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Using evidence to raise the attainment of children facing disadvantage
James Richardson Senior Analyst, Education Endowment Foundation
1st April 2014
[email protected] www.educationendowmentfoundation.org.uk
@EducEndowFoundn
Introduction
• The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
• 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.
• In 2013, the EEF was named with The Sutton Trust as the government-designated ‘What Works’ centre for improving education outcomes for school-aged children.
Key Stage 2: Top performers
• There are 2568 schools (31% of our data set) in which the average proportion of FSM pupils achieving Level 4 in English and Maths exceeds the national average of all pupils (79%). These are schools above the horizontal blue line in the graph.
• They come from across the spectrum of disadvantage (ranging from 1% FSM intake to 70%) and include schools of all types, sizes, regions, intakes etc.
3Note: this analysis excludes independent, special and selective schools
There are 428 secondary schools in which the average GCSE point score of FSM pupils exceeds the national average for all pupils (276.7 points).
These top performing schools come from across the spectrum of disadvantage (ranging from 1% FSM school intake to 61%).
FSM pupils in schools with a low and high proportions of FSM students score higher than schools in between.
4
The imperative: Key Stage 4 top performers
We believe that more evidence can help…
…but what does it mean for you?
2,300 schools participating
in projects
502,000 pupils involved in EEF projects
£220m
estimated spend over
lifetime of the EEF
72 projects
funded to date
5
The EEF approach
Summarise the existing evidence
Make grants
Evaluate projects
Share and promote
the use of evidence
The EEF-Sutton Trust Teaching and Learning Toolkit
• The Toolkit is an accessible, teacher-friendly summary 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
http://educationendowmentfoundation.org.uk/toolkit/
A Pupil Premium Scenario – Struggling Readers
What do you decide to spend the money on?How do you make the most of that investment?
Number on Roll %FSM Pupil Premium Allocation
300 20% £78,000
Parents Class size reduction
Classroom teacher
One to one tuition SENCO
Employ more Teaching Assistants
The Toolkit is a starting point for making decisions
Overview of value for money
Cost per pupil
Effe
ct S
ize
(mon
ths
gain
)
£00
10
£1000
Feedback
Meta-cognitive
Peer tutoring Pre-school
1-1 tutoringHomeworkICTOutdoor
learning
Parental involvement
Sports
Summer schools
After school
Individualised learning
Learning styles
ArtsPerformance
pay
Teaching assistants
Smaller classes
Ability grouping
Promising
May be worth it
Requires careful consideration
Phonics
Independent learning
Three rules of thumb
1. Use the evidence as a starting point for discussion
2. Dig deeper into what the evidence actually says
3. Understand the ‘active ingredients’ of implementation
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: Effective use of teaching assistants, the impact of learning to play chess, the use of iPads in schools
Mind the Gap
Run by Campaign for Learning
• Trial in 40 schools • Working with Year 4 pupils and parents to test
the impact of a learning to learn approach • 10 hours of workshops in a year • Independent evaluation by National Institute for
Economic and Social Research • Observations and interviews to inform scale up
Completed EEF Projects: February 2014
Switch On Reading
• One to one programme delivered by teaching assistants over a 10 week period
• Delivered to Year 7 students who did not achieve Level 4 at KS2
Group Number of pupils
Effect size*Estimated months’ progress
All pupils 308 +0.24 +3
Lower attainers
156 +0.39 +5
FSM-eligible 98 +0.36 +4
SEN reported 225 +0.31 +4
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
GroupNumber of
pupilsEffect size
Estimated months’ progress
Catch Up Numeracy vs. control
108 +0.21 +3
Equivalent time one to one support vs.
control102 +0.27 +4
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: Many educational interventions are ‘fragile’. Evaluation is critical.
Evidence 4 Impact Database
Produced by the Institute for Effective Education, University of York. A database of widely used interventions on the evidence on their effectiveness.
Closing reflections
Taking part in future EEF research:
2,300 schools participating
in projects
502,000 pupils involved in EEF projects
72 projects
funded to date