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Research and Implementation learning together in Newham
The document discusses the success of Newham's school system and the challenges faced by some students, particularly disadvantaged pupils, who may lack essential skills. It outlines a collaborative initiative aimed at using evidence-based research to improve teaching and learning, involving professional development for headteachers and the establishment of peer support networks. The goal is to narrow the attainment gap and create a sustainable model of school improvement that draws on local expertise and fosters community engagement.
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Research and Implementation learning together in Newham
- 1. Research and Implementation learning togetherin Newham Iggy Rhodes Education Endowment Foundation Julian Grenier East London Research School
- 2. We’re remarkable • Newhamhas an exceptionally successful school system • The expertise and brilliance we need is here, in this room
- 3. Challenges • But, someschools and their leaders can feel isolated • Even in a highly successful system, many children and young people can grow up without the basic skills they’ll need to get on in life
- 4. Challenges • One inevery twenty adults never writes on paper • 3% say they never write, or their writing is poor • Disadvantaged pupils who achieve well, but within a narrow curriculum, have fewer options for future study and careers
- 5. Why work withthe EEF and East London Research School?
- 6. @EducEndowFoundn Who we are… • Dedicated to breaking the link between family income and educational achievement. • What Works Centre for Educational Achievement • £125m founding grant from the UK Department for Education 190EEF-funded projects children and young people reached 1.2 million £100 total funding committed to date 11,000+ schools, nurseries, colleges involved million
- 7. @EducEndowFoundn What we do… Generation Mobilisation Synthesis
- 8. The attainment gap existsin ALL types of school What we know… 8
- 9. What we know… Theattainment gap is BIG, and grows throughout school
- 10. @EducEndowFoundn Educat i onPol i cy I nst i t ut e 2019 What we know… 1 0
- 11. What happens inthe classroom makes the biggest difference -0.4 -0.2 0 0.2 0.4 0.6 0.8 Feedback Meta-cognitionandself-… Peertutoring Earlyyearsintervention Homework(Secondary) Onetoonetuition Collaborativelearning Orallanguage… Masterylearning Phonics Smallgrouptuition Behaviourinterventions Digitaltechnology Socialandemotional… Parentalinvolvement Outdooradventure… Reducingclasssize Summerschools Sportsparticipation Artsparticipation Learningstyles Extendedschooltime Afterschoolprogrammes Individualisedinstruction Teachingassistants Homework(Primary) Mentoring Aspirationinterventions Blockscheduling Performancepay Physicalenvironment Schooluniform Abilitygrouping Repeatingayear Effectsize 11
- 12. Chatterbooks • A readinginitiative that aims to increase a child’s motivation to read. • Weekly 1-hour sessions where pupils read and discussed an age-appropriate book. • Delivered by trained graduates to pupils who had not achieved expected level at the end of primary school. Accelerated Reader • A whole-group programme that aims to foster the habit of independent reading. • Online system screens pupils according to their reading levels,and suggests books that match their reading age and interests. • Pupils take computerised quizzes on the books they have read and earn ‘points’ related to difficulty. Most programmes are no better than what schools are already doing Group Months’ progress All pupils +3 months FSM pupils +5 months Group Months’ progress All pupils -2 months FSM pupils -4 months 12
- 14. An example ofthe incredible achievements of young people in Newham, in our ambitious and inclusive schools
- 15. Hope Oloye PHD studentat UCL Watch Hope talking about her experience of being educated in Newham
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- 17. Or feeling it’s alltoo complex?
