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This newsletter is produced by the Chief Adviser on School Standards Unit at the
Department for Children, Schools and Families, and is intended to help keep policy
and field staff, practitioners, teacher educators and others with an interest in
education up to date with recently published research and opportunities to get
involved in research.. If you would like to be added to, or removed from, the
circulation list please email research.summaries@dcsf.gsi.gov.uk
Contents
Recently published schools research
Impact of school leadership on pupil outcomes
Evidence from schools which improved attainment over three year period
High Performing Specialist Schools
Survey of 206 HPS schools
Maths capabilities and confidence in primary schools
Evidence from a large scale longitudinal survey
School Report Cards
Survey of 1600 adults and 500 parents
Becoming a Teacher Project – final report
Six year study of beginner teachers’ experiences in initial teacher training and early
career
English – review of teaching and learning in England
Inspection report
Primary teachers’ subject knowledge across the curriculum
Inspection report
Adult support staff impact on teaching and learning in mainstream classes
Systematic review
Schools’ engagement with change and comparison with other sectors
Survey and interviews with school staff
Science attitudes in Year 9
Annual survey based on 809 pupil responses from 30 schools
Effects of teaching thinking skills across the curriculum in primary school
Intervention with 400 pupils from 8 primary schools
High performers in science in PISA 2006
Attitudes and motivations of best performing 15 year olds in international study
Impact of homework on academic achievement
Systematic review
Practitioners’ views of the primary curriculum review recommendations
Survey of 891 primary school practitioners
Tackling bullying in Coventry schools
Eight schools worked with their LA to develop different interventions
Effective CPD in maths education
Analysis of 30 models of maths CPD
Reading role models among 7 to 14 year olds
National Literacy Trust survey of 2,176 pupils
Effective whole class teaching for the inclusion of pupils with SEN in mainstream
classes
Systematic review of the evidence
Good practice in the teaching of A Level English
Inspection report
Local authorities’ use of statutory powers for school improvement
Case study visits to 12 LAs and their schools
Impact of Creative Partnerships on participating pupils’ academic outcomes
Learning gains for pupils from 389 primary and secondary schools in the Creative
Partnerships scheme
Good practice in parental engagement in primary schools
Welsh inspection report
Special schools as community-based resources - to improve inclusive practices in
mainstream schools
Welsh Inspection report
2. Research resources for practitioners working in schools and initial teacher
education
Research Bites
A new resource for practitioners - PowerPoint presentations on practical issues –
topics include: what pupils say helps and hinders learning, benefits of co-operative
learning, and teaching reading
3. Places to find research
Websites and databases to look for research including digests for practitioners
4. Evidence magazine for those working in education
Better evidence is produced by University of York
First issue focuses on teaching reading in primary and secondary schools
1. Recently published schools research
The impact of school leadership on pupil outcomes (University of Nottingham,
Institute of Education, London, University of Toronto) DCSF research brief 108
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This study aimed to establish how much variation in pupil outcomes was accounted for
by school leadership, as well as determining the relative impacts of the direct and
indirect influences of school leadership, upon teachers’ and pupils’ outcomes.
The study focused on schools that were identified to have significantly raised pupil
attainment levels over a three year period (2003-2005). Questionnaires from a sample of
heads and staff in these schools and twenty detailed case studies were used to address
the research aims.
Key findings from the research:
Headteachers were perceived as the main source of leadership by staff, governors and
parents. Their educational values, strategic intelligence, and leadership strategies shape
schools and classroom practices which result in improved pupil outcomes.
Successful schools leaders improved teaching and learning and therefore pupil
outcomes indirectly and most effectively through their influence on staff motivation,
commitment, teaching practices and developing teachers’ capacity for leadership.
There was no single model of the practice of effective leadership. However, successful
leaders were found to draw on a common repertoire of broad educational values,
personal and interpersonal qualities, dispositions, competencies and decision making
processes.
Effective leaders applied strategies in ways that were sensitive to school and pupil
characteristics in order to maximise pupils’ achievements across a range of academic,
social and personal competencies.
Effective heads led and managed improvement through ‘layer leadership’ strategies
within three improvement phases. The ‘early’ phase focused on the physical
environment, pupil behaviour, restructuring senior management team, implementing
performance management and CPD opportunities. The ‘middle’ phase was concerned
with prioritisation of use of data for decision making and distributing leadership. While
the ‘later’ phase addressed key strategies related to personalising and enriching the
curriculum and continuing the wider distribution of leadership.
There were positive associations between the increased distribution of leadership roles
and responsibilities and the continuing improvement of pupil outcomes.
Effective leaders continuously engaged with parents and the wider community to
improve pupil outcomes; especially heads in disadvantaged communities.
Effective leadership resulted in the improvement of physical, psychological and social
conditions for teaching and learning; raised aspirations of staff, pupils and communities;
and the improved achievement of all pupils.
High Performing Specialist Schools (PricewaterhouseCoopers) DCSF research report
109
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This two year study (2007-2009) examined the impacts and value for money of the
programme on High Performing Specialist Schools (HPSS) and those schools and
organisations with which they collaborated. The second year was based on survey
responses from around a third (206) of headteachers of all HPS schools, and case study
visits to ten schools including interviews with school staff and their partner schools.
Key findings from the evaluation:
Overall, schools were considered to have made good progress in embedding their HPSS
option(s), with one-half of survey respondents indicating that they had made either
significant progress towards achieving this goal or had finished implementing their threeyear plan.
Interviewees in case study schools highlighted many key achievements as a result of the
implementation of the HPSS programme. An overarching achievement of Year 2 was
seen as the increasing local and national recognition of HPS schools, both as centres of
excellence and best practice by their local authorities and more widely at a national
level.
Almost two-thirds (64 percent) of headteacher respondents indicated that the attainment
profile of their school had improved since the introduction of HPSS. However, a large
proportion of headteachers found it difficult to attribute the direct impact of HPSS status
on school improvement.
A much higher proportion of respondents (79 percent) of schools which re-designated in
2006 or earlier indicated that the attainment profile of the subjects covered by the
specialism had either improved greatly or improved slightly in comparison to 42 percent
of respondents from schools which re-designated post-2006.
