Published by EEF
Publised on: 23rd March 2020
Covid-19: How the EEF is responding to school closures
‘We should be under no illusions about the potentially devastating impact that the combination of economic hardship and school closures will have on the poorest children and young people in our society,’ writes the EEF’s chief executive, Prof. Becky Francis.
NEW GUIDANCE: ‘Special Educational Needs in Mainstream Schools’
Schools closed on Friday to most pupils, but will remain open for some, including the most vulnerable children – which is why we decided to go ahead with publishing our latest guidance report, Special Educational Needs in Mainstream Schools.
It offers five evidence-based recommendations to support pupils with SEND, providing a starting point for schools to review their current approach and practical ideas they can implement.
EEF resources: Supporting schools and parents in the coming weeks and months
The EEF is prioritising our work to assemble as many practical tools and resources as we can to support schools in putting our evidence-based resources to good use in the coming weeks and months.
Here’s a couple of EEF guidance reports you may find especially helpful at this time:
Using Digital Technology to Improve Learning: Four recommendations on using digital technology to improve children’s learning.
Working with Parents to Support Children’s Learning: Evidence-based guidance to support primary and secondary schools to work with parents – particularly those from disadvantaged homes.
Latest blogs: School leadership / Children with social workers / Top tips for researchers
- How our school leadership became more evidence informed – ‘Our updated SDP is now just two pages long, with seven clear aims,’ writes Roger Higgins.
- What can 63 EEF trials tell us about closing the attainment gap for young people with social care experience? – our Deputy Chief Executive, Stephen Fraser, discusses some of the intriguing patterns in the findings.
- Top 7 Tips for Researchers Working with Schools – Dr Emily Williams and Jo Atkinson share their experiences in delivering a school-based randomised controlled trials (RCT).