Transcript Document

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.
Note: this analysis excludes independent, special and selective schools
3
The imperative: Key Stage 4 top
performers
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
We believe that more
evidence can help…
£220m
estimated
spend over
lifetime of the
EEF
2,300
schools participating
in projects
72
projects
funded to
date
502,000
…but what does it mean
for you?
pupils involved
in EEF projects
5
The EEF approach
Summarise
the existing
evidence
Share and
promote
the use of
evidence
Make
grants
Evaluate
projects
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
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
What do you decide to spend the money on?
How do you make the most of that investment?
The Toolkit is a starting point for
making decisions
Overview of value for money
Promising
10
May be
worth it
Effect Size (months gain)
Feedback
Meta-cognitive
Peer tutoring
Homework
Phonics
Learning Individualised
learning
styles
Arts
Ability grouping
0
£0
Independent learning
Outdoor
ICT
learning
After
Parental
school
involvement
Pre-school
1-1 tutoring
Summer
schools
Sports
Performance
pay
Cost per pupil
Teaching
assistants
Smaller
classes
Requires careful
consideration
£1000
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
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
Group
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
Number of
pupils
Effect size
Estimated
months’
progress
Catch Up Numeracy
vs. control
108
+0.21
+3
Equivalent time one
to one support vs.
control
102
+0.27
+4
Group
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:
[email protected]
2,300
72
schools participating
in projects
projects
funded to
date
502,000
pupils involved
in EEF projects