Implementation of the specialist option was impacting positively on pupil motivation and
behaviour. Impact was being achieved in a range of ways including. through more
personalised learning, extra and cross-curricular opportunities, and pupil leadership.
Over three-fifths (61 percent) of survey respondents agreed or strongly agreed that
HPSS status had led to improvements in staff recruitment, with just under three-fifths
(59%) agreeing or strongly agreeing that HPSS status has led to improvements in staff
retention.
Almost all survey schools used pupil attainment data to monitor the impact of the HPSS
option and just less than half used exclusions data. In addition, 62 percent of
respondents used attendance data as part of their monitoring processes.
Most respondents felt that funding enabled greater efficiency and effectiveness and
delivered value for money, particularly in terms of collaboration.
Development of maths capabilities and confidence in primary school (University of
Oxford and University of Bristol) DCSF research brief 118
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The project looked at the development of competence in different aspects of maths and
the effect of this on pupils’ key stage results. It analysed data from a large longitudinal
survey of young people (ALSPAC - the Avon Longitudinal Survey of Parents and
Children) which has unique information on levels and patterns of understanding in
mathematics at different stages of young people's progress through primary and early
secondary school.
Key findings from the study:
Mathematical reasoning and knowledge of arithmetic (as assessed in Year 4) made
independent contributions to children’s achievement in mathematics in KS2 and KS3.
While both were important, mathematical reasoning was more important than knowledge
of arithmetic for achievement in KS2 and KS3.
The influence of spatial skills (being able to rotate and manipulate shapes and imagine
the results of these actions) played a role in achievement that was independent both of
mathematical reasoning and arithmetic. This role increased from KS2 to KS3 as the
teaching of geometry gained in importance and spatial competence was being tested.
Pupils’ ability to focus and maintain attention and to remember relevant information were
also important factors in mathematics achievement, even after controlling for individual
differences in arithmetic and mathematical reasoning.
Children from high socio-economic status backgrounds were generally better at
mathematical reasoning than their more disadvantaged peers.
Streaming, or ability grouping, in primary school improved the mathematical reasoning of
children in the top ability group, but the effect was small. However, it hindered the
progress of children in the other groups.
Children’s self confidence in maths was predicted most strongly by their own
competence, but also by gender (girls were less confident than boys) and by the ability
group in which the child was placed. Children’s attainment, although largely determined
by cognitive and social factors, was also influenced by their self-confidence.
School Accountability and School Report Card Omnibus Survey (November 2008)
Top Line Findings (TNS on behalf of COI research) DCSF research report 107
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This study investigated the views of parents and the general public on school
accountability and School Report Cards to inform the development of the 21st Schools
White Paper. The work was based on a face-to-face general public omnibus survey with
a nationally representative sample of 1634 adults, including 550 parents. The data were
weighted to reflect the national profile. The research took place in England in November
2008.
Key Findings from the survey:
As presented to survey respondents, the majority of parents (84 percent) and public (74
percent) felt a School Report Card would be very or quite useful.
The majority of parents (92 percent) and public (80 percent) were aware of at least one
public source of information about school performance, with the highest awareness
being public examination results.
The majority of public and parents said it was very important to them personally that
parents and the public should know how well each school performs.
The majority of public and parents agreed that parents should be able to compare one
school's performance against another, that the performance of each school in tests and
exams should be published and publicly available and that test and exam results are one
important measure of a school's performance.
Becoming a Teacher: Teachers’ Experiences of Initial Teacher Training, Induction
and Early Professional Development (University of Nottingham) DCSF research brief
115
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The six-year longitudinal study (2003-2009) explored beginner teachers’ experiences in
initial teacher training (ITT), induction and early professional development including why
some did not enter into teaching or left the profession within the first few years of
teaching and how their experiences related to their ITT route. Data were collected
through an annual survey of beginner teachers, in-depth interviews with a sub-sample of
‘case study’ beginner teachers and regular e-mail exchanges with case study teachers.
A total of 4,790 participants took part in the initial wave of the research, with 1,443 of
these being tracked for the life of the project.
Key findings from the report:
The two reasons which were reported as having ‘strongly attracted’ the largest
percentage of survey respondents to undertake ITT were the prospect of ‘helping young
people to learn’ (78 percent) and of ‘working with children or young people’ (59 percent).
Four-fifths of respondents indicated that they expected to be in teaching in 5 years’ time
whilst 5 percent reported that they did not intend to still be in the teaching profession by
this time.
Most student teachers in the telephone survey (97 percent) reported feeling (‘very’ or
‘fairly’) confident that their ITT had prepared them to be an effective teacher.
In their first year of teaching 87 percent of survey respondents reported obtaining a
permanent or fixed-term teaching post in the year after completing their ITT. A further 7
percent were working as supply teachers.
Most (93 percent) survey respondents said that they were enjoying teaching. High points
during the first year in post were most associated with good relationships with pupils,
perceptions of pupil learning and their role in bringing this about, and good relationships
with colleagues.
In the next year of the research, over three-quarters of respondents reported receiving
good support during their ITT, but that negative experiences of being a student teacher
were most frequently associated with pupil behaviour, feeling unsupported, assessments
and their workload.
In the second year of teaching a large percentage of the sample reported taking on a
more senior role (e.g. subject co-ordinator or head of department).
In the third and fourth years of teaching most teachers still remained positive about
teaching with support, confidence, relationships with pupils, and achieving a good worklife balance all being reported as the reasons. However, lack of support from colleagues,
workload and administration and paperwork were all cited as hindrances to their
development as teachers.
English at the crossroads (Ofsted)
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This inspection report reviews the teaching and learning of subject English in England. It
is based on evidence from inspections of English between April 2005 and March 2008 in
122 primary schools and 120 secondary schools. It also draws on other reports
published by Ofsted, evaluations of the National Strategies, and national test and
examination results. It reviews developments since Ofsted’s previous English report in
2005.
Key findings from the report:
Standards in English had risen since 2004. However, the rate of improvement was been
slow.
