Using Evidence to Improve Pupil Premium Outcomes: Day 2

1. Using Evidence to Improve Pupil Premium Outcomes: Day 2

3. Revisiting gap task • Finding solutions • Coffee • EEF Toolkit • What to focus on • Lunch • Training and supporting staff • Gap task Outline of the day

4. Outcomes

5. Outline of the Programme Outcome 1 Day 1 Outcome 2 Day Two Identify and apply appropriate, evidence- informed programs that address improvement priorities/ defined challenges. Day 2 Outcome 5 Outcome 3, 4 and 5 Outcome 6 Day 3

6. Our Protocols… • Learning with and from each other • Sharing practice, insights and experience • Coaching each other when the time calls for it • Being prepared to ask and answer those awkward questions! • Maximising this opportunity

7. Gap Task How did we approach going back into school and building that diagnostic picture of what our barriers are? Which statements do we feel most confident with in our schools? Which statements made us reflect more deeply? What poses the most challenge?

9. Gap Task Return to your issue that you identified at the beginning of today. Using appropriate diagnostic tools and assessments, fine-tune your analysis so that you can return with an in-depth understanding of the pupil premium need(s) in your school.

10. Session 1 Finding solutions - where to look for evidence?

11. Reflect and discuss: • Where do you look for help, advice or information on improving your teaching practice? • What approaches, initiatives, or interventions do you invest in? • How effective are they? How do you know?

12. Evidence-informed improvement cycle

13. Where are you now? I am curious about evidence but uninformed I know about some key sources of evidence, eg, EEF Guidance Reports, materials from The Learning Scientists I am knowledgeable about key ideas in a range of well-known evidence sources and have put some ideas into practice with some attempt to evaluate I can engage critically with evidence and can translate ideas into classroom practice. I have a good understanding of the principles of evaluating evidence

14. Diamond Nine Card Sort: Different types of evidence In groups: Organise the types of evidence on the cards provided. Think about: • Their usefulness • Their limitations • What you might use them for • What you might not use them for

16. Using evidence…

17. Uses of different types of evidence resource Using the resource, compare your rankings with the explanations. Discuss whole group.

18. When making decisions about implementing a new approach or buying a new programme, some types of evidence are more helpful carry more weight than others. Consider the Uses of Different Types of Evidence resource. Which types of evidence might you seek out to help you address the issue you identified in Day 1?

19. Engaging with the Evidence Evidence- informed practice Evidence Professional expertise

20. Working towards Outcome 3 Appropriate evidence-based programmes and teaching approaches are used to address the root causes of underachievement.

21. Session 2 Under the bonnet of the Toolkit and the Guidance Reports

22. The Teaching and Learning Toolkit The Toolkit is a synthesis of approx. 10,000 academic studies. It is a ‘live’ resource; updated with new findings by Durham University.

23. What happens in the classroom makes the biggest difference

24. Breaking down the Toolkit

25. 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?

26. Key lesson learned about the attainment gap # 2: What happens in the classroom makes the biggest difference # 3: Targeted small group and one to one interventions have the potential for the largest immediate impact on attainment # 10: The £5bn per year asset of teaching assistants can be deployed more effectively # 11: How a project is implemented is vital and arguably as important as its content # 15: Sharing effective practice between schools – and building capacity and effective mechanisms for doing so – is key

27. Feedback: High average impacts, but do we get it right? • Providing effective feedback is challenging; research suggests that it should be specific, accurate and clear. Compare what a learner is doing right now with what they have done wrong before. • Broader research suggests that feedback should be about complex or challenging tasks or goals as this is likely to emphasise the importance of effort and perseverance as well as be more valued by the pupils.

28. Feedback: High average impacts, but do we get it right?

29. Feedback and marking 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.”

30. Feedback and marking • 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.

31. Feedback and marking Dr Caroline Creaby, Sandringham Research School Using research to improve feedback: https://schoolsweek.co.uk/how-research-can-help-address-students-recurring-mistakes/

32. The research says…. Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of seven months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils.

