No impact for sleep education pilot

An evaluation of a pilot of Teensleep, a sleep education programme that aims to improve outcomes for pupils by improving the quality of their sleep, found no evidence that the programme led to improvements in pupils’ sleep.

The Teensleep programme trains teachers to promote good ‘sleep hygiene’ as part of pupils’ Personal, Social and Health Education (PSHE) lessons. Teachers deliver a series of 10 half-hour lessons highlighting the importance of sleep for effective learning, as well as providing practical advice for better sleep, such as avoiding caffeine in the evening.

Ten UK secondary schools took part in the pilot funded by the Education Endowment Foundation (EEF) and the Wellcome Trust. All Year 10 pupils received the intervention as delivered by their teachers and completed a sleep quiz and sleep survey pre- and post-intervention. Parents and pupils were informed about the pilot study and parents could opt out of schools sharing pupils’ data with the research team, but not out of pupil participation in the intervention.

Overall, the evaluation found there was no evidence that Teensleep improved pupils’ sleep as measured using a wrist-worn activity monitor before and after the intervention. However, the evaluation did find some evidence of improvements to sleep-related behaviour as reported by pupils, such as napping less during the daytime.

Source: Teensleep: Pilot report and executive summary (February 2019) Education Endowment Foundation

The principles of success in maths

Helping pupils to understand the logical principles underlying maths may improve their mathematical achievement, according to the findings of a randomised controlled trial published by the Education Endowment Foundation (EEF).

Mathematical Reasoning lessons focus on developing pupils’ understanding of the logic principles underlying maths, and cover principles such as place value and the inverse relation between addition and subtraction. One hundred and sixty English primary schools took part in the trial, and were randomly allocated to receive either Mathematical Reasoning or to be in the control group. The control group was given the opportunity to take part in the programme the following year. Teachers in the intervention schools delivered the programme to Year 2 pupils over 12 to 15 weeks as part of their usual maths lessons. Learning was supported by online games, which could be used by pupils at school and at home.

The independent evaluation by a team from the National Institute of Economic and Social Research (NIESR) found a small but statistically significant effect size of +0.08 on maths achievement for pupils who took part in the programme, compared to other pupils. It had the same impact for pupils eligible for free school meals. They also found some evidence that the programme had a positive impact on mathematical reasoning.

Source: Mathematical Reasoning: Evaluation report and executive summary (December 2018), Education Endowment Foundation.

Parental engagement programme has mixed impacts in early education

An evaluation of the Education Endowment Foundation’s trial of Families and Schools Together (FAST), delivered by Save the Children, did not appear to make a difference to children’s achievement, but was found to be an effective mechanism for engaging parents in their children’s early education. FAST was also shown to have a positive impact on children’s social and behavioural outcomes across the whole year group and not just for the children who participated in the programme.

FAST is a parental engagement programme that aims to support parenting and enhance links between families, schools and the community. Parents and their children attend eight weekly two-and-a-half-hour group sessions delivered after school by accredited FAST trainers.

The school-level randomised trial measured the impact of FAST for the whole year group on Key Stage 1 (KS1) reading and arithmetic achievement, and children’s behavioural and pro-social outcomes (measured using the Strengths and Difficulties Questionnaire). One hundred and fifty eight schools took part in the trial, with a total of 7,027 pupils across the Year 1 cohort in these schools, and 632 pupils taking part in the eight-week programme.

The evaluation found no evidence that FAST had an effect on KS1 reading and arithmetic outcomes for the whole year group (effect size = +0.01). There was also no evidence that FAST had an impact on KS1 outcomes for the children whose families took part in the eight-week programme. However, FAST showed some promise on non-academic outcomes, with positive outcomes for the whole year group. Immediately after the eight-week programme, Year 1 pupils in the intervention schools had a higher average pro-social score and a lower average total difficulties score than pupils in comparison schools. However, these effects diminished by the end of Year 2.

Source: Families and Schools Together (FAST) evaluation report and executive summary (November 2018), Education Endowment Foundation

IPEELL writing intervention finds scale-up challenging

The Education Endowment Foundation has published the results of a randomised controlled trial of IPEELL

The IPEELL intervention is a writing process model in which pupils are encouraged to plan, draft, edit, and revise their writing. IPEELL stands for Introduction, Point, Explain, Ending, Links, and Language. The strategy provides a clear structure to assist writers and can be used for most genres of writing, including narrative writing. In addition to the writing process, the IPEELL intervention also involves ‘memorable experiences’ for pupils designed to act as a stimulus for their writing.