The gap in performance between girls and boys remained and particular groups of
pupils, including some minority ethnic groups, achieved less well than others. The
standards attained by White British boys eligible for free school meals were the lowest.
The quality of teaching was good or outstanding in seven in 10 of the lessons seen.
Practical approaches and enthusiastic teaching, underpinned by secure subject
knowledge, engaged pupils and gave them good opportunities to express ideas.
In the lessons that were no better than satisfactory, planning for pupils’ learning was not
clear enough and there was too much direction by the teacher. Such teaching often had
only a limited impact on raising the achievement of lower-attaining pupils.
In the primary schools visited, standards in writing were considerably lower than in
reading. Teachers who were confident as writers themselves, and who could
demonstrate how writing is composed, taught it effectively.
The curriculum for English was good or outstanding in just over three quarters of the
primary schools visited and just under two thirds of the secondary schools. GCSE
courses were generally more successful than the Key Stage 3 curriculum in motivating
students.
The quality of leadership and management in English was good or outstanding in around
three quarters of the schools visited, with clear leadership from headteachers and a
strong vision from subject leaders. Good leadership alone, however, was not always
enough to ensure immediate improvements if there were other weaknesses, such as
inconsistent teaching, or a high turnover of staff and recruitment difficulties in secondary
schools. Too many subject improvement plans were weak.
The previous English report expressed concerns about pupils’ independence as
learners. These concerns remained. The most effective schools used speaking and
listening activities successfully to help pupils to think for themselves. Too few schools,
however, planned systematically for these, although primary schools had improved their
work in this area. Promoting wider reading and using homework were weaknesses.
Improving primary teachers’ subject knowledge across the curriculum (Ofsted)
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This inspection report reviewed primary teachers’ subject knowledge across the
curriculum in subjects other than English and mathematics, and aimed to identify
examples of good practice and areas for improvement. The report was based on
observations of 937 lessons across 12 subjects in 241 primary schools. The importance
of improving teachers’ subject knowledge was a key theme of the recent review of
primary curriculum and this was reported as contextual information by Ofsted for this
research.
Key findings from the report:
Across the subjects in the survey, the quality of teaching was good or outstanding in two
thirds of the lessons seen. The strengths were often in general teaching skills exhibited
by teachers. The quality was inadequate in only 37 of the 936 lessons seen.
More good and outstanding teaching was seen in history, design and technology, and
information and communication technology (ICT) than in other subjects. Half the
teaching in art, music and religious education was good or outstanding. The best
teaching showed that teachers understood the particular demands of individual subjects
in relation to pupils’ learning.
Having a teacher with specific subject knowledge was often a matter of chance, although
the effective primary schools knew this and took steps to minimise the risk of its
absence. They also found ways to identify and tackle weaknesses in teachers’ subject
knowledge, such as through links with partner schools, use of advanced skills teachers
or other experts, or securing focused professional development.
The role of the subject leader was vital in developing and maintaining high quality
teaching in individual subjects, however subject leaders tended to have a limited role
and too little support to carry it out effectively.
The pedagogies of the National Strategies had often been transferred successfully to
subjects beyond English and mathematics. This transfer showed itself in clear learning
objectives, good lesson structures and effective questioning. The impact of major
training programmes, where undertaken, such as for PSHE and PE, was also evident in
the quality of teaching.
Contact with experts through visits to galleries or outdoor centres or through involvement
in music programmes had the potential to benefit teachers as well as pupils, although
Ofsted noted that the work of external staff needed to be monitored carefully by
teachers.
Impact of adult support staff on pupils in mainstream schools (Eppi-Centre,
Institute of Education, London)
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This systematic review looked at the impact of adult support staff on the participation
and learning of pupils in mainstream schools. It also examined the support processes
that led to these outcomes. The review was based on 35 studies and updated an earlier
one funded by the Department in 2003. The term adult support staff included paid or
unpaid adults working, directly or indirectly, to provide general or targeted support to
pupils within schools
Key findings from the review:
The review found that that trained and supported teaching assistants (TAs) could have a
positive impact on the progress of individual or small groups of children, in the
development of basic literacy skills. In addition, ‘sensitive’ TA support could facilitate
pupil engagement in learning and social activities, with the class teacher and their peers;
that is, sensitive TA support could both facilitate interaction, and also reflect an
awareness of times when pupils need to undertake self-directed choices and actions.
Evidence suggested that TAs could promote social and emotional adjustment in social
situations, but that they are not very successful in undertaking therapeutic tasks aimed
at supporting children with emotional and behavioural problems.
Use of TA support allowed teachers to engage pupils in more creative and practical
activities and to spend more time working with small groups or individuals.
An adult presence in the classroom made teachers feel supported and less stressed.
The knowledge that pupils were receiving improved levels of attention and support was
also reported to enhance job satisfaction for teachers.
Support from TAs tended to be more effective when incorporated into a ‘team teaching’
approach, where the TA was used as a resource to support individual pupils or groups
within the classroom. Planning and evaluation within ‘team’ meetings (with teachers and
TAs) helped to improve facilitation for pupils and enhanced the teacher/TA relationship.
There was some evidence to suggest that TAs could act as an intermediary between
teachers and parents, encouraging parental contacts. However care was also required
to ensure that appropriate contacts with the teacher are maintained.
Change engagement comparative study (NFER and OPM)
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The TDA commissioned this study which looked at how schools engage with change
and how the schools sector compares with the health, local government and police
sectors with regard to managing change. The study included a literature review, a
survey of staff from 486 primary schools and 386 secondary schools, and 179 telephone
interviews with school and other sector leaders.
Key findings from the study:
Senior school leaders, teachers and support staff were largely positive about the need
for change and were mainly optimistic about capacity to deal with change. At the same
time there was recognition that the amount, scope and pace of change had increased in
recent years.
On the whole, change was perceived to be driven by central government, although
mediated through local authorities, especially in the case of primary schools, where staff
reported feeling less in control of change than their secondary colleagues, possibly due
to the local authority mediation.
