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@EducEndowFoundn

Dorset Leadership Conference, 2013 Using evidence to inform your leadership approach and support school improvement James Richardson 5 th November 2013 james.richardson@eefoundation.org.uk www.educationendowmentfoundation.org.uk. @EducEndowFoundn. Introduction.

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@EducEndowFoundn

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  1. Dorset Leadership Conference, 2013Using evidence to inform your leadership approach and support school improvementJames Richardson5th November 2013james.richardson@eefoundation.org.ukwww.educationendowmentfoundation.org.uk @EducEndowFoundn

  2. Introduction • In 2011 the Education Endowment Foundation was set up by Sutton Trust as lead charity in partnership with the Impetus Trust. The EEF is funded by a Department for Education grant of £125m and will spend over £200m over its fifteen year lifespan. • The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

  3. Achieving our mission: The EEF strategy We aim to raise the attainment of children facing disadvantage by: • Buildingthe 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 through our projects, events and resources such as the DIY Evaluation Guide for schools

  4. 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: Saturday schools, teaching assistants, impact of learning a musical instrument?

  5. 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 teaching assistants randomised • Effect on attainment measured using standardised maths tests • Independent evaluation by NFER • Observations and interviews to inform scale up http://educationendowmentfoundation.org.uk/projects/category/primary

  6. The EEF approach

  7. The EEF-Sutton Trust Teaching and Learning Toolkit The Toolkit is an accessible, teacher-friendly summaries 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

  8. A Pupil Premium Scenario 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 decide what the money should be spent on?

  9. The Toolkit is a starting point for making decisions

  10. 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

  11. Teaching Assistants • Implementation • Identifying activities where TAs can support learning, rather than simply managing tasks. • Ensuring that TAs are focused on learning as opposed to just ensuring that pupils finish their work.

  12. One to One Tuition • Implementation • Short periods (5-10 weeks) of intensive sessions (up to an hour 3 or 4 times a week) tend to have greater impact. • Tuition should be explicitly linked to what happens in class.

  13. Reducing Class Size • Implementation • Smaller classes will not make a difference to learning unless the teacher or pupils do something differently in the smaller class. • Opportunities for an increase in the quality or quantity of feedback accounts for learning gains. • Small reductions (e.g. from 30 to 25 pupils) are unlikely to be cost-effective relative to other strategies.

  14. Overview of value for money Promising May be worth it 10 Feedback Meta-cognitive Pre-school Peer tutoring 1-1 tutoring Homework Effect Size (months gain) Summer schools ICT AfL 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

  15. Applying evidence in practice Step 1: Identify School Priorities Identify school priorities using internal data and professional judgement. Step 2: Identify Potential Solutions Step 5: Embedding Change Step 3: Implementation Step 4: Evaluation Mobilise the knowledge and use the findings to inform the work of the school to grow or stop the intervention. Evaluate the impact of your decisions and identify potential improvements for the future. Applying the ingredients of effective implementation. External evidence summarised in the Toolkit can be used to inform choices.

  16. Step 1: Identify School Priorities Step 1: Decide what you want to achieve Generate a question using data, professional judgement and values. Does one-to-one oral feedback have an impact on writing outcomes in Year 9 English at Huntington school?

  17. Step 2: Identify Potential Solutions Step 2: Identify potential solutions Ensure that you start from the best position by seeking internal and external knowledge. What evidence is there on the use of oral feedback in improving outcomes?

  18. Step 3: Implementation 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 effective implementation? How much training do teachers need? Is there disruption to other learning? ? How will you organise the feedback during classtime?

  19. Step 4: Evaluation Step 4: Put energy into evaluation Did the approach work, what made it work, and how can it be improved next time? Can you isolate the variable you are interested in (in this case the nature of feedback) by keeping everything else as similar as you can?

  20. Supporting “DIY evaluation” • We’ve published a DIY Evaluation Guide with Durham University, which introduces the principles of evaluation.

  21. Step 5: Embedding Change Step 5: Making innovation stick Moving from what we know to what we do. Have we captured and embedded oral feedback in English? Could it make an impact in other areas?

  22. Applying evidence in practice Step 1: Identify School Priorities Identify school priorities using internal data and professional judgement. Internal Data Step 2: Identify Potential Solutions Step 5: Embedding Change Step 3: Implementation Step 4: Evaluation Research Evidence Mobilise the knowledge and use the findings to inform the work of the school to grow or stop the intervention. Evaluate the impact of your decisions and identify potential improvements for the future. Applying the ingredients of effective implementation. External evidence summarised in the Toolkit can be used to inform choices. Evaluate

  23. Closing reflection 440,000pupils involved in EEF projects 2,200schools participating in projects £36mgranted to projects What are the challenges of using evidence to inform your approach to school improvement? Taking part in EEF research: james.richardson@eefoundation.org.uk

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