Category: Evidence

New guidance on preparing for literacy

15 June 2018

The Education Endowment Foundation (EEF) has published its latest guidance report, Preparing for Literacy, which reviews the best available research to offer early years professionals practical “do’s and don’ts” to make sure all children start school with the foundations they need to read and write well. […]

Posted on: 15 June 2018
Posted in: Evidence

Research School Teaching Tip – Metacognition

5 December 2017

In our last blog, we shared with you the Teaching Tip we presented to our staff on the research behind use the use of flashcards as an effective revision tool.In our second presentation to staff, the Research School team focused on meta-cognition and how encouraging our learners to think more explicitly about their learning can be very effective in supporting progress. […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 5 December 2017
Posted in: Blog, Evidence
Tagged as: ,

Research School Teaching Tip – Flashcards

29 November 2017

As is customary in most schools, at Sandringham, we try to ensure that when all staff gather together that we take opportunities to focus on learning.  Our Research School team have been providing monthly teaching tips in our morning staff briefings which aim to build teachers’ knowledge about the research on a particular aspect of […]

Author: Caroline Creaby - Sandringham Research School Director
Posted on: 29 November 2017
Posted in: Blog, Evidence
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New guidance to improve maths teaching for 7–14 year olds

3 November 2017

A new guidance report, published by the Education Endowment Foundation offers eight practical and evidence-based recommendations on maths teaching that schools can use to make a significant difference to pupils’ learning. […]

Posted on: 3 November 2017
Posted in: Evidence

Early Language Development: EEF Report October 2017

17 October 2017

A new review of the evidence on early language development, commissioned by the EEF in partnership with Public Health England, has examined the most effective ways to support young children with delays in their early language development. […]

Author: Karen Roskilly: Sandringham School Research Lead
Posted on: 17 October 2017
Posted in: Evidence
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New EEF report: Good literacy skills crucial to closing attainment gap in Science

17 October 2017

A review of evidence by researchers at the Department of Education, University of Oxford has been conducted for the EEF and The Royal Society with the core aim of ‘identifying the interventions and approaches for which there is evidence of a positive impact on young people’s learning outcomes, particularly those from disadvantaged backgrounds’. […]

Author: Kate Mouncey: Sandringham Research School Lead
Posted on: 17 October 2017
Posted in: Blog, Evidence
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Unconscious Bias?

10 October 2017

The start of a new academic year invariably leads me to reflect on the previous one. Whilst results and data inevitably play a key part in this process, actually my reflections tend to be broader; what went well and what didn’t. I also consider areas of my practice I want to develop and improve and […]

Author: Karen Roskilly, Sandringham Research School Lead
Posted on: 10 October 2017
Posted in: Blog, Evidence
Tagged as: , , , ,