The trial tested the impact of one year of IPEELL for children in Year 6 and the impact of two years of IPEELL for children who started it in Year 5 and continued in Year 6. In total, 84 schools and 2,682 children in the north of England participated in the one-year trial and 83 schools and 2,762 children participated in the two-year trial. Writing outcomes were measured using Key Stage 2 (KS2) writing outcomes for the one-year trial and a bespoke writing test based on historic KS2 writing tests for the two-year trial.

The results showed that pupils who used IPEELL for two years made more progress in writing (effect size = +0.11) than pupils who did not. However, they made less progress in reading, spelling and mathematics than pupils in the control group (ES = -0.17—0.30). Pupils who used IPEELL for one year made less progress in writing, reading, spelling and maths than comparison pupils.

A previous trial of the approach had shown large positive results, but there were important differences between the two trials. In this latest trial, the model used teacher trainers who had never seen IPEELL delivered in the classroom. It also measured the average impact across all pupils, while the first looked only at pupils with low prior attainment. In this latest trial, pupils with low prior attainment who used IPEELL for two years made more progress in writing (effect size = +0.26) than pupils who did not – a larger effect size than the figure for all pupils.

Source: Calderdale Excellence Partnership: IPEELL evaluation report and executive summary (November 2018), Education Endowment Foundation

Low-cost tutoring boosted struggling pupils’ maths results

An evaluation of the Education Endowment Foundation trial of Tutor Trust’s affordable tuition project found that low-cost tutoring in small groups increased maths scores for disadvantaged pupils who are working below age-expected levels in maths.

One hundred and five schools in Manchester and Leeds with double the average numbers of disadvantaged pupils participated in the effectiveness trial of the Tutor Trust project from September 2016 until July 2017. The aim of the project is to improve the maths achievement of disadvantaged pupils by providing small-group tutoring sessions with trained university students and recent graduates.

Year 6 pupils (ages 10–11) who were struggling with maths were selected by their teacher to receive extra support from Tutor Trust tutors, should their school be randomly allocated to the intervention group. The selected pupils in the intervention schools received 12 hours of additional tuition, usually one hour per week for 12 weeks, in groups of three. Pupils in the control schools continued with normal teaching. Achievement was measured using Key Stage 2 maths scores.

The report found that children who received tutoring from Tutor Trust progressed more in maths compared to children in control schools (effect size = +0.19). Among children eligible for free school meals, the effect size was +0.25. There was also some evidence that pupils with lower prior achievement tended to benefit more from the tutoring.

Source: Tutor Trust: Affordable primary tuition evaluation report and executive summary (November 2018), Education Endowment Foundation

Grouping pupils by achievement

The Education Endowment Foundation has published an evaluation of two trials of programmes developed by the University College-London (UCL) Institute of Education investigating approaches to grouping pupils: Best Practice in Setting and Best Practice in Mixed Attainment Grouping.

The main trial, “Best Practice in Setting”, tested an intervention that aimed to get schools to improve their setting practice (grouping pupils in classes by their current achievement levels). A total of 127 schools took part in the trial, which ran over the course of two academic years. Teachers were randomly allocated to sets to prevent “lower” sets from being disproportionately assigned less-experienced teachers, while pupils in Years 7 and 8 were assigned to sets based on independent measures of achievement, rather than more subjective judgements such as behaviour and peer interactions. There were opportunities throughout the year to re-assign pupils to different sets based on their current level of achievement.

The evaluation found no evidence that the intervention improves outcomes in maths (effect size = -0.01) or English (effect size = -0.08). The process evaluation revealed mixed views from participants, and many interviewees thought that what they were being asked to do represented little change from what they already do.

The researchers noted that because school and teacher buy-in was low and attrition rates for follow-up testing were high, half of the schools in the math trial and more than half of the schools in the English trial stopped the intervention before follow-up, and this makes it difficult to conclude anything certain about the impact of Best Practice in Setting.

Source: Best practice in grouping students. Intervention A: Best practice in setting evaluation report and executive summary, (September 2018). Education Endowment Foundation

Best practice in grouping students. Intervention B: Mixed attainment grouping. Pilot report and executive summary, (September 2018). Education Endowment Foundation