How can Research Schools support the sustainability of maintained Nursery schools and the wider Early Years sector ?
Aims and overview the session • Understand the role and remit of Research Schools • Gain an understanding of how Research Schools can support settings generally. • Gain an understanding of how Research Schools can support practice in the early years • Identify ways of working together to ensure enhanced improved practice to help sustainability across the sector
Welcome “ Professional expertise is not just about having the evidence or being aware of it. It’s also about knowing how to judge the evidence and knowing what to do with it .” Fullan and Hargreaves (2012) “ What works?” is not the right question, because everything works somewhere, and nothing works everywhere. The right question is “under what conditions will this work?” Wiliam, D. (2003).
Check In
The need for Research Schools Uptake of research is based on trust and people as much as practical usefulness: • Research use is a social process • The expertise on how to apply evidence in schools and classrooms lies with teachers • Schools listen to other schools • Research needs practical application : peer coaching and training is key to producing substantive changes in teachers’ practice
Ipswich Research School As a Research School our core purpose is to: • share and disseminate the very best of evidence-based practice to schools/settings and teachers across Ipswich and beyond! • provide evidence-based training • host conferences and events • support schools/settings and Teaching Schools in the region • develop innovations that help improve practice in the classroom, so that all of our children get a great education
Research Schools Network The Research Schools Network is a partnership between the EEF, the IEE and the Department for Education. There are 22 Research Schools which provide school-led support for the use of evidence to improve teaching practice.
Using evidence Generating evidence Clear and actionable Support teachers to guidance for use high-quality teachers evidence and data Fund trials of Publish Practical Scale-up high-potential independent, support to bring evidence-based projects rigorous evaluations evidence to life programmes 22 66 Research 12 reports Schools 153 Advocate- RCTs partners @EducEndowFoundn
Why focus on the early years provision?
Implications for later on in life… Looking at the statistics, what strikes you?
The Attainment Gap
10% of all children and young 60% of young offenders have speech, people have speech language and language and communication needs communication difficulties that will last all through school Children living in areas of social 81% of children with disadvantage are at much higher risk, emotional and behavioural with around 50% of children starting disorders have unidentified school with delayed language and language difficulties. other identified SLCN. Children with poor vocabulary skills Language at age 5 is the single are twice as likely to be most important factor predicting unemployed when they reach literacy outcomes at age 11 adulthood
The Matthew Effect – 1986, Stanovich. • “ The concept of Matthew effects springs from findings that individuals who have advantageous early educational experiences are able to utilize new educational experiences more efficiently ” p381 Reading Research Quarterly, xxi/4
Why bother? The Early Intervention Argument
Executive Summary The gap begins in the early years and is already evident when children begin school aged 5. The gap grows wider at every following stage of education: it more than doubles to 9.5 months by the end of primary school , and then more than doubles again, to 19.3 months, by the end of secondary school. This shows the importance of intervening early and then of continuing to attend to the needs of disadvantaged pupils. The attainment gap is not a problem found only in schools assessed by Ofsted as performing poorly – the gap is as large in schools rated ‘Outstanding’ as it is in schools rated ‘Inadequate’.
In order to learn children need to be able to… Use their understanding of speech sounds to break down and decode words in reading and spelling. Use words and sentences they know to translate their thoughts into text. Use their language to organise their thoughts: ○ explain what is happening ○ predict what might happen next ○ problem solve ○ develop their understanding and thinking ○ seek clarification to cement their learning. Without language, there can be no reading or writing, maths or science, history or geography Proficiency in speech, language and communication is critical to the development of children’s cognitive, social and emotional well -being.
Why bother? Gasgoine, M and Gross, J. (2017) The Communication Trust https://www.thecommunicationtrust.org.uk/media/540327/tct_talkingaboutageneration_report_online.pdf
What are the challenges? This pie chart shows the average distribution of children’s speech language and communication skills when they enter school. If a child’s language is Up to 50% of children may have delayed it is developing delayed /disordered speech, normally, but is not at language and communication age related expectations needs when they start school Berkow Review (2008), ICAN (2013), (2017)
Where can you source evidence to ensure your practice is making the most positive impact on the most vulnerable children?
21 Trustworthiness….. Types of evidence EEF evidence There’s evidence and research to justify almost every decision … (from SSIF application pack) DfE Evidence Framework But is it good evidence? How specific is the evidence to what you want to achieve? @EducEndowFoundn
The Teaching and Learning Toolkit DfE standards: Professional development should be underpinned by robust evidence and expertise
Early Years Toolkit https://educationendowmentfoundation.org.uk/resources/early-years-toolkit/ This!
How can we address them?
What resources and materials are there to help?
So, how does the guidance work?
Improving KS1 Literacy
The Evidence…
Other sources of robust evidence The What Works Clearinghouse (WWC) reviews the existing research on different programs , products , practices , and policies in education. https://ies.ed.gov/ncee/wwc/ The EIF Guidebook provides information about early intervention programmes that have been evaluated and shown to improve E4I is a database of programmes available in the UK, including outcomes for children and young people. details on their effectiveness and cost, together with links to providers The EIF has rated the strength of evidence for a programme's and experts who can offer further support. The database can be impact and its relative costs. searched by key stage, subject area and targeted group. http://guidebook.eif.org.uk/ http://www.evidence4impact.org.uk/ @EducEndowFoundn
• What can you as a practitioner use the resources to improve engagement with research? • How could you raise the profile of your setting? Networking, EEF trials? • What could be the next steps?
How can Research schools support your setting? • https://researchschool.org.uk/- General Information about Research Schools. • There is a ‘Find a Research School’ option • https://researchschool.org.uk/ipswich/ • Eileen.allpress.ipswich@researchschool.org.uk • Lil.newton.ipswich@researchschool.org.uk • @IpsResearchSch
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