Category: Blog

EEF Blog: Grouping pupils by attainment – what does the evidence say?

7 September 2018

Danielle Mason, Head of Research at the Education Endowment Foundation, unpacks the evidence on grouping pupils by attainment. […]

Author: Danielle Mason, Head of Research, EEF
Posted on: 7 September 2018
Posted in: Blog

Factfulness and our Brilliant Schools

3 July 2018

I am not aware of any research into the activities of teachers during the summer break. Whilst travel and rest are high up on the agenda, my suspicion is that we consume more books during that period than almost any other time of the year. […]

Posted on: 3 July 2018
Posted in: Blog

Improving communication, language and literacy in the early years

15 June 2018

Eileen Allpress, Director of Ipswich Research School, introduces the EEF’s Preparing for Literacy guidance report and explains how this evidence is brought to life at Highfield Nursery School and Children’s Centre. […]

Author: Eileen Allpress, Director of Ipswich Research School
Posted on: 15 June 2018
Posted in: Blog

The importance of trust

12 June 2018

It is all about marshmallows.

The original ‘marshmallow test’ involved giving children a marshmallow. They could eat that marshmallow, but if they waited for 10 minutes, they would gain two marshmallows. New research has been unable to confirm the predictive powers of the test, but that does not change the potential importance of this study to schools. The thinking behind the experiment is highly relevant to the way schools operate. […]

Posted on: 12 June 2018
Posted in: Blog

Has a solution to retention been found?

8 June 2018

Nikki Jones, Director of Shireland Research School, discusses the problem of retaining early career teachers in light of the EEF evaluation of RETAIN: a one-year professional development programme for early career teachers teaching in Key Stage 1. […]

Author: Nikki Jones, Director of Shireland Research School
Posted on: 8 June 2018
Posted in: Blog

Why does ethos matter?

2 May 2018

Mark Woodlock, Headteacher at The Blue School in Wells, explores the importance of ethos in schools and the extent to which we involve individual members of the teaching profession in helping to support and develop their own expertise.  Teaching can be a lonely occupation; classrooms can become islands in their own right. Do our school systems break down these barriers and allow teachers to share, develop and grow? […]

Posted on: 2 May 2018
Posted in: Blog

Making sense of metacognition

27 April 2018

Alex Quigley, Director of Huntington Research School, explores how schools can use the latest guidance report from the EEF to understand not just metacognition and self-regulation, but how pupils best learn. […]

Author: Alex Quigley, Director of Huntington Research School
Posted on: 27 April 2018
Posted in: Blog

Is context king in school improvement?

24 April 2018

The EEF’s Families of Schools database provides a wealth of information to help schools learn from each other. In this blog post, James Richardson discusses how it can help schools understand and overcome their common challenges. […]

Author: James Richardson
Posted on: 24 April 2018
Posted in: Blog

Becoming a Critical Consumer of Research

6 December 2017

I recently attended the Research Schools’ Network regional meeting (in Grantham!) where the main focus was on “Becoming a Critical Consumer of Research”. We looked at assessing applicability, evaluating credibility and effectively responding to a piece of research (the “so what?” – now that I’ve learnt something, what am I going to do about it … if anything!) […]

Author: Tom Colquhoun
Posted on: 6 December 2017
Posted in: Blog, News

Evidence-based guidance for improving literacy

22 September 2017

One of the challenges when trying to use research evidence to improve teaching practice in schools can be the amount of evidence to wade through, and its inaccessibility. With this in mind, guidance reports from the EEF do some of this heavy lifting for you. And a key part of the role of the Research Schools Network is to turn these guidance reports into training programmes that help schools use them in practice. […]

Author: Jonathan Haslam
Posted on: 22 September 2017
Posted in: Blog