Overall, attitudes to the way in which change is managed were positive, although
approximately half of teachers and support staff felt that staff were informed, rather than
consulted, with regard to change and, on the whole, teachers and support staff reported
feeling less involved in the whole process than the senior leadership team (SLT)
perceived them to be.
The majority of SLT survey respondents reported having a standard process dedicated
to managing change, although this rarely involved a change management team and was
felt to vary according to the change driver.
The control, successful implementation and sustaining of change were largely attributed
to a school having a clear vision and strong effective leadership, as well as collaboration
with, and the involvement and support of, staff.
School leaders felt that they, along with the government, inspectorates and their own
colleagues, informed the change process most strongly. Additionally school networking,
headteacher forums and conferences and local authority meetings and training were
considered to be useful forms of support.
Senior managers in comparative sectors reported experiencing more change in recent
years and having slightly less capacity to manage change than school leaders. Reduced
capacity was attributed to lack of resources, rather than skills. In comparison, senior
managers in schools appear to be more confident about their ability to influence and
shape change.
Overall, participants in comparative sectors rated their change management practice
positively, though slightly less positively than school leaders.
Annual national survey of Year 9 pupils’ attitudes towards science (National
Science Learning Centre, University of York)
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This report presented the final year findings from a three year survey (2006 – 2009) on
Year 9 pupils’ attitudes to science carried out on behalf of the National Science Learning
Centre and funded by Astra Zeneca Science Education Trust. The 2008 survey was
based on 809 pupil responses from 30 out of the original 36 project schools.
Key findings from the survey:
The proportions of pupils who agreed that science lessons were among their favourite
lessons were almost identical across the three years and averaged just under one third.
Plans to study science after GCSE were very consistent over the three years. Half of the
respondents wished to take at least one science subject, a quarter were undecided and
a quarter did not wish to continue with science.
There was little change over the three years in pupils’ perceptions of the usefulness of
science lessons for life after school. Nearly three fifths agreed that science lessons
provided useful knowledge, a third were non-committal and less than a tenth disagreed
with the statement.
The distribution of opinions about watching science programmes on television remained
very similar across the three years. Overall one third of respondents enjoyed watching
science programmes, a little over a quarter had some reservations and two fifths did not
enjoy them. For all three years significantly more boys than girls said they enjoyed
watching science programmes.
Pupils’ responses to the suggestion that it would be good to have a job as a scientist
varied very little over the three years. They averaged a little over a quarter in agreement,
two fifths were non-committal and a little over a quarter disagreed.
In all three years boys were more inclined to favour science lessons, girls were more
non-committal. In 2008 and 2006, but not 2007, these gender differences were
significant.
In 2008 and 2007 there was no gender difference in the proportions of boys and girls
who thought that school science could be useful whatever they did after school. In 2006
there had been a small significant difference as approaching ten percent more boys than
girls agreed with the statement. In contrast the girls had been more non-committal.
Enjoyment of science lessons was not predicated by pupil ability in any year in the study
period. However, ability level had a significant impact on pupils’ who wished to continue
with science, or not. While close to three fifths of high ability pupils in 2008 and 2007
wished to continue with science only two fifths of medium and of low ability pupils did so.
Activating children’s thinking skills (ACTS): The effects of an infusion approach to
teaching thinking in primary schools (Harrow Educational Psychology Service,
University College London, and Surrey Educational Psychology Service) Article
published in the British Journal of Educational Psychology (2009), volume 79, pages
329–351
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This study investigated the impact on pupil outcomes of introducing a thinking skills
programme across the curriculum (infusion approach) in primary schools. The
programme used was: Activating Children’s Thinking skills (ACTS). In contrast to
programmes which focus on improving pupils’ thinking in particular subjects such as
science or maths, an infusion approach aims to identify contexts across the curriculum
where particular thinking skills can be applied such as decision-making and establishing
causality. The study involved 404 KS2 children from eight primary schools in one local
authority. These were divided into 160 pupils who took part in the programme for both
years of KS2 (intervention group) and 244 pupils who joined the programme in the
second year (comparison control group). The intervention was evaluated through
cognitive tests with pupils carried out before, during and after the intervention and
surveys (with both pupils and teachers).
Key findings from the study:
Pupils in the intervention group made significantly greater gains in cognitive ability over a
two year period compared to the comparison control group who joined the programme in
the second year of KS2.
Teachers found that positive pupil outcomes from participating in the ACTS programme
included: improved pupils’ ability to tackle different problems; pupils were asking more
questions and were better able to express their views using a greater thinking
vocabulary; and that pupils were keen to self-evaluate their own learning.
Teachers who were trained to deliver the ACTS programme said that they benefited
from the process. Specific improvements they reported included an improved
understanding of different thinking skills approaches, and how to apply them in the
classroom context e.g. in the support of collaborative group work.
Top of the class – high performers in science in PISA 2006 (OECD)
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This report looked at top-performing pupils in the PISA 2006 science assessment, with
respect to their attitudes and motivations, and the schools in which they were enrolled.
Top-performers were defined as those 15-year-olds who performed at the highest two
levels of the PISA proficiency scale in science. The Programme for International
Student Assessment (PISA) is an internationally standardised assessment that was
jointly developed by participating countries and administered to15-year-olds in schools.
57 countries participated in PISA 2006 including the UK.
Key findings from the report:
The proportion of top performers varied widely from country to country. The OCED
average for top performers in science was 9 percent. Countries with the highest
proportion of top performing pupils in science were: Finland (20 percent) and New
Zealand (18 percent). The UK was among those countries with the highest percentages
of top performers, and England had the highest percentage of top performers in science
within the UK (England 14 percent; Scotland 12.5 percent; Northern Ireland 13.9
percent; Wales 10.9 percent).
Most top performers in science tended to come from advantaged backgrounds. The
OECD country average for top performers coming from disadvantaged backgrounds was
around a quarter. Countries with the highest proportions of disadvantaged pupils scoring
highly in science (over a third) included: Japan; Finland and Austria and the partner
economies Macao-China and Hong Kong-China.
Top performers in science tended to be native pupils who spoke the test language at
home compared to pupils from immigrant backgrounds. Germany, the Netherlands and
Slovenia had the largest differences, in favour of native pupils and pupils who spoke the
test language at home. The UK difference was around the OECD average.
