Category: Blog

Responsive Teaching – A brief review

23 June 2018

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 […]

Author: Dr Caroline Creaby, Sandringham Research School Director
Posted on: 23 June 2018
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Improving communication, language and literacy in the early years

15 June 2018

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. […]

Author: Eileen Allpress, Director of Ipswich Research School
Posted on: 15 June 2018
Posted in: Blog

Marvellous Metacognition – A reflection on the EEF Guidance workshop

12 June 2018

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 […]

Author: Kate Mouncey and Karen Roskilly - Sandringham Research School Leads
Posted on: 12 June 2018
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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
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Has a solution to retention been found?

8 June 2018

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. […]

Author: Nikki Jones, Director of Shireland Research School
Posted on: 8 June 2018
Posted in: Blog

Metacognition: the importance of modelling

6 June 2018

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 […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 6 June 2018
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Time to Reflect

22 May 2018

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 […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 22 May 2018
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The planning season … using the mythical gain time

15 May 2018

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 […]

Author: Kate Mouncey
Posted on: 15 May 2018
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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
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Making sense of metacognition

27 April 2018

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. […]

Author: Alex Quigley, Director of Huntington Research School
Posted on: 27 April 2018
Posted in: Blog