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Welcome to the second edition of our Research School e-newsletter.
We hope that you enjoy browsing and find useful links and next steps. Please do forward to your colleagues and encourage them to join our growing subscription!
We hope that you found the first issue a useful digest of links, features and updates which inspired further questions, reflection and next steps around a wide range of evidence informed practices. If you missed it you can link to it here.
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@EducEndowFoundn - official EEF resources and news
@suttontrust - 'improving social mobility through education'
@BeckyFrancis7 - Prof Becky Francis, Director of UCL-Institute of Education (IOE) Previously Professor of Education and Social Justice at King's College
@olivercavigliol - Ex-special school head. Visualiser of teaching concepts and processes. HOW2s creator and sketchnote enthusiast
@chemDrK - Niki Kaiser, Research Lead Norwich RS
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report: CEBE guide for individuals and teams interested in leading research-engagement in educational settings
blog: Jonathan Haslam on Evidence Based Guidance for Improving literacy and links to further related blogs
book extract: Carl Hendrick on bridging the gap between research and teaching practice
article: from a new series on how psychology research can inform teaching, Bradley Busch explores long-term memory
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| Our Research School Update |
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Our first half term - reflections from a fledgling Research School
Our first official half term as a Research School has flown by with the level of support and interest, both within our MAT and across the region so encouraging ...
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Rounding off with an evidence-rich programme
The Friday before half term saw Research School Director Andy Samways team up with the EEF's Stephen Fraser to take part in a fantastic conference oraginised by Clare Flintoff, CEO of ASSET Education, an Ipswich based MAT ...
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Evidence is Only Half the Story
Following his superb inputs at the ASSET Education/NE Ipswich Newtork PD Conference, the EEF's Stephen Fraser shares his reflections and thinking around the crucial aspect of planning for effective implementation ...
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Launch of the EEF KS2/3 Maths Guidance Report
Chris Dale, Director of our RS has been contributing to the working group which finalised the detail within the brand new KS2/3 Maths Guidance Report. You are warmly invited to attend our report launch event on Thursday 7th December (see full details below in Events) where Pete Henderson from the EEF will share insights in to the production of this valuable report. There will also be an opportunity to hear about the CPD programme we have planned to implement these findings across primary and secondary schools in our region.
Reserve free place here using Eventbrite |
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A New Pathway - Becoming a Research Lead
Louise Everitt, Deputy Headteacher, Springfield Junior School is participating in our Research Leads programme and shares her reflections in her blog.
"I was initially hesitant about the research lead training. The treadmill of working in schools is all-consuming and I wasn’t sure I had the time to add in yet another role. I am not from the world of academia, and worried that it would be inaccessible, time-consuming and ultimately not beneficial to my school.
With each passing day of training, and with each resource that widens my perspective on education, I realise how wrong I was ..."
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An evidence base and a collaborative spirit can boost outcomes for all young people
Samuel Ward Academy Trust aim to have a balance between autonomy and accountability across their MAT. Director of Teaching and Learning and Research School, Chris Dale spoke to the SSAT (Schools, Students and Teachers Network) about our approach to embedding a more ‘balanced, disciplined and nuanced’ evidence-informed approach to classroom practice ...
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We are excited to be sharing details of our first two evidence informed training programmes in this month's newsletter. Both have relevance and have been designed for primary and secondary school leaders, teachers and governors so please do follow the links and contact us to find out more.
So, in case you missed it in the update above, save the date and register for ....
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Launch of the EEF KS2/3 Maths Guidance Report and associated training programme
... in case you missed it in update above!
When: Thursday 7th December 2017, 4.45-6pm
Where: Sybil Andrews Academy, Bury St Edmunds
What: Peter Henderson (EEF) joins us to share key findings and recommendations arising from this extensive report as we outline our new 3 day training programme created from this valuable resource.
Why: this session is free, will help you access the essential elments of the report as well as grow your connection with us .. it also entitles you to a discounted loyalty pricing for the programme should you choose to enrol.
Reserve Free Place Here Using Eventbrite |
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And the second fantastic opportunity to engage in another high quality, evidence informed programme ...
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We are delighted to be teaming up with Rob Webster and the maximisingtas.co.uk team based at the Centre for Inclusive Education, UCL Institure of Education, to provide this fantastic opportunity in Suffolk.
This talented team draws together professionals with a range of experiences in research, school leadership, classroom practice, school improvement, CPD and project management.
The Maximising the Impact of Teaching Assistants (MITA)programme is targetted at a pair of leaders, ideally including headteacher and involves three half-day face-to-face sessions, paced over two terms:
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Session 1(23rd January) : setting out the evidence on TA impact introducing the key principles of the MITA approach; conducting a self-evaluation; and setting a vision
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Session 2 (7th March) : using self-evaluation data; MITA principles in depth: what they look like in the classroom; practical strategies and ideas; action planning
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Session 3 (14th June) : reviewing and sharing success and planning next steps.
Each school receives a comprehensive pack of high-quality resources and tools to support the processes of review and implementation.
Our programme sessions will cost just £360 in total per school. Contact jchamberlain@swatrust.co.uk to register interest ... there are limited places so don't miss out!
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We will be offering further CPD training and events throughout the year. These will be advertised on the events section of our website, and in these newsletters.
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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 Education Endowment Foundation (EEF) believes the best way to change this is through better use of evidence: looking at what has – and has not – worked in the past.
To support good maths teaching in Key Stages 2 and 3, they’ve published new guidance that gives schools and teachers practical ‘do’s and don’ts’ of great maths teaching.
The 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:
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developing pupils’ problem solving skills;
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using assessment to make a difference to pupils’ learning; and
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effective use of manipulatives (physical objects used to teach maths).
The report is free to access and available here |
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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.
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WHAT IS THE EVIDENCE ON HELPING CHILDREN WHO ARE STRUGGLING WITH MATHS?
Many children struggle with maths, and taking early action can be key to helping to improve their mathematics ability. However, as children’s difficulties with maths vary, it is important to identify their individual difficulties and weaknesses, and target any intervention appropriately. 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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