step 3: Giving the idea the best chance of success Step 4: Did it work? External evidence summarised in the Toolkit can be used to inform choices. Mobilise the knowledge and use the findings to inform the work of the school to grow or stop the intervention. Applying the ingredients of effective implementation. Evaluate the impact of your decisions and identify potential improvements for the future.

  11. Applying evidence in practice Step 1: Decide what you want to achieve Generate a question using data, professional judgement and values. How can we engage and support struggling readers in Year 7?

  12. Applying evidence in practice Step 2: Identify possible solutions Ensure that you start from the best position by seeking internal and external knowledge. What has been shown to be effective in raising outcomes for struggling readers?

  13. A Pupil Premium Scenario – Struggling Readers Head of English 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?

  14. Teaching and Learning Toolkit The Toolkit is an accessible, teacher-friendly summary of educational research. ‘Which?’ for education • Practice focused: tries to give schools the information they need to make informed decisions and narrow the gap. • Based on meta-analyses conducted by Durham University.

  15. Teaching and Learning Toolkit The Toolkit is an accessible, teacher-friendly summary of educational research. ‘Which?’ for education • Practice focused: tries to give schools the information they need to make informed decisions and narrow the gap. • Based on meta-analyses conducted by Durham University.

  16. The Toolkit is a starting point for making decisions

  17. Overview of value for money 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 Individualised learning Sports Learning styles Teaching assistants Arts Performance pay 0 Ability grouping £0 £1000 Cost per pupil

  18. Using the Toolkit Use the evidence as a starting point for discussion. Dig deeper into what the evidence actually says Understand the ‘active ingredients’ of implementation

  19. Example: Teaching Assistants

  20. Better magazine and Best Evidence in Brief Three/year. Free for first year – www.betterevidence.org Free fortnightly research digest – iee@york.ac.uk

  21. Applying evidence in practice Step 3: Give the idea the best chance of success Implementation matters: have you thought about what the approachmeansforteaching and learning? What are the ‘active ingredients’ for making best use of teaching assistants for struggling readers? How much training do TA’s need? Is there disruption to other learning? ? How will you organise the tuition during classtime?

  22. Implementation matters: how is as important as what the evidence says In the US, healthcare workers failure to wash hands effectively is major cause of death – $billions Researcher created a checklist for surgical teams. Trial showed 66% reduction in infection rates, ~1500 lives in 18 months. Packaged the principles of handwashing into a practical intervention. Shortage of practical vehicles (interventions, CPD training) to help get evidence working in practice, at scale and with rigour (egAfL)

  23. 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: One-to-one support with teaching assistants, lesson observation, using mobile devices for feedback,

  24. Switch on Reading • One to one literacy intervention with children in Year 7 who are struggling with literacy (not achieving level 4 at KS2) • Based on Reading Recovery. Delivered by teaching assistants, 20mins/day over 10 weeks. • Previous research shows a positive effect (inc. Reading Recovery). • RCT in 19 schools with 300 pupils • Attainment measured using standardised literacy measures • Independent evaluation by Durham University • Observations and interviews to inform how and why the approach might be working http://educationendowmentfoundation.org.uk/projects/category/primary

  25. Switch On Reading

  26. Switch On Reading - Conclusions

  27. 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

  28. Catch Up Numeracy -Conclusions

  29. 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: brief, well-structured 1-2-1 sessions over a sustained period, with appropriate support and training

  30. Not all positive findings though….

  31. IEE Evidence for Impact database… coming soon

  32. Applying evidence in practice Step 4: Put energy into evaluation Did the approach work, what made it work, and how can it be improved next time? Can we demonstrate that our readers are making progress? Is it worth the effort?

  33. The Toolkit is a starting point for making decisions

  34. 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

  35. Using the Toolkit Use the evidence as a starting point for discussion. Dig deeper into what the evidence actually says Understand the ‘active ingredients’ of implementation

  36. Example: Teaching Assistants

  37. Better magazine and Best Evidence in Brief Three/year. Free for first year – www.betterevidence.org Free fortnightly research digest – iee@york.ac.uk

  38. Applying evidence in practice Step 3: Give the idea the best chance of success Implementation matters: have you thought about what the approachmeansforteaching and learning? What are the ‘active ingredients’ for making best use of teaching assistants for struggling readers? How much training do TA’s need? Is there disruption to other learning? ? How will you organise the tuition during classtime?

  39. Implementation matters: how is as important as what the evidence says In the US, healthcare workers failure to wash hands effectively is major cause of death – $billions Researcher created a checklist for surgical teams. Trial showed 66% reduction in infection rates, ~1500 lives in 18 months. Packaged the principles of handwashing into a practical intervention. Shortage of practical vehicles (interventions, CPD training) to help get evidence working in practice, at scale and with rigour (egAfL)

  40. Switch on Reading • One to one literacy intervention with children in Year 7 who are struggling with literacy (not achieving level 4 at KS2) • Based on Reading Recovery. Delivered by teaching assistants, 20mins/day over 10 weeks. • Previous research shows a positive effect (inc. Reading Recovery). • RCT in 19 schools with 300 pupils • Attainment measured using standardised literacy measures • Independent evaluation by Durham University • Observations and interviews to inform how and why the approach might be working http://educationendowmentfoundation.org.uk/projects/category/primary

  41. Switch On Reading

  42. Switch On Reading - Conclusions

  43. 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

  44. Catch Up Numeracy -Conclusions

  45. 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: brief, well-structured 1-2-1 sessions over a sustained period, with appropriate support and training

  46. IEE Evidence for Impact database… coming soon

  47. Applying evidence in practice Step 4: Put energy into evaluation Did the approach work, what made it work, and how can it be improved next time? Can we demonstrate that our readers are making progress? Is it worth the effort?

  48. Use DIY guide to evaluate innovations

  49. A traditional school approach to intervention impact 29 students receive an intervention to improve their attainment Year 9 Class 29 students Data indicates low rates of attainment Year 9 Class 29 students Data indicates 32% of them increased their levels Conclusion? Oral feedback was responsible for the rise in attainment

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