Saturday school doesn’t orchestrate success

A recent study from the Education Endowment Foundation found disappointing results for a Saturday school designed to improve the reading and maths attainment of underachieving and disadvantaged pupils in Key Stage 2.

Developed by the SHINE Trust and Hallé Orchestra, the intervention provided additional school-based literacy and numeracy lessons, based on musical themes, as well as visits to Hallé rehearsals, performances and other theme-based activities. Twenty-five Saturday sessions, each lasting five hours, were planned for the intervention over the course of an academic year, delivered by qualified teachers, teaching assistants, peer mentors, and professional musicians.

The evaluation, by Victoria White and colleagues from Durham University, consisted of two randomised controlled trials (RCTs)—a pilot trial and a main trial—and a process evaluation. The pilot trial involved 361 Year 5 and 6 pupils in 18 schools; the main trial involved 2,306 Year 4, 5 and 6 pupils in 38 schools.

There was no evidence that the programme had an impact on the reading or mathematics attainment, or attitudes to reading, maths, music, and school, of the children in the trial.

Attendance of eligible pupils was often low and considered as a barrier to successful implementation. Reasons for low attendance included pupils’ lack of availability to attend the Saturday sessions, variable parental engagement with the programme, and limited time at the beginning of the programme for schools to engage children and parents.

The process evaluation revealed a positive picture of involvement and engagement for those pupils who attended the Saturday school activities. Evaluators observed good working relationships between the teachers and pupils, and positive and purposeful learning environments in lessons. All stakeholders felt pupils were making noticeable improvements in behaviour, confidence, and development of social skills.

Source: SHINE on Manchester (2016), Education Endowment Foundation