BATOD Foundation Study Day 25 November 2011 More reasons to install sound field systems Honor Andersen

The Impact of SF systems an evaluation Aims of this session: Provide the context and overview of the studies Note the implications on children’s learning and performance Next step

The Context HCC has championed the use of SFS for over 10 years Key people who have who have promoted and supported this over the years: Rob Redfern - SEN Adviser Maggie Ladkin - EP Donald Allan - Educational Audiologist Stuart Bowen - PC Werth Andy Taylor – PC Werth / Lightspeed Alan Sapsfod - Assistant Director SEN Head Teachers and staff of participating schools We all knew SF made a difference but wanted needed to demonstrate it

Background Initial study in 2001 involving 6 schools Limited results due to capacity However indications were positive from pupils, staff and parents Therefore approached (with the support of PC Werth) : o Bridget Shield – London South Bank University o Julie Dockerell – Institute of Education A larger scale study was planned in 2003 Report produced in 2005

The First study We set out to collect data on the following: Social behaviour scores (scale 0-9) 76% of sample scored % scored 5-6 4% scored 4 Teacher Evaluation In 9 out of 11 measures 100% agreed strongly that the system had a positive impact on pupils’ learning and behaviour Listening inventory in all measures 100% agreed or strongly improved listening skills set out in inventory

The First study Parent Evaluation 86% agreed or strongly agreed that the system had a positive impact on their child’s learning and behaviour Pupil evaluation Not formally carried out however pupil comments noted e.g. “my teacher is not cross anymore she doesn’t shout”

The Second Study set out to collect data on the following: Classroom acoustics Teachers’ voice level Pupils’ views on impact Teachers’ views on impact Effect on children’s performance and learning Full report can be made available

Outline of Study 10 schools were selected 39 classrooms were installed with SFS 13 other classrooms were used as the control group Systems were installed in primary schools across the range Acoustic measurements taken to compare with current guidelines when empty “the majority would meet recommendations for background noise but unlikely to meet new build requirements”

Teachers’ Voice Level (VL) VL of teachers with SFS and control group measured before and 6 months after installation While there was no consistent pattern to changes between 1 st & 2 nd measurement VL in SFS group either no change or had decreased between 4 & 10 dB(A) VL in control group no change or increased

Pupils’ view on SFS Pupils in Years 3 and 6 were surveyed 1,396 questionnaires were completed before & 6 months after installation Children in classrooms with SFS rated hearing their teacher better when amplification was in use when: Teacher writing on board and talking Working in groups Children were making noise outside

Impact on Performance Measured performance of 271 children with systems on and off Children performed significantly better on the spelling test when amplification was used This was also true for the 24 children identified as having SN

Impact on Learning Children completed attainment and speed of processing task prior to installation & 6 months later 196 in SFS & 86 in control group Performance on all measures improved over time Children in classes with amplification improved significantly more than those without

Impact on Learning Gains in SFS classrooms Gains in control classrooms Reading Oral Comprehension Information processing These results indicate that classrooms where SFS are used are providing better learning environments

Other research findings MARRS results showed pupils made greatest improvements in amplified classrooms achieved in reading and language at a faster rate, to a higher level and at a much reduced cost to students who were withdrawn from class Impact greater the younger the pupil MARCS K to 3 rd grade The younger the children the greater the difference between control and SFS group in achievement test scores

Comments from teachers Raises expectation of being heard Children notice and complain when system not on Particularly good for phonic work It is easier to be expressive Noise levels have reduced

Why would you bother? Because: As a teacher you need to be heard What you say is important, more important than any PPB Children thrive, are more confident and make better progress when they can hear you It makes sense

Thank you