This afternoon we were delighted to welcome delegates from across the region to our first workshop on the EEF Metacognition and Self-Regulation Guidance Report.  In two hours we provided a whirlwind tour through the report with a range of practical strategies that delegates could implement in their own schools and classrooms.  In this blog, we […]

We were delighted to welcome delegates to Sandringham Research School on Wednesday afternoon to spend some time exploring the EEF Implementation Guidance Report. After a brief introduction to the work of the EEF generally, we delved straight into the six recommendation provided by the EEF, as seen below. Stages 1 and 2 identify the factors […]

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. […]

We have been spending a great deal of time over the past month at Sandringham Research School getting to grips with metacognition and the EEF Guidance Report on Metacognition and Self-Regulated Learning in preparation for our twilight workshops on the topic this half term. The third recommendation the report – Model your own thinking to […]

During the Spring Term we were delighted to run a three-day course, Effective Feedback to Maximise Progress, which focused on providing delegates with the latest research evidence into effective feedback approaches and how to implement these in practice.  Each of these days gave me significant time for reflection and as a result I refined my […]

As my job is concentrated in the sixth form, my work year is divided into definite seasons and the last half term is definitely different to the rest. In days gone by, there would have been the much longed for ‘gain time’. Alas, this has receded somewhat, and for very good reasons. However, there will […]

Kate Mouncey and Karen Roskilly discuss the new EEF Guidance Report on Metacognition and Self-Regulated Learning. […]

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. […]

Today saw Day 3 of our Effective Feedback to Maximise Progress course which focused on how we sustain effective feedback for long term progress. We were delighted to welcome Dr Velda Elliott and Dr Jenni Ingram from the University of Oxford, authors of A Marked Improvement, to help facilitate this session. […]

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. […]