Research and Initiatives
Since 2015, as a school, we have carried out research through initiatives.
During 2015-2016 each teacher chose their own initiative to investigate based on personal interests. SLT also took part in Enquiry Cycle research into Maths, specifically pupil memory and peer tutoring.
This was refined in 2016-2017 with each year group being given a specific initiative taken from EEF research. SLT selected the initiatives that the research claimed ensured that pupils made the greatest progress. Initiatives lasted 6 months. Following feedback from staff several have been implemented across school in 2017-2018.
In 2017-2018 as a school we are involved in research for EEF into Philosophy for Children (P4C). This is a 2 year research project based on pupils in Y5 but P4C is being introduced across school to assess the impact on pupil attitudes and thinking/questioning skills.
During 2017-2019 we are taking part in Education Endowment Foundation (EEF) research into the effects of teaching Philosophy for Children (P4C) on pupil progress.
‘P4C is an approach to learning and teaching, now a recognised worldwide movement and practice, that was founded by Professor Matthew Lipman. P4C has developed over 35 years, and is practised in approximately 60 countries.
Children are taught how to create their own philosophical questions. They then choose one question that is the focus of a philosophical enquiry, or dialogue. For example the question might be ‘is it ever ok to steal?
The teacher, as facilitator, supports the children in their thinking, reasoning and questioning, as well as the way the children speak and listen to each other in the dialogue. After the enquiry the children and facilitator reflect on the quality of the thinking, reasoning and participation, and suggest how they could improve; either as individuals or as a group (community).
P4C is intended to be a regular activity so that the children develop their skills and understanding over time. The role of the facilitator is crucial to ensuring quality dialogue and progress, as well as integration with the curriculum.
It is well documented that P4C has an impact on children’s cognitive, social and emotional development. P4C is about getting children to think and communicate well; to think better for themselves.’ SAPERE
Previous research carried out by EEF published in July 2015
‘The report shows that, the more disadvantaged pupils participating in the EEF trial saw their reading skills improve by four months, their maths results by three months and their writing ability by two months. Feedback from teachers throughout the trial suggests that Philosophy for Children had a beneficial impact on wider outcomes such as confidence, patience and self-esteem too.’
Further information can be found on SAPERE website
Evaluation of Education Endowment Foundation Research for Initiatives 2016-2017
Education Endowment Foundation Research for Initiatives 2016-2017
Initiatives trialled 2015-2016
|Sarah Cochrane||N||Strengthen parent partnerships|
|Anice Stephenson||Rec||Develop Jack in the Box for EY CW|
|Lauren Hobson||Rec||Change in environment|
|Heather Gatenby||KS2||Create Collective Worship group|
|Lee Kentfield-Wells||Y1||Add writing element to phonics session to ensure application|
|Jodie Wallace/Jill Rowney||Y2||Smaller group (3-5 children) guided reading|
|Amy Clouston||Y3||Improve rapid recall of times tables by active games|
|Joanne Stockdale/Jenny Singh||Y3||A4L focussed questions in plenaries for Literacy and Numeracy-pupils to be independent reviewing progress|
|Chris Gell||Y4||Improve handwriting through use of pens|
|Jon Gair||Y5||Memo – to improve working memory|
|Mark Dipple||Y6||Intervention/individual learning plan for all Y6|
|Rob Carass||Y6||Peer mentoring in writing|
|Claire Sheridan/Sarah Beattie||KS2||Increase numbers actively participating on yard|
SLT Enquiry Cycle
|Sarah Cochrane||N||Working memory|
|Lee Kentfield-Wells||1||Working memory|
|Chris Gell||4||Peer tutoring|
|Mark Dipple||6||Peer tutoring|