Tag: EEF

Effective use of Pupil Premium funding

16:00–18:00 on 8 February 2019

“There’s no doubt that the Pupil Premium has enabled schools to focus more on the learning of their disadvantaged pupils. Having the resources to target support at disadvantaged pupils is the first step to closing the attainment gap. But it is how those resources are spent that will really make the difference.”  – Sir Kevan […]

Posted on: 17 July 2018
Posted in: Events, Training/CPD
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Graphic Organisers

6 July 2018

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

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 6 July 2018
Posted in: Blog
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Metacognition and self-regulation

09:30–15:00 on 28 September 2018

Metacognition and self-regulated learning is one of the most accessed strands of the EEF’s Teaching and Learning Toolkit and has been identified to improve student progress by eight additional months.  However, many are not yet clear on how principles of metacognition can be successfully applied in the classroom in order to improve outcomes for students. […]

Posted on: 27 June 2018
Posted in: Events, Training/CPD
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Effective feedback to maximise progress

09:30 on 1 March 2019–15:00 on 3 May 2019

Feedback has real potential to improve rates of student progress.  However, designing effective feedback approaches is challenging and can run the risk of creating excessive teacher workload. This three day course has been designed to provide delegates with the latest research into effective feedback and clear strategies to apply in their own classrooms.  We will explore: The […]

Posted on: 26 June 2018
Posted in: Events
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Exploring the Implementation Guidance Report

8 June 2018

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 […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 8 June 2018
Posted in: Blog
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Thinking About Metacognition – the new EEF guidance report

1 May 2018

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

Author: Kate Mouncey and Karen Roskilly - Sandringham Research School Leads
Posted on: 1 May 2018
Posted in: Blog
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Feedback Day 3 – how do we implement and sustain change?

24 April 2018

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. […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 24 April 2018
Posted in: Blog
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Getting feedback right

14 February 2018

In this blog, Caroline Creaby shares some highlights, insights and some of the research evidence examined on the first day of our effective feedback course which began on Friday 2nd February. […]

Author: Dr Caroline Creaby, Sandringham Research School Director
Posted on: 14 February 2018
Posted in: Blog
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Invitation to schools – EEF Metacognition Research Project

11 January 2018

Here is an exciting opportunity for your school to be involved in the Education Endowment Foundation’s research on metacognition. Over 100 schools across the country have signed up and there are spaces left. […]

Posted on: 11 January 2018
Posted in: News
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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
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