How can Research Schools support the sustainability of maintained - - PowerPoint PPT Presentation
How can Research Schools support the sustainability of maintained Nursery schools and the wider Early Years sector ? Aims and overview the session Understand the role and remit of Research Schools Gain an understanding of how Research
“What works?” is not the right question, because everything works somewhere, and nothing works everywhere. The right question is “under what conditions will this work?” Wiliam, D. (2003).
“Professional expertise is not just about having the evidence or being aware of it. It’s also about knowing how to judge the evidence and knowing what to do with it.” Fullan and Hargreaves (2012)
schools and classrooms lies with teachers
coaching and training is key to producing substantive changes in teachers’ practice
Ipswich Research School As a Research School our core purpose is to:
practice to schools/settings and teachers across Ipswich and beyond!
region
classroom, so that all of our children get a great education
The Research Schools Network is a partnership between the EEF, the IEE and the Department for Education. There are 22 Research Schools which provide school-led support for the use
teaching practice.
@EducEndowFoundn
Support teachers to use high-quality evidence and data Fund trials of high-potential projects Publish independent, rigorous evaluations Clear and actionable guidance for teachers Scale-up evidence-based programmes Practical support to bring evidence to life
reports
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RCTs
22
Research Schools
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Advocate- partners
Generating evidence Using evidence
10% of all children and young people have speech language and communication difficulties that will last all through school 81% of children with emotional and behavioural disorders have unidentified language difficulties. 60% of young offenders have speech, language and communication needs Language at age 5 is the single most important factor predicting literacy outcomes at age 11 Children with poor vocabulary skills are twice as likely to be unemployed when they reach adulthood Children living in areas of social disadvantage are at much higher risk, with around 50% of children starting school with delayed language and
springs from findings that individuals who have advantageous early educational experiences are able to utilize new educational experiences more efficiently” p381 Reading Research Quarterly, xxi/4
The gap grows wider at every following stage of education: it more than doubles to 9.5 months by the end of primary school, and then more than doubles again, to 19.3 months, by the end of secondary school. This shows the importance of intervening early and then of continuing to attend to the needs of disadvantaged pupils.
The gap begins in the early years and is already evident when children begin school aged 5. The attainment gap is not a problem found only in schools assessed by Ofsted as performing poorly – the gap is as large in schools rated ‘Outstanding’ as it is in schools rated ‘Inadequate’.
Use their understanding of speech sounds to break down and decode words in reading and spelling. Use words and sentences they know to translate their thoughts into text. Use their language to organise their thoughts:
○explain what is happening ○predict what might happen next ○problem solve ○develop their understanding and thinking ○seek clarification to cement their learning.
Without language, there can be no reading or writing, maths or science, history or geography Proficiency in speech, language and communication is critical to the development of children’s cognitive, social and emotional well-being.
Gasgoine, M and Gross, J. (2017) The Communication Trust https://www.thecommunicationtrust.org.uk/media/540327/tct_talkingaboutageneration_report_online.pdf
Berkow Review (2008), ICAN (2013), (2017)
This pie chart shows the average distribution of children’s speech language and communication skills when they enter school.
Up to 50% of children may have delayed /disordered speech, language and communication needs when they start school
If a child’s language is delayed it is developing normally, but is not at age related expectations
@EducEndowFoundn
Types of evidence
DfE Evidence Framework (from SSIF application pack) EEF evidence
There’s evidence and research to justify almost every decision … But is it good evidence? How specific is the evidence to what you want to achieve?
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The Teaching and Learning Toolkit
DfE standards: Professional development should be underpinned by robust evidence and expertise
https://educationendowmentfoundation.org.uk/resources/early-years-toolkit/ This!
@EducEndowFoundn
Other sources of robust evidence
The What Works Clearinghouse (WWC) reviews the existing research
https://ies.ed.gov/ncee/wwc/ E4I is a database of programmes available in the UK, including details on their effectiveness and cost, together with links to providers and experts who can offer further support. The database can be searched by key stage, subject area and targeted group. http://www.evidence4impact.org.uk/ The EIF Guidebook provides information about early intervention programmes that have been evaluated and shown to improve
The EIF has rated the strength of evidence for a programme's impact and its relative costs. http://guidebook.eif.org.uk/