35,500+ of you now subscribe to our EEF News Alerts: thank you. Please do forward this email to colleagues you think may be interested. They can subscribe directly here.
Our best wishes to all schools, nurseries and colleges at this challenging time.
Keep well and safe.
Practical suggestions: How can we support social and emotional learning during school closures?
‘Research can help us tackle the task of building children’s social and emotional skills in this difficult period,’ writes Jean Gross, co-author of the EEF’s Improving Social and Emotional Learning in Primary Schools guidance report. ‘It need not be a huge extra task for teachers already feeling overwhelmed. What the EEF guidance recommends are simple ways of building SEL practices into everyday teaching.’
Audit and discussion tool for social and emotional learning (SEL) in your school – this is not another ‘tick box’ process! The aim is to get you talking about your practice in ways that genuinely support you to understand what you are doing that is working, as well as promoting some new thinking and ideas.
NEW: £350m National Tutoring Programme launched to support schools to address impact on pupils of Covid-19 closures
From the 2020-21 school year, the National Tutoring Programme will make quality tuition available to state-maintained primary and secondary schools, providing additional support to help pupils who have missed out the most as a result of school closures.
It has been created through a collaboration between four charities, the EEF, Sutton Trust, Impetus and Nesta, with support from the Department for Education and funders including KPMG Foundation.
“One principle will matter above all others: tutoring is most effective when it is a tool for teachers.”
Prof. Becky Francis
Chief Executive | EEF
We have had an overwhelming response to the announcement of the National Tutoring Programme, with thousands of people contacting us. To keep everyone updated in a timely way as more details are announced, we have set up a dedicated NTP mailing list:
Bitesize evidence: SIGN UP for any (or all) of our five, free weekly email series
Practical recommendations, delivered weekly, direct to your inbox. 10,000+ of you have so far signed up for our free email series, based on our guidance reports…
Research Schools: ‘Challenging misconceptions in science while learning remotely’
‘Identifying and addressing students’ misconceptions is arguably even more crucial now that remote learning has become the norm and our students have found themselves navigating their way through key science concepts with degrees of independence,’ writes Lauren Stephenson from Blackpool Research School.
5-MINUTE SURVEY:
What works at Key Stage 4, two or three years of study?The EEF and NFER are currently investigating whether a two- or three-year Key Stage 4 curriculum is better for pupil outcomes and schools, or whether there is no difference. As part of this research, NFER are emailing a survey to all secondary schools, which takes only around 5 minutes to complete. Click this link to find out more about the study.
Or request your school’s unique survey link by clicking here.
► ‘The impact of school closures on disadvantaged students and the attainment gap‘ – ‘careful tracking of engagement of all students has been vitally important and has allowed our brilliant pastoral team to continue engaging with parents in two-way communication,’ writes Ben Pollard on the Heathfield Teach Share blog.
► ‘Great Teaching Toolkit‘ – ‘What are the best bets for teachers to invest time and effort in if they want their students to learn more?’ is the question this new resource from Evidence Based Education sets out to answer.
► ‘The Sutton Trust responds to the Education select committee’s Covid-19 inquiry‘ – ‘we have outlined a number of steps that we believe the government can take to help protect the futures of disadvantaged young people, including immediate actions to mitigate against the impacts of lockdown and long-term steps to compensate young people in the future.’
► ‘The Cost of Learning in Lockdown: Family Experiences of School Closures‘ – ‘We found that the cost burdens of school closures have fallen most heavily on families already living on a low income’ – the Child Poverty Action Group reports back on its survey of parents/carers and children.
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