Using evidence to raise attainment The move towards an - PowerPoint PPT Presentation

Using evidence to raise attainment The move towards an evidence-based profession Ja James es Rich ichardson Senior Analyst, Education Endowment Foundation 7 th th February 2017 james.richardson@eefoundation.org.uk @EducEndowFoundn

Ta c k l i n g t h e a t t a i n m e n t g a p : t h e E E F a p p r o a c h The EEF was set up in 2011 by The Sutton Trust, as The EEF is an lead charity in partnership with Impetus Trust (now independent grant- part of Impetus – The Private Equity Foundation)... making charity dedicated to breaking the link between family income and educational achievement. … with a £125m founding grant from the DfE The EEF and Sutton Trust are, together, the government- designated ‘What Works’ centre for improving education outcomes for school-aged children. @EducEndowFoundn

Ta c k l i n g t h e a t t a i n m e n t g a p : t h e E E F a p p r o a c h Using evidence Generating evidence Clear and actionable Support teachers to guidance for use high-quality Share and promote teachers evidence and data use of evidence Fund trials of Publish Practical Scale-up high-potential independent, support to bring evidence-based projects rigorous evaluations evidence to life programmes 23 66 Research 12 reports Schools 111 Advocate- RCTs partners @EducEndowFoundn

The EEF in numbers 25 830,000 8,300 independent children and schools evaluation teams young people participating in involved in EEF EEF trials trials 130 project evaluations funded to date 66 £220 m 23 reports estimated spend in published 15 years Research schools

W h e r e d o a t t a i n m e n t g a p s p e r s i s t ? KS2 KS4 @EducEndowFoundn

S u p p o r t t e a c h e r s t o u s e h i g h - q u a l i t y e v i d e n c e a n d d a t a • Includes 14,661 primary, 3,014 secondary schools EEF Tools • Puts schools into ‘families’, based on factors including for Schools: prior attainment, FSM % and EAL % and IDACI measures Families of • Help schools understand the size and nature of their Schools attainment gaps database • Comparisons provide challenge and support to schools @EducEndowFoundn

S u p p o r t t e a c h e r s t o u s e h i g h - q u a l i t y e v i d e n c e a n d d a t a @EducEndowFoundn

S u p p o r t t e a c h e r s t o u s e h i g h - q u a l i t y e v i d e n c e a n d d a t a @EducEndowFoundn

S u p p o r t t e a c h e r s t o u s e h i g h - q u a l i t y e v i d e n c e a n d d a t a Teaching and Learning Toolkit EEF-Sutton Trust @EducEndowFoundn

S u p p o r t t e a c h e r s t o u s e h i g h - q u a l i t y e v i d e n c e a n d d a t a Average Effects 0.8 0.6 0.4 Effect size 0.2 0 -0.2 -0.4 Approaches @EducEndowFoundn

S u p p o r t t e a c h e r s t o u s e h i g h - q u a l i t y e v i d e n c e a n d d a t a Using the Toolkit (or any other source of evidence) Understand your CONTEXT: - What are our priorities for better learning? - Where should we focus our efforts? - What change do we want to make? Seek independent, high-quality INFORMATION: - Who tells us what to do? - Where do get our ideas from? - Who do we trust? Promote professional CONVERSATIONS: - How will it work in practice? - Can we deliver this in our setting? - Should we stop doing that? @EducEndowFoundn

F e e d b a c k : H i g h a v e r a g e i m p a c t s , b u t d o w e g e t i t r i g h t ? What role do the following play in your feedback policy? • Verbal feedback • Self-assessment • Peer-assessment • Standardised tests • Written marking @EducEndowFoundn

W h a t i s t h e e v i d e n c e o n t h e e f f e c t i v e n e s s o f w r i t t e n m a r k i n g ? Key finding: the quality of the existing evidence focused specifically on written marking is very low “What this report tells us is that we just don’t know whether or not the time teachers are spending on marking is having a positive effect on pupil outcomes .” @EducEndowFoundn

