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EEF News Alert
Issue 59: 23 Jan 2019
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Now recruiting! 10 EEF-funded projects looking for volunteer schools and early years settings 

Your opportunity to trial a high-potential project, while contributing to important educational research - including:
  • Focus4TAPS - a CPD programme designed to support teachers to improve their teaching and assessment of science in primary schools;
  • Leadership Lite - a leadership programme aimed at reducing unnecessary workload and empowering secondary teachers;
  • Mentoring for Early Career Chemistry Teachers - a one-year mentoring programme intended to address teacher efficacy, job satisfaction, and workload.
Ofsted: Taking part in EEF trials "will be recognised"  
Ofsted logo
Launching Ofsted's new education inspection framework last week, here's what its head, Amanda Spielman, had to say: "... we don’t want innovators to see the new framework as a brake. For example, if you are trying out new models as part of Education Endowment Foundation studies, or are working on new approaches to curriculum or teaching or assessment, that will be recognised."

Get involved.
ABOUT TO LAUNCH: click here to SIGN UP now
EEF BLOG: 'What do we mean by ‘knowledge rich’ anyway?'   

Alex QuigleyEEF senior associate Alex Quigley writes: 'If you are considering your curriculum, you are likely questioning if your curriculum is ‘knowledge rich’ ... In my view, reaching a consensus on what it means to be 'knowledge rich' is important. Without a clear definition, the risk of confusion and misunderstanding is high, and a huge opportunity could be missed. So, what might it mean in practice?'

Read more.
Funding opportunity: Professional development in the early years

Early YearsDEADLINE: 15 FEB. The EEF and Department for Education are looking to fund and evaluate early years education projects focused on professional development in order to improve the learning and development of children from low income families aged 0–5.

Find out more.

THANK YOU to all those who applied to our latest grant-funding round, 'Improving outcomes for pupils with SEND', which closed on 14 Jan. We'll now begin the process of reading through your applications. You can see our decision-making timelines here.  
Impact front cover6 myths of digital technology   

In our latest article for the Chartered College of Teaching's journal, Impact, we we look at the evidence to ‘bust’ six common myths around digital technology. For example:
Myth 3. ‘Learning has changed how we have access to knowledge through the internet; today’s children don’t need to know stuff, they just need to know where to find it.’

Read more.

PS: our next guidance report, to be published this spring, will focus on digital technology in schools.
In case you missed it: 'Improving Literacy in Key Stage 1' guidance report

7 practical evidence-based recommendations—that are relevant to all pupils, but particularly to those struggling with their literacy:
Are you a designated National Leader of Education (NLE)?

We're holding a series of one-day professional development workshops for all NLEs in March 2019. Training sessions will be taking place in Birmingham, Leeds, London and Manchester.


Book to attend here.
Research Schools: thoughts on CPD, vocabulary, and parental engagement 

Research Schools NetworkOur 22-strong Research Schools Network work with other schools in their areas to help them to make better use of evidence to inform their teaching. You can follow their latest news and events using our handy Twitter-list hereHere's three recent articles/blogs written by Research School leaders:
Toolkit focus: What does the evidence say about oral language interventions?

Toolkit entry


Oral language interventions emphasise the importance of spoken language and verbal interaction in the classroom. They are based on the idea that comprehension and reading skills benefit from explicit discussion of either the content or processes of learning, or both.

Read more.
EEF Promising Project: 'How can maths skills of primary school pupils be improved?' 

Maths in schoolIn December, we published the findings of the independent evaluation of 'Mathematical Reasoning', a project which helps pupils to understand the logical principles underlying maths. Our trial found it can boost their results by +1 additional month.

The evaluators at NIESR have since published a blog summarising the findings, which you can read here: You can count on it – how mathematical reasoning can help children do the maths
Research Tender: The impact of EEF trials on sub-groups of pupils

Deadline: 1 Feb 2019. The EEF would like to commission a research team to use the data from our evaluated trials to conduct additional research on pupils with Special Educational Needs and Disabilities (SEND), pupils with English as an Additional Language (EAL), and pupils eligible for free school meals (FSM).

Find out more.
Suggested reading: 7 new reports worth a look

We regularly share reports via social media we think might be of interest. Here's a septet of the most recent:
Follow us on Twitter here
► Parents and carers who regularly read with small children are giving them a language advantage of 8 months, according to new research published by the Nuffield Foundation. Read our 7 'Preparing for Literacy' recommendations here.

'Ofsted's Chief Inspector launches Early Inspection Framework consultation proposals' - read Amanda Spielman's speech; while Ofsted's overview of the underpinning research is here.

► Drop in schools' teacher-training budgets, report Teacher Development Trust and SchoolDash, with spending levels varying significantly across the country.

► 'Making experimentation the norm in our governments' - What Works UK blog on testing and evaluation of new approaches to public service delivery beyond the UK

►  “I think there is a movement right now – both in the US and the UK – to focus more on approaches that have strong evidence of effectiveness” - Prof. Robert Slavin in this week's TES focusing on closing the attainment gap.


►  'School revenue balances in England' - the Education Policy Institute examines the current state of school finances to understand how schools are faring financially.

► “These students have a perception that they are ‘failures’ because they did not get the grade 4.” - the TES's George Ryan examines how the FE sector is responding to GCSE resits.
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