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Exploring Research-Led Approaches to Increasing Pupil Learning

Exploring Research-Led Approaches to Increasing Pupil Learning. Steve Higgins s.e.higgins@durham.ac.uk School of Education, Durham University. Addressing the Impact of Disadvantage Making effective use of the Pupil Deprivation Grant 3 rd July 2013 – Parc y Scarlets, Llanelli.

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Exploring Research-Led Approaches to Increasing Pupil Learning

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  1. Exploring Research-Led Approaches to Increasing Pupil Learning Steve Higgins s.e.higgins@durham.ac.uk School of Education, Durham University Addressing the Impact of Disadvantage Making effective use of the Pupil Deprivation Grant 3rd July 2013 – Parc y Scarlets, Llanelli

  2. Sutton Trust/EEF Teaching and Learning Toolkit • Why we wrote it • Best ‘buys’ on average • Key messages for implementing the Pupil Premium http://educationendowmentfoundation.org.uk/toolkit

  3. 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

  4. Resources and learning • Above a minimum threshold – no simple link • Conclusion: spending more won’t guarantee improvement - no simple solution • More money ≠ more learning

  5. 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…

  6. 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 sizeof the effect • Standardised Mean Difference = ‘Months of gain’ • Estimate the costsof adopting • Information not always available

  7. Best ‘buys’... New entry Toolkit

  8. Good ‘buys’... New entry Toolkit

  9. Low range ... Toolkit

  10. Worst ‘buys’... (on average) Revised entry New entry Toolkit

  11. Toolkit

  12. Overview of value for money Promising 1.0 Feedback Could be worth it Meta-cognition EY intervention Effect Size (potential months gain) Peer tutoring Homework (Secondary) 1-1 tutoring Summer schools Digital technology Phonics Smaller classes Parental involvement After school Needs careful thought Individualised learning Teaching assistants Performance pay 0 Ability grouping £0 £1000 Cost per pupil

  13. 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

  14. 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?

  15. 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

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

  17. 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

  18. One-to-one SEAL Behaviour Small group tuition Phonics Parent involvement Early years intervention TA support Feedback Meta-cognition Self regulation Peer tutoring

  19. 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

  20. Some Links The 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

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