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Welcome to Sandringham Research School's second newsletter of the year. In this month's edition you will be able to download the much anticipated EEF guidance on supporting 7-14 year olds in maths. We share details of Sandringham's forthcoming researchED conference in March featuring Baroness Estelle Morris. Furthermore, we include blogs from Karen Roskilly and John Tomsett about using evidence to inform classroom practice. We share the details of two new training courses on feedback and exam success. Along with newly published research studies, we include a helpful guide from Tom Bennett on being a Research Lead and remind readers of the deadline to submit
Innovation Evaluation Grant applications.
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New guidance to improve maths teaching for 7-14 year olds
Good maths skills are essential for everyday life and a range of careers. Yet there remains a large and persistent attainment gap between disadvantaged pupils and their peers. The EEF's new report covers eight practical and evidence-based recommendations on areas where there is evidence that schools can use to make a significant difference to pupils’ learning. It includes guidance on problem solving skills and effective use of manipulatives (physical objects used to teach maths).
The report is free to access here |
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researchED is coming to Hertfordshire!
On Saturday 3rd March 2018, the Sandringham Research School will host Hertfordshire's first researchED conference. researchED aims to promote collaboration between teachers and researchers in order to improve practise in the classroom. Our keynote speaker is Baroness Estelle Morris and we are lucky to have over 20 other impressive speakers.
Read More and book tickets here |
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Getting group work to work
In this blog, Research Lead Karen Roskilly shares research from the Sandringham's recent education book group. She sums up teachers' reflections on the practicalities and possibilities of group work, in light of the evidence.
Read More |
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Can evidence really inform practice?
The Sutton Trust–EEF Teaching and Learning Toolkit provides teachers and school leaders with an accessible summary of thousands of individual pieces of academic research to help them inform their teaching practice. In this blog post, John Tomsett, recounts an experience of using evidence from the Toolkit to source effective interventions to inform practice and improve pupil outcomes.
Read More |
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Effective feedback to maximise progress
Feedback has real potential to improve rates of student progress. However, designing effective feedback approaches is challenging and can run the risk of creating excessive teacher workload. This three day course has been designed to provide delegates with the latest research into effective feedback approaches, opportunities to observe feedback in the classroom and strategies to apply in their own classrooms.
Read More and book a place |
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Maximising achievement in linear exams
With the introduction of more challenging GCSE and A level courses, combined with linear assessment, students are tasked with learning more and retaining it for longer. This three day course is designed to equip teachers and school leaders with evidence based strategies to meet this challenge successfully.
Read More and book a place |
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Lesson observation trial results published
The results of an EEF research trial in which teachers observed their colleagues has been published today, November 10th 2017. The project found no evidence that teacher observation improves combined GCSE English and maths scores. To read more about the trial and its outcomes, click the link below.
Read More |
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What is the evidence on helping children who are struggling in maths?
Many children struggle with maths, and taking early action can be key to helping to improve their mathematics ability. Teaching in the intervention should be explicit and systematic. It is also recommended that interventions include a regular time dedicated to building fluent retrieval of basic arithmetic facts. There is good evidence that interventions should include opportunities for pupils to work with visual representation of mathematical ideas and be taught how to solve word problems.
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Authorative guidance for Research Leads
In this helpful guide, Tom Bennett, founder of researchED, explores the role of a school Research Lead. He examines why schools should have one and what Research Leads do. He also explores what conditions in school enable Research Leads to flourish. In the guidance, Tom draws on a case study of the Sandringham Research School Director, Caroline Creaby, and her work leading research use at Sandringham School.
Download the guidance here |
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Deadline approaching!
We were really pleased to welcome delegates from a range of schools in Hertfordshire, Bedfordshire and London to our recent Innovation Evaluation Grant workshop. We have since been working with a number of schools on their applications in advance of the first deadline of the year, Friday 10th November. To learn more about these grants, click below.
Read More |
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