1. Planning high quality, evidence based provision to meet the needs and achieve the outcomes How do you know what works?

2. SEND CoP: 0-25 years Early years providers, schools and colleges should know precisely where children and young people are in their learning and development. They should... ensure that the approaches used are based on the best possible evidence and are having the required impact on progress. Section 1.25

3. What information is out there? Literacy What works for children and young people with literacy difficulties? Greg Brooks (http://www.interventionsforliteracy.org.uk/assets/ documents/Greg-Brooks.pdf ) The Dyslexia-SpLD Trust has set up an Interventions for Literacy section on their website. They describe individual schemes and give an indication of their effectiveness with ratings of useful, substantial or remarkable. (http://framework.thedyslexia- spldtrust.org.uk/resources/interventions-literacy

4. What information is out there? Mathematics What works for children with mathematical difficulties. The effectiveness of intervention schemes – Ann Dowker (http://dera.ioe.ac.uk/2505/1/ma_difficulties_00 08609.pdf) The National Numeracy organisation provides a summary of the main findings of the report and references to specific interventions (http://www.nationalnumeracy.org.uk/resources /22/index.html)

5. What information is out there? Speech, language and communication What Works Database (http://www.thecommunicationtrust.org.uk/whatworks) A database of evidenced interventions to support children’s speech, language and communication.

6. What is the Education Endowment Foundation? In 2011 the Education Endowment Foundation was set up by Sutton Trust as lead charity in partnership with the Impetus Trust. The EEF is funded by a Department for Education grant of £125m and will spend over £200m over its fifteen year lifespan. The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

7. The EEF Strategy We aim to raise the attainment of children facing disadvantage by: Building the evidence for what works in schools by identifying and rigorously evaluating evidence- based approaches to teaching and learning Sharing the evidence with schools by providing independent and accessible information through the Teaching and Learning Toolkit Promoting the use of evidence-based practice

8. The EEF-Sutton Trust Teaching and Learning Toolkit The Toolkit provides accessible, teacher- friendly summaries of educational research Practice focused: giving schools the information they need to make informed decisions and narrow the gap Based on meta-analyses provided by Durham University

9. The Toolkit is a starting point for making decisions ApproachPotential Gain CostEvidence Estimate Summary After school programmes +2 months £££££*****Low impact for high cost, based on limited evidence Behaviour interventions +4 months £££££*****Moderate impact for very high cost, based on extensive evidence Early years intervention +6 months £££££*****High impact for very high costs, based on extensive evidence

10. Effective use of Teaching Assistants In March 2015 the EEF published a Guidance Report for teachers and school leaders entitled Making Best Use of Teaching Assistants. Previous research had shown that in many English schools teaching assistants are not being used in ways that improve pupil outcomes.Making Best Use of Teaching Assistants

11. Effective use of Teaching Assistants However, more recent research demonstrates that when they are well trained and used in structured settings with high- quality support and training, teaching assistants can make a noticeable positive impact on pupil learning.

12. Effective use of Teaching Assistants The guidance summarises the key research findings and makes seven evidence-based recommendations to help schools maximise the impact of teaching assistants.

13. 1.TAs should not be used as an informal teaching resource for low attaining pupils 2.Use TAs to add value to what teachers do, not to replace them 3.Use TAs to help pupils develop independent learning skills and manage their own learning 4.Ensure TAs are fully prepared for their role in the classroom 5.Use TAs to deliver high-quality one-to-one and small group support using structured interventions 6.Adopt evidence-based interventions to support TAs in their small group and one-to-one instruction 7.Ensure explicit connections are made between learning from everyday classroom teaching and structured interventions

14. https://educationendowmentfound ation.org.uk/uploads/pdf/TA_Guid ance_Report_Interactive.pdf

15. ‘DIY Evaluation’ EEF have published a DIY Evaluation Guide with Durham University, which introduces the principles of evaluation. www.educationendownmentfoundation.org.uk