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 7th

th February 2017

james.richardson@eefoundation.org.uk

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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 lead charity in partnership with Impetus Trust (now part of Impetus–The Private Equity Foundation)... … 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.

The EEF is an independent grant- making charity dedicated to breaking the link between family income and educational achievement.

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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

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

66

reports

111

RCTs

23

Research Schools

12

Advocate- partners

Generating evidence Using evidence

Share and promote use of evidence

130

project evaluations funded to date

8,300

schools participating in EEF trials

830,000

children and young people involved in EEF trials

£220m

estimated spend in 15 years

The EEF in numbers 66

reports published

25

independent evaluation teams

23

Research schools

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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 ? KS4 KS2

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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
• Puts schools into ‘families’, based on factors including

prior attainment, FSM % and EAL % and IDACI measures

• Help schools understand the size and nature of their

attainment gaps

• Comparisons provide challenge and support to schools

EEF Tools for Schools: Families of Schools database

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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

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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

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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

EEF-Sutton Trust

Teaching and Learning Toolkit

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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

• 0.4
• 0.2

0.2 0.4 0.6 0.8 Effect size Approaches

Average Effects

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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

Seek independent, high-quality INFORMATION:

• Who tells us what to do?
• Where do get our ideas from?
• Who do we trust?

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?

Promote professional CONVERSATIONS:

• How will it work in practice?
• Can we deliver this in our setting?
• Should we stop doing that?

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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

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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.”

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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

• f the number of pieces of work marked, but mark better.

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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

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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

* When TAs substitute rather than supplement teaching from teachers; * When adequate training / support for TAs not provided.

+ve

* When TAs are trained to deliver a clearly specified approach; * When teachers / TAs plan work together (eg, by making time for discussion before and after lessons).

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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’ progress Evidence security

Catch Up Literacy One-to-one tailored TA support on phonics and comprehension. Y3-6 One-to-one tuition; Phonics; Reading comprehension +2 months Effectiveness Catch Up Numeracy One-to-one TA numeracy instruction for struggling learners Y2-6 One-to-one tuition +3 months Effectiveness Nuffield Early Language Intervention Oral language intervention for nursery and reception pupils, delivered by TAs EYFS Communication and language approaches (Early Years toolkit) +4 months Efficacy Online Reading Support A 20-week online literacy programme, ABRA, delivered by TAs. Y1 Reading comprehension; Digital technology +3 months (offline) +2 months (online) Efficacy REACH Language and comprehension intervention for struggling readers, delivered by TAs Y7 Reading comprehension; Oral language +6 months Efficacy Switch-on Reading 10-week TA intervention drawing

• n Reading Recovery

Y7 Reading comprehension +3 months Efficacy Talk for Literacy Speaking and listening interventions delivered by TAs. Y7 Oral language +3 months Efficacy

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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.

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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

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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

Not aware of the report Read the report or aware of it Read the report and acted

• n the recommendations

31% 52% 16%

Source: Teacher Voice Omnibus Survey, November 2015

Publishing guidance is just the start…

Q: The EEF’s guidance report, ‘Making Best Use of Teaching Assistants’, was published earlier this year [2015]. To what extent are you aware of the report?

educationendowmentfoundation.org.uk/resources

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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 than teachers in primary

c.£5bn

to employ

~350,000

Teaching Assistants in English schools More than we spend

• n roads,

housing!

Trebled since 2000

Largest Pupil Premium investment

Opportunity to achieve real system improvement for £modest

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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 published so far… Positive, negative, neutral: all reports are available on the EEF website

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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

Chatterbooks

• An extracurricular reading initiative that

aimed to increase a child’s motivation to read.

• Weekly 1-hour sessions where pupils

read and discussed an age-appropriate book.

• Delivered by trained graduates to

pupils who had not achieved expected level at the end of primary school.

Accelerated Reader

• A whole-group programme that aims to

foster the habit of independent reading.

• Online system screens pupils

according to their reading levels, and suggests books that match their reading age and interests.

• Pupils take computerised quizzes on

the books they have read and earn ‘points’ related to difficulty.

Group Months’ progress All pupils +3 months FSM-eligible +5 months Group Months’ progress All pupils

• 2 months

FSM-eligible

• 4 months

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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

Bringing it all together:

‘School themes’ focus on 10 high priority issues for

• schools. It

incorporates evidence from

• ur Teaching

and Learning Toolkit and our published evaluation reports; along with other EEF resources, such as videos and literature reviews.

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P r a c t i c a l s u p p o r t t o b r i n g t h e e v i d e n c e t o l i f e

Research Schools Network

• A partnership between the EEF and

the Institute of Effective Education to fund a network of schools who will support the use of evidence to improve teaching practice

• 23 schools will be appointed in

2016-17, 12 of them in the DfE Social Mobility Opportunity Areas

• £7m invested over three years to

enable these schools to support

• thers embed evidence-based

practice

Kyra, Lincoln Kingsbridge, Devon Huntington School, York Shireland, Birmingham Aspirer, Macclesfield The Research School Network, February 2017

? ? ? ? ?

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P r a c t i c a l s u p p o r t t o b r i n g t h e e v i d e n c e t o l i f e

• 1. Communication – Regular

communication and advice on new and existing evidence

• 2. Training – Deliver CPD on how to

improve classroom practice based

• n the best available evidence.
• 3. Innovation - Support schools to

develop and evaluate innovative ways of improving teaching and learning

Research Schools Network

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Final thought…

“Teachers might now be categorised in three groups: evidence-seekers, those seeking compliance and the disengaged. The challenge is to cater to all of them while recognising that, like anything, evidence will be most useful when in the hands of professionals.”

‘Pupil Premium: Next Steps’ (EEF / Sutton Trust, 2015)

• Prof. Steve Higgins,

Durham University Dr Lee Elliot Major, Sutton Trust

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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

Sign up for our EEF News Alerts Hear about our latest news via email: Visit: http://bit.ly/EEFNewsSignUp Connect with the Research School network Visit: https://researchschool.org.uk/ Apply for funding Visit: http://educationendowmentfoundation.org.uk/funding/ Volunteer to take part We are always looking for schools willing to take part in EEF-funded projects. Visit: http://educationendowmentfoundation.org.uk/evaluation/projects/

How to get involved…