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Education Endowment Foundation, 2022
COVID has potentially reversed a decade of progress in closing the attainment gap. The evidence is clear that disadvantaged students have fallen further behind during the pandemic. This guide is designed as a practical starting point to support school leaders to develop, implement and monitor an evidence-informed approach to their Pupil Premium…
Descriptors: COVID-19, Pandemics, Achievement Gap, Academic Achievement
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Education Endowment Foundation, 2022
Instability caused by the coronavirus pandemic (COVID-19) completely transformed teaching and learning in schools. Throughout this time, teachers and school leaders have had to find new ways to conduct lessons, assess learning, and maintain relationships with the children in their care. This guide is designed to support teachers and school leaders…
Descriptors: Educational Planning, Educational Strategies, COVID-19, Pandemics
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Henderson, Peter; Hodgen, Jeremy; Foster, Colin; Kuchemann, Dietmar – Education Endowment Foundation, 2022
This guidance report focuses on improving the quality of teaching of mathematics to pupils in Key Stages 2 and 3. The decision to focus on these Key Stages was made after an initial consultation period with teachers, academics, and other stakeholders. Schools are seeking advice on adjusting to a new curriculum, and there is also concern about…
Descriptors: Mathematics Instruction, Instructional Improvement, Mathematics Education, Curriculum Development
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Sims, Sam; Fletcher-Wood, Harry; O'Mara-Eves, Alison; Cottingham, Sarah; Stansfield, Claire; Van Herwegen, Jo; Anders, Jake – Education Endowment Foundation, 2021
Teachers have an important influence on pupils' academic progress, yet the quality of teaching varies widely. Policymakers, school leaders, and teacher educators therefore face the challenge of designing and commissioning professional development (PD) to help all their teachers become as effective as the best teachers. In the last two decades, a…
Descriptors: Teacher Effectiveness, Faculty Development, Program Design, Educational Quality
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Bilton, Caroline; Duff, Aoife – Education Endowment Foundation, 2021
This report offers seven practical, evidence-based recommendations that are relevant to all pupils, and particularly to those struggling with their literacy. To develop the recommendations, we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This second edition of…
Descriptors: Literacy Education, Reading Instruction, Teaching Methods, Evidence Based Practice
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Bohling, Kimberly; Tankelevitch, Lev; Vinnitchok, Andriana; Barnard, Matthew; Anders, Jake; Shure, Nikki; Wyse, Dominic – Education Endowment Foundation, 2021
The Speech Bubbles (SB) intervention is a Key Stage 1 (KS1) drama and storytelling intervention aimed at supporting children's communication skills, confidence and wellbeing. The intervention was targeted at pupils aged 5-7 in KS1 (Year 1 or Year 2) in primary schools in England, who had been identified by their teachers as having difficulties…
Descriptors: Drama, Story Telling, Intervention, Communication Skills
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Anders, Jake; Shure, Nikki; Wyse, Dominic; Barnard, Matthew; Frerichs, Johanna; Bohling, Kimberly – Education Endowment Foundation, 2021
The Craft of Writing (CoW) is an intervention aimed at improving the writing skills, writing self-efficacy and writing creativity (ideation) of primary school pupils by developing teachers as 'writers' and improving their own writing practice and their teaching of writing. This intervention was delivered to Year 5 pupils between June 2018 and July…
Descriptors: Writing (Composition), Intervention, Writing Skills, Self Efficacy
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Ashraf, Bilal; Singh, Akansha; Uwimpuhwe, Germaine; Coolen-Maturi, Tahani; Einbeck, Jochen; Higgins, Steve; Kasim, Adetayo – Education Endowment Foundation, 2021
This study investigates the impact of Education Endowment Foundation (EEF)-funded trials on pupils eligible for free school meals. Although similar analysis is conducted during each individual evaluation, this report conducts a meta-analysis using data from 88 trials and over half a million pupils to reach conclusions. The report contributes to…
