Planning high quality, evidence based provision to meet the needs

and achieve the outcomes

How do you know what works?

SEND CoP: 0-25 years

• Early years providers, schools and colleges should know precisely where children and young people are in their learning and development. They should . . . ensure that the approaches used are based on the best possible evidence and are having the required impact on progress.

Section 1.25

SEND CoP: 0-25 years

• Local authorities must set out in the Local Offer the support available to help children and young people with SEN and disabilities move into adulthood. Support should reflect evidence of what works in achieving good outcomes.

Section 4.52

SEND CoP: 0-25 years

• The support and intervention provided should be selected to meet the outcomes identified for the child, based on reliable evidence of effectiveness, and provided by practitioners with relevant skills and knowledge. Any related staff development needs should be identified and addressed.

Section 6.27/6.50)

SEND CoP: 0-25 years

• The SENCO and the class teacher, together with the specialists, and involving the pupil’s parents, should consider a range of evidence-based and effective teaching approaches, appropriate equipment, strategies and interventions in order to support the child’s progress.

Section 6.62

What information is out there?

Literacy•What works for children and young people with literacy difficulties? Greg Brooks (http://www.interventionsforliteracy.org.uk/assets/documents/Greg-Brooks.pdf )•The Dyslexia-SpLD Trust has set up an Interventions for Literacy section on their website. They describe individual schemes and give an indication of their effectiveness with ratings of useful, substantial or remarkable. (http://framework.thedyslexia-spldtrust.org.uk/resources/interventions-literacy

What information is out there?

Mathematics•What works for children with mathematical difficulties. The effectiveness of intervention schemes – Ann Dowker (http://dera.ioe.ac.uk/2505/1/ma_difficulties_0008609.pdf)

•The National Numeracy organisation provides a summary of the main findings of the report and references to specific interventions (http://www.nationalnumeracy.org.uk/resources/22/index.html)

What information is out there?

Speech, language and communication•What Works Database •(http://www.thecommunicationtrust.org.uk/whatworks)

•A database of evidenced interventions to support children’s speech, language and communication.

What information is out there?

Other Sources

•Special Educational Needs and School Improvement – Practical Strategies for Raising Standards (Chapter 7) by Jean Gross and Angela White. David Fulton Publishers

•Teaching Strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study. DfES Research Report

(http://dera.ioe.ac.uk/6059/1/RR516.pdf)

•Handout 3.6 Summary of research on commonly used interventions from Leading on Inclusion – Primary National Strategy

(http://www.inclusivechoice.com/Leading%20on%20inclusion%20Planning%20effective%20provision%20-%20handouts.pdf)

What’s New?

The Education Endowment Foundation

(http://educationendowmentfoundation.org.uk/)

What is the Education Endowment Foundation?

• In 2011 the Education Endowment Foundation was set up by Sutton Trust as lead charity in partnership with the Impetus Trust. The EEF is funded by a Department for Education grant of £125m and will spend over £200m over its fifteen year lifespan.

• •The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

The EEF Strategy

• We aim to raise the attainment of children facing disadvantage by:

•Building the evidence for what works in schools by identifying and rigorously evaluating evidence-based approaches to teaching and learning

•Sharing the evidence with schools by providing independent and accessible information through the Teaching and Learning Toolkit

•Promoting the use of evidence-based practice through our projects, events and resources such as the DIY Evaluation Guide for schools

The EEF-Sutton Trust Teaching and Learning Toolkit

• The Toolkit provides accessible, teacher-friendly summaries of educational research

• Practice focused: giving schools the information they need to make informed decisions and narrow the gap

• Based on meta-analyses provided by Durham University

The Toolkit is a starting point for making decisions

Approach Potential Gain

Cost Evidence Estimate

Summary

After school programmes

+2 months

£££££ ***** Low impact for high cost, based on limited evidence

Behaviour interventions

+4 months

£££££ ***** Moderate impact for very high cost, based on extensive evidence

Early years intervention

+6 months

£££££ ***** High impact for very high costs, based on extensive evidence

EEF Projects

EEF are working to fund, develop and evaluate projects that: •Build on existing evidence. •Will generate significant new understanding of what works. •Can be replicated cost effectively if proven to work. •Examples: Saturday schools, teaching assistants, impact of learning a musical instrument?

‘DIY Evaluation’

• EEF have published a DIY Evaluation Guide with Durham University, which introduces the principles of evaluation.

www.educationendownmentfoundation.org.uk