Top performers in science were engaged science learners: they reported that they
enjoyed learning science; that they wanted to learn more; that their science lessons
were fun; and that they were motivated to do well in science. On average, 68 percent of
top performers reported being happy doing science problems (compared to 53 percent
of strong performers).
In addition to what they did at school, top performers in science became involved in
science-related activities outside school. More than a third of top performers regularly or
very frequently watched science programmes on television and read science magazines
or science articles in newspapers.
On average across the OECD, 56 percent of top performers reported that they would like
to study science after secondary school, and 61 percent of top performers reported they
would like to work in a career involving science.
A systematic review of literature examining the impact of homework on academic
achievement (Canadian Council on Learning)
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This systematic review of research examined the impact of homework on academic
achievement of pupils in the compulsory phase of schooling. The review updated a
previous review of research on the topic and focused on international studies published
from 2003 to 2007. Eighteen reports were included in the updated review.
Key findings from the review:
Homework tasks that were specifically designed to increase pupil engagement tended to
boost achievement. A meta-cognitive component i.e. one which required pupils to think
about their own learning was thought to be an important part of this engagement. The
researchers suggested that whilst encouraging active learner engagement is typically
considered a core principle of teaching and learning, this principle is not always followed
through in the setting of homework assignments.
Lower achieving pupils tended to make more learning gains from undertaking homework
compared to their more able peers. In addition, pupils from poorly performing schools
tended to benefit more from undertaking homework than those at highly performing
schools.
Effort rather the time spent on homework was more likely to correlate with improved
pupil attainment. When pupils focused on their homework because it was intrinsically
motivating, or because they had good study skills their achievement increased.
Review of the primary curriculum – teacher voice omnibus survey (NFER)
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The QCA commissioned this survey of teachers’ views of recommendations in the
recently published review of the primary curriculum. The survey was completed by a
sample of 891 primary school teachers including senior leaders and classroom teachers.
Key findings from the survey:
88 percent of primary teachers agreed or strongly agreed that curricular reviews should
consider the Early Years and the statutory curriculum as a whole. A higher proportion of
senior leaders than classroom teachers (93 percent compared to 82 percent) strongly
agreed or agreed with this recommendation.
Respondents were supportive of the recommendation to maintain both subject teaching
and cross-curricular teaching in primary schools. 37 percent of teachers thought that the
balance should be 60 percent of time spent on cross-curricular teaching and 40 percent
of time on subject teaching, whilst just over a fifth (23 percent) thought that equal time
should be spent on both kinds of teaching.
When respondents were asked which statements they most strongly believed in with
respect to the teaching of languages, 45 percent of teachers said that schools should
focus on one or two languages in depth, 23 percent thought that schools should adopt a
broader ‘language awareness’ approach where pupils would get tasters of several
languages, whilst a similar percentage (24 percent) believed that schools should offer a
mix of the two approaches.
Over three quarters (77 percent) of respondents agreed or strongly agreed that primary
schools should, as far as possible, teach modern languages that would be taught at
KS3.
Half the respondents agreed or strongly agreed with the recommendation that all
children should start Reception class in the September immediately following their fourth
birthdays, whilst just under a third (31 percent) disagreed or strongly disagreed with this
statement, and 17 percent neither agreed or disagreed.
Tackling bullying, using evidence, learning lessons (CfBT)
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This two year project (2007 -2009) involved staff from Coventry local authority working
with eight schools to develop, implement and evaluate different approaches to improving
the schools’ anti-bullying strategies.
Key findings from the project:
Synthesis of the findings across the schools identified the following key findings:
Peer support – the introduction of new peer support schemes was the focus of
intervention work in four of the case study schools. Key lessons learned included: not
selecting ‘the usual suspects’ i.e. the most able pupils; not rushing the training – pupils
engaged best in training if sessions were held over two to three terms rather than just a
single term; valuing the benefits to anti-bullying supporters including an increased
confidence among pupils working in the supporter role.
Improving lunchtimes – two primary schools focused on improving play at lunchtimes
where bullying was seen as an issue. Lessons learned included: playground bullying
was found to be attributed to pupil boredom, lack of adults on duty and boys getting
involved in squabbles over power and rules. The purchase of play equipment that was
simple to use and encouraged group interaction was found to engage pupils at break
times and reduce bullying, and the recruitment and training of play leaders was also
found to improve pupil relationships.
Girls’ bullying – two of the case study schools carried out work relating to girls’ bullying
(Year 8 friendship conflicts and Year 11 female bullying survivors). Emerging issues
included: the need to understand girls’ friendship processes; the value of professionals
being open to new approaches; and the experiences of bullying survivors finding their
own ways of coping which included: ‘gritting their teeth and bearing it’ rather than
seeking the support of their peers. Girls who were being bullied welcomed the setting up
of a dedicated support group where they felt secure and able to discuss personal
experiences without the presence of formal teaching staff.
Researching effective CPD in mathematics education (National Centre for
Excellence in the Teaching of Mathematics)
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The study aimed to identify effective CPD practices in mathematics in England by
examining 30 different models in current use in different geographical locations.
Around 250 teachers in pre-primary, primary, secondary, further and adult education
took part in the study.
Key findings from the study:
The CPD initiatives tended to fall into three categories including: courses which
introduced participants to new ideas and knowledge and offered the opportunity for
accreditation through an HE institute; within-school initiatives which provided support for
teachers through working with others from the same school; and networks that provided
opportunities for teachers to meet colleagues from other institutions and share ideas in
informal settings.
Participating teachers reported the following factors made their CPD initiative effective: a
course leader with a wide knowledge and understanding of current practice in
mathematics; the provision of practical advice and resources that they could use with
minimal adaptation in the classroom especially those which supported pupils’ thinking
and reasoning skills in maths; and opportunities for networking with colleagues from the
same or different schools.
