John Tomsett and Jonathan Sharples Turbocharge your school – Using evidence to improve outcomes

“We must give educators and politicians the information they need to make wise decisions for children” Baroness Estelle Morris and support schools

Where is evidence-based policy? Teaching and Learning Peer Research Evidence Increased freedom/choice… and responsibility for schools National Strategies scrapped High-quality information to inform decision- making and support interactions Peer-to-peer path to school improvement – teaching schools, federations etc What works…. and what doesn’t? (eg Struggling Readers) How to get the evidence working?

Current moves towards more evidence-informed policy/practice… Cabinet Office ‘What works’ centres – NICE for education Royal College of Teachers

EEF Teaching and Learning Toolkit The Toolkit is an accessible, teacher-friendly summary of educational research. Practice focused: tries to give schools the information they need to make informed decisions and narrow the gap. Based on meta-analyses conducted by Durham University.

Are all schools spending the £1.25bn Pupil Premium as cost effectively as possible? David Laws MP and Michael Wilshaw call for schools to use ‘what works’… Reference Pupil Premium ‘Toolkit’

Effective classroom strategies for closing the gap in educational achievement for children and young people from poor backgrounds, including white working class boys 7

Quality of teaching that matters most – e.g. ‘phonics’ not enough, pedagogy is crucial Developing evidence-based teaching methods makes the biggest difference – e.g. co-operative learning, thinking and learning skills, formative assessment Just changing curriculum or mode of delivery (ICT) is less effectiveApplying new strategies is difficult – requires extensive professional development Devil is in the detail – ‘how’ is important as ‘what’. Implementation gap for proven vehicles to get the evidence working in practice, at scale (eg AfL support) Our review vs Toolkit

Overview table

“The three approaches that showed the most benefit for a relatively low investment are what the report calls the ‘proven classroom approaches’ of providing effective feedback on pupils’ performance, encouraging pupils to think about their own learning strategies, and getting pupils to learn from each other.” Independent learning

Primary Literacy Example – Cross-Age Peer Tutoring What is it? An instructional strategy in which upper primary students (Year 6) are paired with younger pupils (Year 3/4) to provide explicit reading support. How does it work? Pick an intermediary text. Tutor corrects errors, encourages review and ask questions, and praises - encourage high- level feedback and understanding. What are the benefits? Proven outcomes on attainment (tutor also). Wider benefits include increased motivation/confidence, social/emotional benefits and development of metacognition/learning skills How do I implement it? 30min/week. One day’s CPD (2 sessions). Very cost-effective. Fidelity matters

Metacognitive strategies are teaching approaches which make learners’ thinking about learning more explicit in the classroom. This is usually through teaching pupils strategies to plan, monitor and evaluate their own learning. Includes: Identifying questions to answer Planning and hypothesising Exploring problems from different perspective Generating ideas Questioning their own and others’ assumptions Assessing themselves and others Organising time and resources Great teachers do this without realising…. knowledge AND skills What is metacognition?!

Entity view Fixed mindset Incremental view Growth mindset

intelligence Fixed mindset - less motivated to learn, less resilient Growth mindset - more motivated and resilient Blackwell et al (2007) Child Development, 78(1) p246 Fixed vs Growth mindsets

“Success is the ability to go from one failure to another with no loss of enthusiasm.”

Google: NAIS Brainology Year 7 – Maths

“Study and learning skills are inert until powered by motivation” Carol Dweck Improving metacognitive awareness of learning can help light the fire! Vehicles to get into practice…??

Example: Teaching Assistants

Strategies for Struggling Readers Weighted Mean Effect Size One-to-one tutoring

What do schools need to apply this knowledge? High-quality reviews/meta analyses are necessary but not sufficient. Need converting them into meaningful materials for schools. Apply a strategy with confidence Accessible overviews of effective strategies – What is it? How does it work? Trustworthy assessments of evidence – What are the proven outcomes? Practical information on training, costs, school links – How do we get it to work in practice ?

Acting on the Toolkit.. How about speaking to an expert in this area? eg Rose Luckin on iPads Get involved in an EEF project? eg SPOKES, CASE, TEEP Ok, but little evidence… gap around rigorously evaluated CPD/interventions. Evaluate within your own school/across YEP? Best Evidence in Brief

Use DIY guide to evaluate your PP spending.

