It is hard to believe that our first year as a Research School is drawing to close; and what a year it has been!  For me personally, being part of the Sandringham Research School team has made me step outside my comfort zone and develop new skills but it has also enabled me to really […]

Following the recent publication of the EEF Metacognition and Self-Regulation Guidance Report, Karen Roskilly discusses graphic organisers. […]

We were very fortunate to welcome Peter Henderson on Monday to talk about strategies to support teaching maths at KS2 and KS3, adding detail to the information shared in the EEF Guidance Report ‘Improving Mathematics at Key Stage 2 and 3’ […]

Last term, Harry Fletcher-Wood from the Institute for Teaching spoke at our Sandringham Research School training event about feedback. Harry provided delegates with a fascinating exposition about effective feedback strategies and got us thinking about conditions – from curriculum design to planning – that need to be in place for feedback to improve learning. And […]

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. […]

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 […]