In addition to teachers’ views on factors contributing to effective CPD, observations and
interviews with staff suggested that the following factors may be important aspects of
CPD initiatives: a focus on teaching mathematical conceptions; and initiatives that
engaged in cycles of planning teaching and predicting pupils’ responses to particular
mathematical activities, followed by teaching and reflecting on the actual pupil
responses.
Teachers suggested that their changes in classroom practice provided evidence for the
effectiveness of their CPD. Many expressed the view that their teaching had improved
and some elaborated on this by suggesting, for example, that they now put their pupils’
needs first, and that they allowed their pupils more control over, and input into, lessons.
Teachers reported that their pupils’ attitudes had improved since they had participated in
the CPD activity including pupils: being more willing to share knowledge and collaborate,
to engage in discussion and communication about mathematics; and to persevere in
tackling difficult tasks. It was often reported that these changes improved the
atmosphere in the classroom and led to increased confidence and motivation on the part
of the students. However, teachers did not report unless prompted that their CPD
involvement had led to improvements in pupils’ attainment in the subject.
Reaching out with role models (National Literacy Trust)
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This study investigated children’s reading habits and specifically the notion of whether
young people having role models in reading and the impact on them as readers. The
work was based on a survey of 2,176 seven to 15-year-olds.
Key findings from the study:
Overall, 72 percent of participants said they enjoyed reading either very much or quite a
lot. Technology-based materials were the most frequently read, with nearly two-thirds of
children and young people reporting that they read websites every week. Half the
sample also read blogs/networking websites (such as Bebo and MySpace) and emails
every week.
Over three quarters of respondents (78 percent) said they had a role model relating to
reading. These came predominantly from within the immediate family. A fifth of pupils
spontaneously mentioned that their role model was either their mother or father.
More girls than boys had reading role models (82 percent vs. 75 percent). Girls were
also more likely to choose role models from within the immediate family, while more
boys chose a sportsperson.
Primary pupils were more likely to have role models than secondary ones (81 percent
vs. 76 percent), and more likely to say that having a role model who liked reading was
important (39 percent vs.16 percent).
When the data were examined according to allocation of FSMs, reading role models
from the immediate family figured prominently in the choice of both pupils receiving
FSMs and those who did not receive it. However, sports figures were particularly
prominent for FSM pupils compared to their more advantaged peers (15 percent vs 6
percent).
Cultural background, gender, age and celebrity status were largely not important
characteristics of a role model. Instead, most chose a role model because of their
internal qualities, such as being hard-working, honest, kind and caring. By contrast,
only a quarter of children and young people believed that their role model needed to be
famous, a reader, good-looking or make lots of money.
When asked about figures that could inspire reading, again the immediate family are
the most prominent figures, followed by their friends and teacher. The immediate
family were the most important in inspiring reading for both boys and girls, but more
boys than girls said that a sportsperson, politician, religious figure or cool kids at
school inspired them to read.
Primary pupils were generally more likely to say that a range of people were very
important people in inspiring them to read, while friends at school were prominent in
inspiring reading for secondary pupils.
A systematic review of whole class, subject-based pedagogies with reported
outcomes for the academic and social inclusion of pupils with special educational
needs (Eppi-Centre, Institute of Education, London)
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This systematic review of the evidence looked at subject-based teaching approaches
that worked within mainstream classes and enabled social and academic inclusion of
pupils with SEN. Eleven studies were included in the final report. A systematic review of
the evidence aims to identify and appraise all the research in a particular area. Each
piece of research is assessed using at least two researchers to reduce the risk of
personal bias when
Key findings from the review:
Effective whole class subject based teaching, was mediated by a teacher who is part of
a ‘pedagogic community’ where teachers work together in a network to share ideas
about the teaching of the subject. The teacher’s pedagogical practice is supported by
this community with a shared model of how children learn. Therefore the teacher has an
understanding not only of how to teach a curriculum subject, but also an understanding
of why they are using this approach.
The effective subject-based pedagogy had a particular focus on the social engagement
of learners and included activities in which social interaction was seen as the means
through which pupil knowledge was developed.
.
The learning activities incorporated different modalities or types (including visual text
based and verbal) making the subject knowledge accessible to a diverse range of
learners.
The development of the learner’s understanding occurred through planned scaffolding of
the subject’s content. In doing this, the teacher used activities which the learner found
meaningful and which represented the subject area in a way that was valued by other
teaching staff or the wider pedagogic community.
The researchers concluded that whole class, subject-specific pedagogies that can
include pupils with special educational needs cannot be reduced to simplistic formulae.
Teachers need opportunities to learn and reflect on their practice and develop subjectspecific pedagogies, which develop pupils’ social engagement across a range of
scaffolded activities.
Identifying good practice: a survey of college provision in English language and
literature, and modern foreign languages (Ofsted)
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This inspection report looked at best practice in college provision in A Level and AS
Level English language and literature, and modern foreign languages. It was based on
visits to 18 colleges including sixth forms where provision had been judged to be good or
outstanding by Ofsted at their most recent inspection.
The following factors were found to contribute to improved outcomes for learners:
Teachers had high expectations of their learners, who responded well. The best written
work was lively, demonstrated clear engagement with arguments and texts, and was
lucid in its expression.
The best teaching in modern foreign languages, particularly in the sixth form colleges,
methodically developed the four skill areas of reading, writing, speaking and listening.
Learners demonstrated very good communication skills, accurate use of language, and
good understanding of technical terminology. In English language in particular,
considerable attention was given to the development of correct terminology and
confident and accurate use of meta-language.
In the best lessons observed, learners developed and demonstrated active skills such as
focused listening and critical reading. Teachers used a good range of activities not only
to engage learners, but also to develop their interest in texts, critical concepts, foreign
languages and cultures.
Colleges had a strong commitment to widening learners’ experience through study visits.
Learners had frequent opportunities to develop their skills and understanding by taking
additional courses, enrichment activities and study trips.
Imaginative use was made of resources to enhance learning. Interactive whiteboards
and data projectors, objects and cultural artefacts were used skilfully in teaching.
Although under-developed overall, in the best colleges the resources on Intranets and
virtual learning environments were well-selected, compelling and easy to navigate.