33. What is meta-cognition…. Metacognition describes the processes involved when students plan, monitor, evaluate and then make changes to their own learning behaviours. These processes help students to think about their learning more explicitly and ensure that they are able to meet learning goal that they have identified themselves or that, we as teachers, have set.

34. Case study… Nathan knew that to revise properly he would need a technology ‘black out’. With a little help from his father, Nathan made his bedroom more like an office than a games room during his GCSE revision. Each evening at seven o’clock, just after dinner, Nathan would switch off his phone and go upstairs to revise. First, he’d check his revision plan and get out what he needed before steeling himself to do some hard work. Strategy number one was always a quick flashcard challenge, mixing up his cards from his different subjects, before testing himself. Then Nathan would test himself on different topics, with past questions or simply seeing what he could recall with a blank piece of paper, before ticking them off his revision plan. Expecting his usual lull after forty-five minutes, Nathan would grab a drink and a biscuit (or three) before getting back to his revision. At the end of his revision session, he would end with the nightly ritual of returning to his revision plan to chalk up his victories and losses. 

35. Detrimental impacts * When TAs substitute rather than supplement teaching from teachers * When adequate training / support for TAs not provided. Beneficial impacts * When TAs are trained to deliver a clearly specified approach * When teachers / TAs plan work together

36. Teaching Assistants: most promising results

37. 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.

38. Making Best-Use of Teaching Assistants: Clear and actionable guidance for teachers The 7 key recommendations

40. #10 The £5bn per year asset of TAs can be deployed more effectively ~350,000 Teaching Assistants in English schools More TAs than teachers in primary Trebled since 2000 c.£5bn to employ Opportunity to achieve real system improvement for £modest Largest Pupil Premium investment More than we spend on roads, housing!

41. Promising projects • Based on the EEF’s trials of 140+ projects, the programmes we believe have promise and to which we have made further grants. • NB Limited to those programmes the EEF has directly tested, but a good starting point. • What evidence does the programme you choose have behind it?

42. Guidance Reports – Evidence-based recommendations

43. The DfE Standards sets out a number of expectations about professional development. https://www.gov.uk/government/publications/standard-for-teachers-professional-development Other resources The Sutton Trust’s report into What makes great teaching: https://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf The Teacher Development Trust’s review summarises what constitutes effective professional development for teachers. http://tdtrust.org/about/dgt The Principles of Instruction: Original document: http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_21.pdf Graphical document: https://teachinghow2s.com/docs/HOW2_Poster_Principles_of_Instruction.pdf Deans for Impact https://deansforimpact.org/resources/the-science-of-learning/

44. Engaging with the Evidence What are your next steps? Evidence- informed practice Evidence Professional expertise

45. Session 3 – The role of literacy The Early Catastrophe 560,000 100,000 -125,000 The 30 Million Word Gap by Age 3

46. Role of Language In 2013, 75,000 children – approximately 1 in 7 – made the transition from primary to secondary school without having achieved Level 4 in reading: the minimum expected level for most 11-year olds.1 58,000 pupils were at or below Level 3b. Compared to their peers, pupils eligible for free school meals are more than twice as likely to begin secondary school without having achieved Level 4, and those that are behind are likely to be further behind than other struggling readers.

47. The importance of literacy “Literacy: in correlational studies of science learning, the strongest and most consistent predictor of pupils’ scientific attainment has undoubtedly been how literate they are. Review of SES and Science Learning in Formal Educational Settings A Report Prepared for the EEF and the Royal Society (September 2017)

48. Study Group Activity: What does this look like in the classroom? Read the full recommendation in the Guidance Report: • What are the key points to draw out on each recommendation? • How would you go about teaching each recommendation explicitly? • Which approaches in the Toolkit could be employed to teach this?

49. Case Study: Using evidence to improve Pupil Premium Outcomes Here the facilitator can talk through and model an examples of an evidence based approach to intervention you have used in a certain area. Role model and talk through the journey • Diagnosis • Identifying evidence • Implementation • Staff training

50. Session 4 Training and supporting staff: evidence and application