Apply now: 28 June deadline for latest grant-funding round
Have you got a high-potential project that aims to raise the attainment and wider outcomes of young people aged 3-18, especially from disadvantaged backgrounds? We are open to ideas on a range of topics. However, we are currently particularly interested in projects that maintain or improve pupil outcomes while reducing teacher workload.
Get involved:opportunities to take part in EEF trials of high-potential projects
We currently have 14 EEF trials recruiting across Early Years and Key Stages 1-5:
- Early Years:
6 EEF-funded projects are recruiting, including Level 4 Group Triple P (Positive Parenting Program) and The REAL Programme - Primary (Key Stages 1 and 2):
4 EEF-funded projects, including REACH Primary - Secondary (Key Stages 3 and 4):
5 EEF-funded projects, including KEEP Teaching (Physics) and English Mastery - Post-16 (Key Stage 5):
3 EEF-funded projects, including The 5Rs approach to GCSE Maths resits
Not only do you have the chance of benefiting from involvement in a project, but you will be contributing to important research which can support teachers and senior leaders everywhere.
NEW EEF GUIDE: ‘Strengthen the link between the Pupil Premium and teaching’
Today we’re publishing a new EEF guide to support schools in spending their Pupil Premium funding to maximise the benefit for their students.
This report – available to read and download here – recommends a tiered approach to spending the Pupil Premium.
Crucially, we want to strengthen the ways it is used to recruit, retain, and develop great teachers for all children. Targeted support for struggling pupils should also be a key component; as well as strategies that relate to important non-academic factors, such as improving attendance, behaviour, and social and emotional support.
Read more
Bitesize evidence:sign up for our three weekly email series
7,500+ of you have so far signed up for our free, weekly email series, based on our guidance reports:
- Improving Mathematics in Key Stages 2 and 3 – this new email series will offer 8 practical, evidence-based recommendations relevant to all pupils, but particularly to those struggling with their mathematics. SIGN UP HERE.
- Metacognition and Self-Regulated Learning – 7 practical, evidence-based recommendations to support teachers to develop metacognitive skills in their pupils, including additional reading suggestions specially selected by co-author Alex Quigley. SIGN UP HERE.
Making Best Use of Teaching Assistants – fully updated with new resources to support this report’s implementation in schools. SIGN UP HERE.
Post-16: new guidance for leaders to maximise the impact of their Learning Support Assistants
New guidance designed to maximise the impact of Learning Support Assistants and help improve learning outcomes in the further education and training sector has just been published.
Developed by the Education and Training Foundation (ETF) in partnership with the EEF and with the financial support of the JPMorgan Chase Foundation, it builds on our influentialMaking Best Use of Teaching Assistants guidance report, which focused on school-based education.
Research Schools:what’s happening near you?
Our 22-strong national Research Schools Network aims to support near-by schools to use evidence to improve teaching practice:
• Find out what events and training are happening near you here.
• Follow their latest news using our handy Twitter-list here.
• Catch up on the latest insights and opinions from school leaders across the Network.
Suggested reading: 7 new reports worth a look
► ‘Introducing the 50% rule‘ – “Carefully couched in caveats, best bets for learning grounded on the balance of evidence are justified. Crude teacher diktats of ‘what works’ are not,” writes EEF trusteeProf. Lee Elliot-Major on the Centre for Evaluation & Monitoring’s blog.
► ‘How to teach scientific models‘ – Tom Norris on the need for explicit teaching in this, the latest in EiC’s series,7 simple rules for science teaching, developed in response to the EEF’s Improving Secondary Science guidance report.
► ‘Who wants to be a reading millionaire?‘ – research tells us that if young children are to flourish in school, there is no better platform than sustained daily reading with their parents, writes EEF’sAlex Quigley for TES.
► ‘What have we learned from National Offer Day 2019?‘ – “rising demand for places poses other challenges for government, such as managing funding and workforce pressures,” notesEmily Hunt from the Education Policy Institute.
► ‘Pupil Premium: An intervention epidemic?‘ – is a lack of diagnosis leading to guess work in a world of solutions looking for problems? asksPhil Naylor for SecEd,
► ‘Taking the Next Step: Considering forming or joining a group of schools‘ – new guidance from theNational Governance Association (NGA) and the Association of School and College Leaders (ASCL) to help school leaders and governing boards make the best long-term decision for their school.
► ‘Metacognition in the primary school classroom‘ – “Metacognitive skills can be developed from an early age, certainly while pupils are at primary school and possibly as early as EYFS,” writesMatt Bromley for Headteacher Update.