Comments on feedback sheets from teachers were invariably tied closely to assessment
criteria and targets and, in the better examples, had been the subject of thorough class
discussion before use.
Effective monitoring of learners’ progress and good use of target grades to measure
progress were combined well with provision of appropriate support. Teachers supported
their learners very well by personalising learning and differentiating outcomes.
Good curriculum management was most prominently characterised by institutions having
clear lines of responsibility, a high degree of professional autonomy for staff, and very
good team liaison within departments.
Local authorities and school improvement: the use of statutory powers (NFER)
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This report examined the kinds of strategies local authorities used to support and
challenge their schools, with a particular focus on the use of statutory powers. The
study was based on case study visits to 12 LAs and interviews with LA staff, school
improvement partners and headteachers from schools within the authorities.
Key findings from the study:
Statutory powers for school improvement had not been regularly used in the case-study
LAs, and when they were used it was as a last resort.
While most LA officials felt they had used (or would use) the statutory powers when
necessary, the researchers found that all stakeholders preferred the collaborative
‘partnership’ approach to school improvement, which they felt was working well and, in
most cases, was achieving the improvements desired.
There were occasions when the LAs needed to make strong interventions with individual
schools. However, there was no evidence that the increased use of warning notices
would greatly assist processes of school improvement. Indeed, the interviews
highlighted that such notices could unnecessarily worsen relations between LAs and
schools, and could be counter-productive where a school is in a gradual or fragile
process of improvement.
Based on the collaborative model of school improvement, LAs had developed a wide
range of strategies for supporting the maintained schools in their area. These nonstatutory strategies included: producing policy statements on school improvement and
schools causing concern; regular monitoring and reviewing of the performance of their
schools; use of multiple data sources to monitor school performance and progress;
provision of differentiated levels of support; use of SIPs to provide challenge to schools
and feedback to LAs; and peer support networks for schools.
Schools causing concern received additional attention and support, and LAs had
developed further supplementary strategies to target these schools including: contacting
the school to discuss the challenges faced, and the assistance available and the
consequences of non-improvement; preparing a flexible and tailored action plan to meet
the school’s needs; and supporting and strengthening school leadership.
The key features of successful non-statutory intervention were thought to include:
collaborative relationships between the LA and their schools; clear roles and
responsibilities agreed between the LA and the school leadership team; continuity of
staffing in LA school improvement; creating self-sufficiency, not dependency in school
leadership teams; and challenging as well as supporting schools.
The longer-term impact of creative partnerships on the attainment of pupils:
results from 2005 and 2006 (NFER)
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Creative Partnerships is the Government’s creative learning programme, designed to
develop the skills of pupils across England, raising their aspirations and achievements,
and opening up more opportunities for their futures. The programme includes a wide
range of activities including fostering long-term partnerships between schools and
creative professionals such as architects, scientists, multimedia developers and artists.
This evaluation report used statistical analysis to determine the impact of the programme
on the attainment of participating pupils (in 2005-2006) from the 398 primary and
secondary schools which joined the programme in the first phase. Three sets of
comparisons were specifically made: for pupils in Year 6, comparing progress from KS1
to KS2 for those involved in Creative Partnerships and those not; for pupils in Year 9,
looking at progress from KS2 to KS3; and for pupils in Year 11, looking at progress from
KS2 to GCSE. The evaluation was commissioned by the Arts Council.
Key findings from the report:
Schools involved in Creative Partnerships were more disadvantaged than all schools
nationally but, within Creative Partnerships schools, pupils known to have taken part in
Creative Partnerships activities were slightly less disadvantaged than other pupils in the
same schools.
Pupils attending Creative Partnerships schools had slightly lower average levels of prior
attainment than did pupils nationally. However, the prior attainment of pupils known to
have taken part in Creative Partnerships activities was slightly higher than that of other
pupils in Creative Partnerships schools.
At KS2, there were no statistically significant differences in progress between pupils
known to have attended Creative Partnerships activities and other pupils nationally for
average KS2 score or attainment in English, mathematics or science.
At KS3 for all four outcome measures considered (average key stage 3 score, English,
mathematics and science), the progress of pupils known to have taken part in Creative
Partnerships was statistically significantly greater than that of similar pupils nationally.
At KS4, for four of the outcome measures considered (total GCSE point score, best 8
point score, English and science), the progress of pupils known to have taken part in
Creative Partnerships was statistically significantly greater than that of similar pupils
nationally. No difference was found for pupils’ progress in mathematics.
For the average KS2 score and for science at KS2, the progress of pupils who attended
Creative Partnerships schools but who were not known to have taken part in Creative
Partnerships activities was statistically significantly less than that of similar pupils
nationally. Whilst at KS3 and KS4 there were no statistically significant differences in
progress between pupils known to have attended Creative Partnerships schools and
other pupils nationally.
Good practice in parental engagement in primary schools (Estyn)
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This inspection report aimed to identify good practice in parental engagement in primary
schools in Wales. The work was based on a survey of all Welsh LAs, visits to 17 schools
and an examination of inspection reports published in 2007-2008.
Key findings from the report:
Where there was particularly effective parental involvement, the single most important
driver was the enthusiasm of the headteacher. When schools planned and implemented
positive policies to involve parents, this was found to have a significant impact on
improving pupils’ wellbeing, particularly in relation to behaviour and school attendance.
Schools with successful records of parental involvement recognised the importance of
extended family networks especially grandparents.
Schools that had the most success in encouraging parents to become involved often
provided refreshments as an incentive for ‘hard-to-reach’ parents.
Strategies developed by schools to encourage parents to take part in parent evenings
included: combining the parents’ evening with the governors’ annual meeting or a
performance by pupils; using the opportunity to display other work, for example to show
DVDs of pupils’ activities during the year; and following up issues raised by parents
during induction at the first formal parents’ meeting.
Strategies for encouraging ‘hard to reach’ parents to engage with the school included the
setting up of a formal ‘clinic’ after school on a monthly basis for every year group and
inviting parents to attend. Parents and pupils looked at the work together and are able to
discuss progress with the teacher, including areas of strength and ways that the pupil
could improve.