- 18. Questions of using researchin education aren’t simple to answer
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- 20. Peer review can alsobe tricky e.g. the trial of ‘Challenge the Gap’
- 21. Working together • That’swhy we think this project must be led by headteachers, for headteachers • Research exists to guide our judgement and leadership decisions, not replace them • Research can help us identify the ‘best bets’ but it can’t ‘give us the answers’
- 22. How might thislook? • We haven’t set this in stone: we want to co- create this • 3 days of Professional Development, drawing on the EEF’s programmes: • 30.3.20 • 19.5.20 • 23.6.20 Getting over the barriers We propose that schools work in groups of three so there is a peer support/challenge process We propose offering additional support to any group, using a coaching model, if wanted
- 23. What do youthink? • Spend some time thinking about the ‘Theory of Change’ and discussing with colleagues • Does the Theory of Change look right to you? If not, how would you change it? • How much support will you need to make best use of the Newham Learning offer? Goals Schools in Newham work collaboratively together to tackle gaps in attainment between disadvantaged children and young people (or specific groups within that category) and all others. Schools develop a collaborative learning community, focused on the use of research and evidence to improve teaching and learning. As a result, other schools are drawn to Newham to learn from us and with us. Our successful work has national impact. AssumptionsActivities Identification – HTs/senior leaders identify whether EEF Professional Development on Curriculum or Training and Retaining Great Teachers match school priorities. Implementation – a Newham framework for peer support and challenge is developed. This system is supplemented with a coaching focused on effective implementation. Headteachers and senior leaders take part in the EEF implementation training programme. They develop a shared understanding of how to implement, evaluate and refine programmes. This leads to sustainable change within schools, including reduced workload. Coaching with a focus on implementation helps schools to keep engaged and to survive periods of turbulence in programme development. It supports senior leaders and builds connections and support systems. Reduced workload – drawing on research and evidence helps teachers to identify what they need to do less or not at all, as well as what they need to do more of. The pace of change slows down to a sustainable rate. Development of learning communities – groups of senior leaders meet regularly for a ‘Research School Breakfast’ to read and discuss research monthly/half-termly. Theme/subject groups of middle leaders and classroom teachers can be developed where there is demand. CPD – senior leaders take part in 3-day CPD sessions which are spread out over 6- 9 months. All programmes are evidence- based and include gap-tasks to ensure implementation begins quickly. Research-informed practice becomes the norm –Performance Management/Development includes engagement with research. Teachers at all levels stay up to date with developments in research. Improved outcomes for specific groups of disadvantaged children and young people. Networking: schools create their own small networks for peer review/challenge. Vulnerable or isolated schools are given the support they need to do this. Peer review helps schools to stay on track and also builds links between schools which have wider benefits. Improved implementation – headteachers and senior leaders drive sustainable school improvement by drawing on research and evidence. Improved teacher professionalism - critical engagement with research and evidence improves teaching and learning in classrooms. Training and retention of teachers improves. Context The school system in Newham is highly successful. But, under the headline, some schools can feel isolated and unable to connect with others for support. Whilst outcomes are very positive overall, there are still some groups of children and young people who are not achieving as well as their peers.
- 24. Next Steps forEEF… Improvement Partnerships Three year commitment by EEF to invest in supporting the use of evidence in school improvement. Approach aims to shift from universal offer of CPD to engagement with schools in a long-term structured and sustainable relationship through partnerships with school and system leaders: • Explicit, trusting, long-term relationships that provide a platform for sustainable school improvement • Supporting local partners to develop evidence-informed communities of practice • EEF doesn’t have (or want!) any statutory role or authority in school improvement- but we think the evidence and some of our expertise offers something to help leaders and schools continue to develop 24
- 25. 1. Leading evidence-informedschool improvement and Implementation Guidance Who? Headteachers & Chairs of Governors How? Preparation support, termly workshops, intersession activities with school-led support / coaching and follow-up. 2. Training and Retaining Teachers - professional development + Who? Teaching & Learning Leads, CPD Leads & Senior Leaders How? Preparation support from Heads 3. Subject led evidence themes (emerging priorities) + Who? Theme, strategy & project Leads e.g. Literacy, Maths, Metacognition, Behaviour etc Sept 2019 Jan 2020 May 2020 October 2020 July 2021 Sept 2021 onwards Recruitment & creating readiness for 1 Sustained effort through professional learning communities (Teaching & Learning Leads) The Improvement Partnership…Example CPD Model
- 26. Opportunities for Partnershipworking The start of a conversation… To be effective we need to build relationships to identify how we can help and add value alongside peer support. Our focus is on the delivery of high quality CPD that incorporates effective use of evidence to train and retain great teachers, to utilise PP effectively and to support effective implementation. We would welcome opportunity to explore options and better understand needs.
- 27. • The sameperson or two people need to attend all 3 days of the programme • On day one, we will open by discussing how we have used the information from today to plan the programme • Join in and take part: • Follow us on Twitter @ELResearchSch • Sign up for our newsletter