Unlocking #unlocking potential

Welcome and introduction Kieran Osborne, Chair of Challenge Partners Senior Partners and Challenge the Gap and Executive Principal of Hayes #unlockingpotential

“We aim to provide access for all to the hundred pleasures and opportunities that fall mainly to the rich” Mary #unlockingpotential

Our mission is to enable every pupil to experience the combined wisdom of the education system so that we can improve outcomes for them all Challenge #unlockingpotential

Carousels Debate Marketplace Levelling the playing field: are we attempting the impossible? Matthew Syed Sir Kevan Collins Challenge the Gap Impact Report The plan for the day I pledge #unlockingpotential

Matthew Syed Author of ‘Bounce’ and ‘Black Box #unlockingpotential

Black Box Thinking: High Performance, Marginal Gains and the Growth #unlockingpotential

Questions for #unlockingpotential

Coffee in the Social Mobility Marketplace with Matthew Syed book #unlocking potential

Challenge the #unlockingpotential #challengethegap

Mammy “Everyone needs a Mammy — someone who believes they can achieve more and will help them to do #unlockingpotential #challengethegap

Impact report launch “This programme takes the desire of educational professionals to make a difference to the life chances of all children, irrespective of background, and empowers them to make it happen.” Teacher, Kingsbridge #unlockingpotential #challengethegap

Challenge the Gap Carousel #unlockingpotential #challengethegap TIMER

Challenge the Gap Carousel #unlockingpotential #challengethegap TIMER

Challenge the Gap Carousel #unlockingpotential #challengethegap TIMER

Challenge the Gap Carousel #unlockingpotential #challengethegap TIMER

Challenge the Gap Carousel #unlockingpotential #challengethegap TIMER

#unlocking potential I pledge to…

Enjoy your lunch in the Social Mobility Marketplace

#unlocking potential I pledge to… Visit Hayes School to learn more about… Check out the EEF Toolkit… Find out more about Challenge the Gap… Share what I heard about reading mentors with my Head of English…

Welcome #unlocking potential

Sir Kevan Collins Chief Executive, Education Endowment #unlocking potential

Harnessing evidence - supporting informed collaboration Kevan Collins Challenge Partners 24 th February

24 Outline Provocations and tests Evidence for learning Indicators of success How children learn the abiding fascination… Social justice and equity Unacceptable variation is the challenge There’s nothing wrong with intelligent accountability Improvement requires personal buy in No short cuts – the grind of professional development Wisdom and knowledge about what we do The quiet revolution – our appetite for learning The professional gift of disciplined innovation Inverting the stability and innovation relationship Outcomes – excellence and equity A culture characterised by informed professionalism Context – personal and national

The attainment gap

Harnessing evidence - supporting informed collaboration Kevan Collins Challenge Partners 24 th February

27 Outline Provocations and tests Evidence for learning Indicators of success How children learn the abiding fascination… Social justice and equity Unacceptable variation is the challenge There’s nothing wrong with intelligent accountability Improvement requires personal buy in No short cuts – the grind of professional development Wisdom and knowledge about what we do The quiet revolution – our appetite for learning The professional gift of disciplined innovation Inverting the stability and innovation relationship Outcomes – excellence and equity A culture characterised by informed professionalism Context – personal and national

The attainment gap

Key Stage 2: Top performers There are 2568 schools (31% of our data set) in which the average proportion of FSM pupils achieving Level 4 in English and Maths exceeds the national average of all pupils (79%). These are schools above the horizontal blue line in the graph. They come from across the spectrum of disadvantage (ranging from 1% FSM intake to 70%) and include schools of all types, sizes, regions, intakes etc. 29 Note: this analysis excludes independent, special and selective schools Proportion of FSM pupils reaching L4 in English and Maths

Evidence can help to… establish a common language and promote collective learning focus our effort where it will make the most difference to children capture the maximum possible benefit from effort and resources resist fads and fakes Building a language for professional collaboration

Building the evidence base

The EEF by numbers 115 project evaluations funded to date 6,200 schools participating in EEF trials 34 topics in the Toolkit 21 independent evaluation teams 715,000 pupils involved in EEF trials 16 members of EEF team £220 m estimated spend over lifetime of the EEF 6,000 heads presented to since launch 44 reports published

Associations between foods and cancer

Teaching and Learning Toolkit

The Early Years Toolkit Screenshot to be added 35

Meta-cognition and self-regulation

Using the Toolkit (or any other source of evidence) What are our priorities for better learning? Where should we focus our efforts? What change do we want to make? Understanding your context Who tells us what to do? Where do get our ideas from? Who do we trust? Seeking independent, high quality information How will it work in practice? Can we deliver this in our setting Should we stop doing that? Promoting professional conversations

EEF-funded projects: what we’re looking for We fund ideas that: Focus on narrowing the gap; Build on existing evidence; Can be scaled up cost- effectively if shown to work. We are looking to generate significant new understanding of ‘what works’.