Schools with good practice in the effective involvement of parents in promoting and
supporting improved standards of achievement: offered flexible arrangements for
parents’ evenings by planning the event over three evenings and sending a second
invitation letter to parents who do not respond initially; provided parents with a topic or
subject sheet outlining the half-term’s or term’s work and chose topics where parents
could help easily; and recorded stories for parents who did not speak English to follow
the book with their child at home.
Examples of best practice in schools involving parents in pupil learning at school
included: drawing on parents or grandparents with appropriate experience to lead school
music sessions; and arranging themed activity weeks, for example on healthy eating,
and encouraging parents to support the project work at home e.g. by providing artefacts.
The week ended with an open day that parents were invited to attend to find out about
how pupils developed the topic.
The impact of ‘unlocking the potential’ funding on promoting the use of special
schools as community focused resource bases (Estyn)
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This inspection report examined how special schools in Wales have developed their role
within LAs as community-focused resource bases e.g. to support improved inclusive
practices in mainstream schools. The Welsh assembly has supported this development
through the availability of dedicated ‘unlocking the potential’ funding to special schools.
The report is based on a survey of 18 LAs and their 34 special schools, and visits to six
LAs and their schools.
Key findings from the report:
The majority of special schools surveyed utilised their staff to develop outreach and
training programmes for staff working in mainstream schools. The inspection team
concluded that the provision of this training made an important contribution to helping
mainstream school staff improve provision for their pupils with additional learning needs
and be less reliant on other professionals and agencies. There were examples where
the training provided by special school staff enabled pupils with additional learning
needs to maintain their place in their mainstream school.
Special school staff benefited from the opportunity to share their expertise. This resulted
in them feeling part of their local education community and feeling valued by others.
They also gained curriculum expertise from their stronger links with mainstream
colleagues which they brought back to their special school settings.
Special and mainstream school pupils who were involved in the pilot benefited from
increased contact with each other, which led to a wider understanding of disability and
improved opportunities for pupils in special schools. This contact also increased
opportunities for pupils and staff to work and socialise with each other and in some
cases resulted in improved transition arrangements for pupils, pre and post-16.
The special schools also targeted parents’ needs in their outreach work. For example
some of the schools provided parents with training in the use of particular therapies and
augmented communication such as Makaton, the picture exchange system (PECS) and
the sensory approach.
2. Resources for education practitioners working in schools and initial teacher
education
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Research Bites – a new resource for practitioners
Research Bites are 90-second presentations (ppt) with summaries of key research for
practitioners to share among colleagues and at staff meetings. They focus on practical
classroom issues. You can access the bank of research bites here
New this month include:
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Encouraging gaze aversion a strategy to improve primary pupils' learning
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Pupil voice comfortable and uncomfortable for teachers
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Teaching children how to use language to solve maths problems
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Improving the quality of talk to support pupil learning
To download the Research Bites and access the full list:
http://www.teachernet.gov.uk/docbank/index.cfm?id=13558
3. Places to find research
Websites and databases to look for research – including digests for practitioners.
The following websites provide summaries of research written specifically for
stakeholder groups:
The Research Informed Practice Site www.standards.dcsf.gov.uk/research
Sponsored by The Innovation Unit in partnership with the DCSF, this site provides a
searchable database of summaries of research written for practitioners. The digests
cover a wide range of topics including: mathematics, English, behaviour, inclusion and
thinking skills. The site offers a range of facilities including the ability to send digests to
a friend option.
Research for Teachers http://www.gtce.org.uk/teachers/rft/
Formerly known as Research Of the Month, these articles are summaries of full length
research studies written specifically for school staff. They include case study examples
of how the research works in practice and a list of where to find out more information.
RfT is sponsored by the General Teaching Council for England.
Teaching Training Resource Bank www.ttrb.ac.uk
The TTRB acts as a portal for a wide range of research on topics of relevance to teacher
educators, practitioners and student teachers. All materials on the site are quality
assured through a process of academic scrutiny and monitoring is undertaken by a team
of teacher educators from across the UK. TTRB also provides a free e-librarian service
for teacher educators, practitioners and field staff who are looking for specific education
research. TTRB also provides specific advice on research on behaviour, diversity and
Special Educational Needs through its specialist networks with Higher Education
Institutes. More about these networks can be found on the main site.
National Teacher Research Panel www.standards.dcsf.gov.uk/ntrp
The National Teacher Research Panel website provides resources for practitioners
interested in undertaking research in their own schools and class rooms. These include
summaries of practitioner research and guidelines for using research as part of CPD
activities.
Eurydice www.eurydice.org
Eurydice is the information network on education in Europe. The Network provides
comparable information on education systems and policies throughout Europe.
National Centre for the Excellence in the Teaching of Mathematics
www.ncetm.org.uk
The National Centre for the Excellence in the Teaching of Mathematics is funded by the
DCSF and provides a range of resources and research evidence to support teaching
and learning in mathematics.
Educational evidence portal (EEP) www.eep.ac.uk
The Educational Evidence Portal (www.eep.ac.uk) brings together research and
evidence for educational professionals in one place. Documents from leading education
organisations have been collated in one, easily accessible, searchable site, making
information and evidence on a wide and ever-growing range of topics freely available. As
well as education, the site is developing to include relevant aspects of children’s services
research too.
Practical Research for Education (PRE) www.preonline.co.uk
PRE Online provides research articles written with school staff in mind and focuses on
practical applications from research. It is a priced publication but each issue includes a
free article to download. The free article focuses on pupils’ attitudes towards reading in
Years 4 and 6.
4. New magazine for evidence on classroom issues
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Better: Evidence-based Education (Institute for Effective Education, University of
York) www.betterevidence.org.uk.
This new magazine explores what really works in the classroom drawing on best
evidence especially from systematic reviews of research. The magazine is written for
school leaders and policy makers in mind. The articles can be freely downloaded from
the web and the first issue focuses on research on teaching reading at primary and
secondary levels. Specific topics include:
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What works in teaching reading
Beginning reading
Struggling adolescent readers
Preventing literacy failure
Digital picture story books
Language, literacy and knowledge for EAL learners