Research-use is a social process

… Also provide practical support to schools to apply this information with confidence Establish school targets/objectives Look at children’s outcome data Identify areas to improve Identify a range of evidence-based strategies Support schools to implement approaches Support for schools identify and implement evidence-based strategies in line with their own data, targets and practices – YIPI project Successful pilot in primary/secondary schools – eg Peer Tutoring, Grammar writing

Fullan on change I found that the single factor common to successful change is that relationships improve. If relationships improve, things get better. If they remain the same or get worse, ground is lost. Thus leaders must be consummate relationship builders with diverse people and groups — especially with people different than themselves. This is why emotional intelligence is equal to or more important than having the best ideas. In complex times, emotional intelligence is a must. Presentation details26

Huntington School 2007: 59% 5 A*-C GCSE grades E&M 2008: 60% 5 A*-C GCSE grades E&M 2009: 57% 5 A*-C GCSE grades E&M 2010: National Strategies Raising Achievement Plans (RAPs) in English, Mathematics and MFL… Presentation details27

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Leading Edge July 2010 I am looking for schools that can tell their story at the next round of events in focussing upon Medium to Longer term strategies for maximising achievement at Key Stage 4. I was very impressed with their KS4 Maths and particularly English interventions to raise achievement. Their head is very good - John Tomsett, and asked them to come up with new strategies this past year to raise achievement. Leadership is very strong at this school and John has put in place a number of whole school training days to create the right culture. Presentation details29

My return 29 August 2010 Hi Dominic I'm afraid our strategies did not have the impact we hoped. Sorry not to be able to help. Sincerely John Presentation details30

Huntington School 2007: 59% 5 A*-C GCSE grades E&M 2008: 60% 5 A*-C GCSE grades E&M 2009: 57% 5 A*-C GCSE grades E&M 2010: National Strategies Raising Attainment Plans (RAPs) in English, Mathematics and MFL… Presentation details31

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Nov 2010: The crux of the issue Why do some students think, when they have seven hours of English lessons in Years 10 and 11 a fortnight, that ten one hour lessons, one a week leading up to the examinations, held after school when they and their teachers are tired, will suddenly transform them from D grade students to C grade students and make up for their lack of effort in their seven hours of lessons a fortnight over the past 18 months? Presentation details35

We have to refocus the majority of our effort on classroom lessons, let the students know that is what we are doing and target our extraordinary support strategies more intelligently. As we develop the curriculum, over time we will grow independent learners and we will get to the point where there is no Year 11 examination run-in frenzy. Presentation details36

LITERACY & NUMERACY BIG 8 & THE CURRICULUM OUTSTANDING TEACHING PROGRESS REVIEW INTERVIEWS

When we know what we want… …we have to make it happen!

Huntington School 2007: 59% 5 A*-C GCSE grades E&M 2008: 60% 5 A*-C GCSE grades E&M 2009: 57% 5 A*-C GCSE grades E&M 2010: 55% 5 A*-C GCSE grades E&M 2011: 63% 5 A*-C GCSE grades E&M 2012: 65% 5 A*-C GCSE grades E&M Presentation details41

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The Key Issue 2013 How we will become a truly great school

DS1: How we will all become great teachers Teacher-coaches: Jenny; School-wide coaching programme: Music Dept.; IRIS video technology: Nigel; Reshaping SOLCs: Garry; 360 o student appraisals: Claire & Karl; Student Digital Leaders: Alex.

DS2: How do we create a genuine Growth Mind-set in School? Can students develop their abilities through dedication and effort? Penny Code of Kindness: Betsy Why? Steve & Chris Teacher Toolkit for highly effective feedback: RJG Targeted Leadership Programme: Nicky Celebrate achievement at every turn: Tim

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Ben Goldacre Michael Gove has expressed huge enthusiasm for these ideas. But many teachers say he ignores evidence, and challenge him to subject his own edicts to rigorous testing. Fair enough: I think good-quality evidence matters, whether it's in education, medicine, or public policy, and I will stand on the barricades with anyone who wants to make that happen. Presentation details48

Ben Goldacre Any health minister who tried to force doctors to use a treatment that doesn't work would be laughed out of town. If teachers really want to force all education ministers to follow the evidence, there is one thing they can do today: work towards making evidence-based practice the everyday, unarguable routine – starting now. Presentation details49

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