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EEF News Alert
Issue 40: 9 Feb 2018
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New report: 'A School's Guide to Implementation'

Why is school improvement so hard? Why is it often inconsistent?

These are questions we tackle in the EEF's latest guidance report, ‘Putting Evidence to Work: A School’s Guide to Implementation’, published today. It includes 6 recommendations for senior leaders and teachers wanting to make change happen in your school.


Read more.
 

EEF Blog: 'Putting evidence to work in your classroom'

"Ultimately, it doesn’t matter how great an educational idea or intervention is in principle; what really matters is how it manifests itself in the day-to-day work of people in schools," writes Shaun Allison, Director of Durrington Research School.
Read more.
10 reasons to improve your school's use of Teaching Assistants

"Much of the extra cash injected into schools was spent on teaching assistants – but are they value for money?" asked the TES's front page last week. Our guide to 'Making Best Use of Teaching Assistants' offers 10 reasons to improve the use of Teaching Assistants.

Here's number one:

The status quo isn’t an option! The evidence is clear: poor TA deployment has a negative impact on attainment; effective TA deployment can have positive impacts.

Read more.
NOW RECRUITING: 16 EEF-funded projects are currently looking for schools and post-16 settings to take part in trials of high-potential projects. Read more.
Toolkit focus: What the evidence says about 'Feedback'


Our Teaching and Learning Toolkit and its Early Years companion are accessible summaries of educational research. They provide guidance for teachers and senior leaders on how to use your resources to improve learning outcomes, particularly for disadvantaged children and young people.

Read more.
"Identifying what has worked in the past is useful only if we are as curious about what hasn’t." 

Our chief executive Sir Kevan Collins in the TES on ‘​Why the EEF focuses on failure as well as success’.

Read more.
APPLY NOW: Early Years and Science funding rounds open

We have 3 funding rounds currently open:

  1. Early Years: Professional Development and Leadership, co-funded with the Department for Education. Read more.
  2. Science Teacher Retention, co-funded with Wellcome. Read more.
  3. Improving Science Education, co-funded with Wellcome. Read more.
LAST CALL - SCIENCE NETWORKING EVENTS... Wellcome and the EEF are hosting two events in York (13 Feb) and London (15 Feb), opportunities for you to meet researchers, teachers, informal practitioners, and others interested in our current Science grant-funding rounds. For further details and to register, click here.
EEF Blog: 'Do teachers need theories that would bore teachers?' 

Robbie Coleman – a secondary school English teacher and a Senior Associate at the EEF – looks at Prof. Daniel Willingham's recent article, ‘A Mental Model of the Learner', and asks: should teacher training include a set of well-defined, robust generalisations about what learners have in common?

Read more.
In case you missed it: 'Closing the Attainment Gap'
Our analysis of what we believe to be the key issues, and how this informs our practical work with teachers and senior leaders.
Read more.
Funding: applications for Strategic School Improvement Fund now open

The third round of applications for the Department for Education's Strategic School Improvement Fund is now open. Find out how we're supporting schools preparing their bids.

Read more.
EVENT: 'Bringing evidence-based practice to life'

The EEF's James Richardson and Kate Atkins, Headteacher at Rosendale Primary School, West Dulwich, explore the evidence on the most effective ways of raising attainment, and how Research Schools are helping support teachers to understand and use this to inform their teaching practice. This is a break-out session at the Association of School and College Leaders' annual conference (9-10 March).

Read more.
Research tender: Review of evidence on the impact of digital technology on learning 

We are seeking proposals from research teams to review the evidence on digital technology and its impact on learning and teaching. This will be used to inform the forthcoming EEF guidance report about the effective use of digital technology for publication later this year. Deadline: 12 March 2018.

Read more.
Suggested reading: 7 new reports worth a look

We regularly tweet out, from @EducEndowFoundn, links to reports we think might be of interest to our 25,000+ followers. Here's a few of the most recent:

► 'Educational Outcomes of Children with English as an Additional Language' a valuable new report by the Education Policy Institute, commissioned by the Bell Foundation and Unbound Philanthropy. Our Chief Executive Sir Kevan Collins' take on the latest EAL attainment figures can be read here

► 'The What Works Network: Five Years On' - report on the impact of the What Works initiative in its first five years. The EEF is the What Works Centre for Education.

 'Our Friends in the North' - "The attainment of disadvantaged pupils, particularly those from a white British background, is a systemic problem not a geographical one." Stark conclusion from Mike Treadaway's latest Education Datalab blogpost.

► 'Retaining and developing the teaching workforce' - conclusions and recommendations from the House of Commons' Public Affairs Committee's recent report.

► 'Cherry picking or broad vistas: Using research evidence to improve outcomes for vulnerable learners- "Schools need to create a complex, delicate tapestry of strong values, high expectations, inclusion, knowledge of pupil needs, community needs and staff needs," argues Rosendale Research School's Marc Rowland. 

► 'Long-run comparisons of spending per pupil across different stages of education' - the IFS analyse per student spend in England across the 4 main stages of education: early years, schools, 16-19, and higher education).

► 'Evaluation of Universal Infant Free School Meals' - the Education Policy Institute examines the impact, finds doubling of school meals take-up at estimated total of £5.6bn over 10-year period, with possible negative impact on Pupil Premium funding for infants. 
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