S o m e t e n t a t i v e r e c o m m e n d a t i o n s f r o m t h e M a r k i n g R e v i e w • Pupils are unlikely to benefit from marking unless some time is set aside to enable pupils to consider and respond to marking. • Careless mistakes should be marked differently to errors resulting from misunderstanding: • Errors - May be best addressed by providing hints or questions which lead pupils to underlying principles; • Mistakes - Marking the mistake as incorrect, without giving the right answer. • Awarding grades for every piece of work may reduce the impact of marking. A mantra might be that schools should mark less in terms of the number of pieces of work marked, but mark better. @EducEndowFoundn

The EEF reported that ‘there is remarkably little high quality, relevant research evidence to suggest that detailed or extensive marking has any significant impact on pupils’ learning.’ ‘So until such evidence is available… please do not report on marking practice, or make judgements on it, other than whether it follows the school’s assessment policy. Also, please do not seek to attribute the degree of progress that pupils have made to marking that you consider to be either effective or ineffective .’ Ofsted School Inspection Update, November 2016 @EducEndowFoundn

S u p p o r t t e a c h e r s t o u s e h i g h - q u a l i t y e v i d e n c e a n d d a t a -ve +ve * When TAs substitute rather than * When TAs are trained to deliver supplement teaching from a clearly specified approach; teachers; * When teachers / TAs plan work * When adequate training / together (eg, by making time for support for TAs not provided. discussion before and after lessons). @EducEndowFoundn

C l e a r a n d a c t i o n a b l e g u i d a n c e f o r t e a c h e r s Teaching Assistants: most promising results Project Summary Age Toolkit areas Months’ Evidence progress security Catch Up Literacy One-to-one tailored TA support on Y3-6 One-to-one tuition; +2 months phonics and comprehension. Phonics; Reading comprehension Effectiveness Catch Up One-to-one TA numeracy Y2-6 One-to-one tuition +3 months Numeracy instruction for struggling learners Effectiveness Nuffield Early Oral language intervention for EYFS Communication and +4 months Language nursery and reception pupils, language approaches Intervention delivered by TAs (Early Years toolkit) Efficacy Online Reading A 20-week online literacy Y1 Reading +3 months (offline) Support programme, ABRA, delivered by comprehension; Digital +2 months (online) TAs. technology Efficacy REACH Language and comprehension Y7 Reading +6 months intervention for struggling readers, comprehension; Oral delivered by TAs language Efficacy Switch-on 10-week TA intervention drawing Y7 Reading +3 months Reading on Reading Recovery comprehension Efficacy Talk for Literacy Speaking and listening Y7 Oral language +3 months interventions delivered by TAs. Efficacy @EducEndowFoundn

M a k i n g B e s t - U s e o f Te a c h i n g A s s i s t a n t s : C l e a r a n d a c t i o n a b l e g u i d a n c e f o r t e a c h e r s Published guidance – issued to every school • Clear, actionable guidance on practical school issues. • Helps schools understand how to apply the evidence in the school context. • Provides a foundation for action. @EducEndowFoundn

M a k i n g B e s t - U s e o f Te a c h i n g A s s i s t a n t s : C l e a r a n d a c t i o n a b l e g u i d a n c e f o r t e a c h e r s The 7 key recommendations @EducEndowFoundn

C l e a r a n d a c t i o n a b l e g u i d a n c e f o r t e a c h e r s Publishing guidance is just the start … Not aware of the report 31% Q: The EEF’s guidance report, ‘Making Best Use of Teaching Assistants’, was published earlier this year [2015]. To Read the report or 52% what extent are you aware of aware of it the report? Source: Teacher Voice Omnibus Survey, November 2015 Read the report and acted 16% on the recommendations @EducEndowFoundn

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S c a l i n g u p e v i d e n c e - b a s e d p r o g r a m m e s More TAs ~350,000 than Trebled teachers Teaching since in Assistants in primary 2000 English schools c.£5bn Opportunity to to employ achieve real Largest system More than Pupil improvement we spend Premium for £modest on roads, investment housing! @EducEndowFoundn

P u b l i s h i n g i n d e p e n d e n t , r i g o r o u s e v a l u a t i o n s 66 EEF evaluation reports Positive, negative, neutral: all reports are published so far… available on the EEF website @EducEndowFoundn