Descriptors: Lunch Programs, Eligibility, Mathematics Achievement, Literacy
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Anders, Jake; Shure, Nikki; Wyse, Dominic; Bohling, Kimberly; Sutherland, Alex; Barnard, Matthew; Frerichs, Johanna – Education Endowment Foundation, 2021
This report sets out findings and lessons learned from an ambitious and innovative programme of work funded by the Education Endowment Foundation (EEF), the Royal Society of Arts (RSA), Arts Council England (ACE) and the Paul Hamlyn Foundation (PHF). At the core of the ?'Learning About Culture' programme are five school-based randomised controlled…
Descriptors: Art Education, Intervention, Cultural Awareness, Foreign Countries
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Maxwell, Bronwen; Stiell, Bernadette; Stevens, Anna; Demack, Sean; Coldwell, Mike; Wolstenholme, Claire; Reaney-Wood, Sarah; Lortie-Forgues, Hugues – Education Endowment Foundation, 2021
The aim of this review was to support the Education Endowment Foundation (EEF), other funders, and developers and deliverers scaling-up interventions by undertaking, for the seven effectiveness trials that had been completed by 2019: (1) a quantitative comparison of effect sizes at the efficiency and effectiveness stages; and (2) a qualitative…
Descriptors: Foreign Countries, Disadvantaged Youth, Elementary School Students, Secondary School Students
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Demack, Sean; Maxwell, Bronwen; Coldwell, Mike; Stevens, Anna; Wolstenholme, Claire; Reaney-Wood, Sarah; Stiell, Bernadette; Lortie-Forgues, Hugues – Education Endowment Foundation, 2021
This report presents findings from exploratory, descriptive meta-analyses of effect sizes reported by the first 82 EEF evaluations that used a randomised controlled trial (RCT) or clustered RCT impact evaluation design published up to January 2019. The review used a theoretical framework derived from literature with five overarching themes to…
Descriptors: Foreign Countries, Disadvantaged Youth, Meta Analysis, Effect Size
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Demack, Sean; Maxwell, Bronwen; Coldwell, Mike; Stevens, Anna; Wolstenholme, Claire; Reaney-Wood, Sarah; Stiell, Bernadette; Lortie-Forgues, Hugues – Education Endowment Foundation, 2021
This document summarises key findings from the quantitative strands of a review of the Education Endowment Foundation (EEF) evaluations that had reported from the establishment of EEF in 2011 up to January 2019. The quantitative strands summarised include meta-analyses of effect sizes reported for attainment outcomes and descriptive analyses of…
Descriptors: Foreign Countries, Disadvantaged Youth, Meta Analysis, Effect Size
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Demack, Sean; Maxwell, Bronwen; Coldwell, Mike; Stevens, Anna; Wolstenholme, Claire; Reaney-Wood, Sarah; Stiell, Bernadette; Lortie-Forgues, Hugues – Education Endowment Foundation, 2021
This document provides supplementary statistical tables to support the review of Education Endowment Foundation (EEF) evaluations. This includes: (1) Descriptive (univariate) tables for all explanatory variables; (2) Tables for the meta-analyses of primary ITT effect sizes; (3) Tables for the meta-analyses of secondary ITT effect sizes; (4) Tables…
Descriptors: Foreign Countries, Disadvantaged Youth, Meta Analysis, Effect Size
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Davies, Kath; Henderson, Peter – Education Endowment Foundation, 2020
Pupils with Special Educational Needs and Disability (SEND) have the greatest need for excellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school. The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers.…
Descriptors: Mainstreaming, Inclusion, Best Practices, Evidence Based Practice
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Cullen, Mairi Ann; Lindsay, Geoff; Hastings, Richard; Denne, Louise; Stanford, Catherine – Education Endowment Foundation, 2020
This 'best available evidence' review was commissioned by the Education Endowment Foundation (EEF) in 2019 to inform the Special Educational Needs and Disability (SEND) Guidance document (EEF, 2020). This review was commissioned explicitly as a broad overview of evidence across a range of topics, with the intention that the EEF might then…
Descriptors: Mainstreaming, Inclusion, Best Practices, Evidence Based Practice
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