Some ideas we’re trialling… 39 Can peer observation by teachers, using Lesson Study, improve practice? Do pupils respond to financial or other rewards? Do summer schools improve attainment? What are the best ways of training and supporting Teaching Assistants? Does training parents to read with their children improve attainment? What are the best ways of grouping students, and what impact does this have on attainment? What impact, if any, does giving children breakfast in schools have? Does delaying school start times for adolescents (combined with a sleep education programme) boost Key Stage 4 attainment? AND 114 others…

EEF’s approach to evaluation Independent evaluation All projects evaluated by a member of our 26-strong panel of evaluation experts Quantitative measures Effect on attainment and cost—so we can compare and contrast between projects Qualitative and process evaluations also crucial To find out if/how it works in real world school conditions Focus on longitudinal impact All pupils will be tracked using the National Pupil Database

EEF approach to evaluating intervention impact Control v. Treatment (keep everything constant apart from the thing we are testing)

Chatterbooks An extracurricular reading initiative that aimed to increase a child’s motivation to read. Weekly 1-hour sessions where pupils read and discussed an age-appropriate book. Delivered by trained graduates to pupils who had not achieved expected level at the end of primary school. Accelerated Reader A whole-group programme that aims to foster the habit of independent reading. Online system screens pupils according to their reading levels, and suggests books that match their reading age and interests. Pupils take computerised quizzes on the books they have read and earn ‘points’ related to difficulty. GroupMonths’ progress All pupils+3 months FSM-eligible+5 months 42 GroupMonths’ progress All pupils-2 months FSM-eligible-4 months Finding out what works (and what doesn’t)

Reporting our results All results published on EEF website Report on impact and security of findings Attempt to convey technical findings in a way that is accessible to schools

ProjectSummaryAgeImpactSecurity Accelerated ReaderA web-based programme that carefully matches books to pupils’ reading abilities Year 7 +3 months Catch Up LiteracyOne-to-one tailored TA support on phonics and comprehension. Years months Fresh StartA phonics programme for older children.Year 6 & 7 +3 months Grammar for WritingImproving writing through contextualised grammar teaching to whole classes. Year 6 +2 months Graduate Coaching Programme Employing coaches to improve the literacy of struggling Year 7s Year 7 +5 months Switch-on Reading10 week TA intervention based on Reading Recovery Year 7 +3 months Talk for LiteracySpeaking and listening interventions delivered by TAs Year 7 +3 months Using Self-regulation to improve writing Whole-class structured writing programme using memorable experiences as inspiration Year 6 & 7 +9 months Literacy: Promising EEF projects 44

Metacognition: Most promising results ProjectSummaryAgeEffect sizePadlocks and stage Changing MindsetsDeveloping pupils “growth mindset”, through structured workshops for pupils Year (2 months) (English) Efficacy Philosophy for Children Weekly teacher-led pupil dialogues, focused on philosophical issues Years 4 and (2 months) (Reading/Maths) Effectiveness Thinking, Doing, Talking Science Training teachers to make science lessons more practical, creative and challenging Year (3 months) (Science) Efficacy Using Self- regulation to improve writing Whole-class structured writing programme using memorable experiences as inspiration Year 6 & (9 months) (Writing) Efficacy

Successes Reception for the Toolkit from schools has been very positive. The most recent survey found that 64% of school leaders are using the Toolkit Rigorous evaluations are possible. Our first 44 evaluation reports have been published building the evidence of what works The appetite to participate in future research from schools across the country is high Disciplined innovation is supporting a wave of new ideas and solutions to intractable and long standing problems

Challenges and reflections Mobilising knowledge Ensuring lessons from research are shared and consistently applied, while avoiding shallow compliance? Evidence for learning Building confidence and trust to support disciplined innovation in a compliance and high stakes accountability culture Evaluation takes time Finding out what works takes time, but policy-making moves quickly The nature of education evidence Not every approach works and not every trial is conclusive. Presenting negative and complex findings is challenging

How to get involved Apply for funding Our next funding round opens in the Autumn Visit: Volunteer to take part We are always looking for school to take part in EEF-funded projects. Visit: involved/ Learn more about the Teaching Assistants Campaign tender/ Get in touch . Web: Educationendowmentfoundation.org.uk 48

Questions for Sir #unlocking potential

Challenge Partners’ Network of Excellence #unlocking potential

Challenge Partners Carousel #unlockingpotential TIMER

Challenge Partners Carousel #unlockingpotential TIMER

Challenge Partners Carousel #unlockingpotential TIMER

Challenge Partners Carousel #unlockingpotential TIMER

Challenge Partners Carousel #unlockingpotential TIMER

#unlocking potential I pledge to…

Coffee Hurry back for the Social Mobility #unlocking potential

Social Mobility #unlocking potential

Levelling the playing field: are we attempting the #unlocking potential

Introduction to the panel Levelling the playing field; are we attempting the impossible? Ndidi Okezie David JohnsonRob Fryer Janki Popat Wajid #unlocking potential

Levelling the playing field: are we attempting the #unlocking potential

Levelling the playing field: are we attempting the #unlocking potential

#unlocking potential I pledge to… Visit Hayes School to learn more about… Check out the EEF Toolkit… Find out more about Challenge the Gap… Share what I heard about reading mentors with my Head of English…

Thank #unlocking potential