Exploring Research-Led Approaches to Increasing Pupil Learning Steve Higgins [email protected] School of Education, Durham University Addressing.

Exploring Research-Led Approaches to Increasing

Pupil LearningSteve Higgins

[email protected]

School of Education, Durham University

Addressing the Impact of DisadvantageMaking effective use

of the Pupil Deprivation Grant 3rd July 2013 – Parc y Scarlets, Llanelli

Sutton Trust/EEF Teaching and Learning Toolkit

Why we wrote it Best ‘buys’ on average Key messages for implementing the

Pupil Premiumhttp://educationendowmentfoundation.org.uk/toolkit

The pupil premium Aims:

to close the attainment ‘gap’ between the highest and lowest achieving

to increase social mobility to enable more pupils from disadvantaged backgrounds

to get to the top Universities to provide additional resource to schools to do this

Was £600 in 2012-13 for fsm1 pupils; increased to £900 in 2013-14 and perhaps £1200 in 2014-15.

1 any child registered for fsm in the last six years and all looked after children

Resources and learning

Above a minimum threshold – no simple link Conclusion: spending more won’t guarantee improvement - no

simple solution

More money ≠ more learning

The Bananarama Principle

It ain’t what you do it’s the way that you do it…

So how do you spend £900/child to “get results”? Or, what does the evidence say is a good

investment or a poor investment for learning? It ain’t what you spend it’s the way that you

spend it…

What we tried to do Summarise the evidence from meta-analysis about

the impact of different strategies on learning (tested attainment). As found in research studies These are averages

Apply quality criteria to evaluations: rigorous designs only

Estimate the size of the effect Standardised Mean Difference = ‘Months of gain’

Estimate the costs of adopting Information not always available

Toolkit

Best ‘buys’...

New entry

Toolkit

Good ‘buys’...

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Toolkit

Low range ...

Worst ‘buys’... (on average)

Toolkit

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Revised entry

Toolkit

Homework (Secondary)

Overview of value for money

Cost per pupil

Effe

ct S

ize

(po

tent

ial m

on

ths

ga

in)

£00

1.0

£1000

Meta-cognition

Peer tutoring

EY intervention

1-1 tutoring

Digital technology

Parental involvement

Summer schools

After schoolIndividualised

learning

Performance pay

Teaching assistants

Smaller classes

Ability grouping

Promising

Could be worth it

Needs careful thought

Feedback

Phonics

Key messages

Some things that are popular or widely thought to be effective are hard to make work well for learning Ability grouping (setting); After-school clubs;

Deployment of teaching assistants; Performance pay Some things look ‘promising’

Effective feedback; Meta-cognition and self regulation strategies; Early years intervention; Peer tutoring; Small group/intensive tuition; Parental involvement and engagement

The challenges : making it work for you

This is what has worked (on average) Where is there leverage for improvement in your

school? How will it build capacity?

For learners? For teachers? For schools?

Is it inclusive?

For disadvantaged /struggling learners…

One ‘intervention’ won’t be enough Identify areas of greatest need Clear focus on improving learning, not (just) behaviour Mid and high attaining learners can be disadvantaged

too! Effects will need to be cumulative

What will build learning capacity and capability? Need to track and evaluate – our best guesses are not

always good enough

Evaluate impact

EEF’s DIY Evaluation Guide: http://educationendowmentfoundation.org.uk/library/diy-evaluation-guide

Establishing a baseline

Teacher assessment vs standardised tests? Individual progress vs comparison group? Test score increase or age-standarised progress?

Evidence suggests TA tends to over-estimate progress BUT reliance on standardised tests narrows the curriculum and encourages test preparation

FeedbackMeta-cognitionSelf regulationPeer tutoring

Small group tuitionPhonicsParent involvementEarly years interventionTA support

One-to-oneSEALBehaviour

But remember….

“It ain’t what you do, it’s the way that you do it… that’s what gets results” Effective identification High quality intervention/support Evaluate to ensure learning progress

Some LinksThe full report can be found on the EEF’s website: http://educationendowmentfoundation.org.uk/toolkit/ The toolkit is recommended by the Department for Education: http://www.education.gov.uk/schools/pupilsupport/premium/b00200492/ppstrategies Official information about the Pupil Premium and LA allocations is available at: http://www.education.gov.uk/schools/adminandfinance/financialmanagement/schoolsrevenuefunding/a00200697/pupil-premium-2012-13 Ofsted’s report is available at: http://www.ofsted.gov.uk/resources/pupil-premium Find out how much your school gets: http://educationendowmentfoundation.org.uk/toolkit/pupil-premium-calculator DIY Evaluation Guide: http://educationendowmentfoundation.org.uk/library/diy-evaluation-guide