Evidence Based Practice

Although Ipswich (IOA), Norwich (NOA) and Fenland and East Cambridgeshire (FOA) Opportunity Areas have broad priorities for improvements, there isn’t always a “one size fits all” approach that’s appropriate; schools, colleges and early years settings in all the Opportunity Areas (OAs) were keen to implement a broad range of evidence based approaches to improve outcomes.

Schools, colleges and early years settings in Ipswich and Norwich were funded to implement evidence based approaches to key priorities for their OA. Applications could be for projects up to £25,000 with a secure evidence base. Local Research Schools supported schools with insight into evidence based approaches, the application process and training on implementation. 28 such projects were funded in Ipswich, and 34 in Norwich with a total investment across the 2 areas of £1m. 

Participating schools were first supported to identify an area of development where a fresh approach was needed, and they received support from their local Research School to identify “best bets” from the research evidence. Many schools used the Education Endowment Fund (EEF) toolkit, but not exclusively. 

Several schools took part in training to support their planning, implementation and evaluation. Schools then submitted an application form to the appropriate OA. Successful bids were awarded grants, payable in 3 instalments in response to interim and final reports. 

Most EBPF projects focused on literacy and targeted disadvantaged pupils. Motivations to apply centred around specific identified learning needs and made use of existing evidence in deciding on projects. The EEF toolkit was used to look for interventions that addressed a specific learning need. 

See the links to case studies on this page for some great examples of the individual projects, how they were implemented and evaluated, and what their outcomes were.

Overall participation in the Evidence Based Practice project was seen as positive and perceived positive outcomes were systemic. The EEF resources were very helpful along with having a supportive network to share challenges and findings, the Norfolk Research Lead Network is a great example.  

An independent evaluation conducted by Cambridge University highlighted the challenge schools find in implementation and evaluation, something already noted by the EEF.  Key learning is that training in implementation and evaluation (see link to EFF evaluation resources in Big Idea resources section), careful planning and capacity for staff to implement and monitor is critical to the success of new approaches to improve outcomes in schools.  

Training or a refresher in implementation and evaluation is key to embedding a new approach, however many years you’ve been in education!  

Implementation of evidence based practice projects was rewarding, but often unexpectedly challenging and engagement with research schools during implementation varied. Senior leadership engagement was high and most projects were collaborative in nature. Cross-school collaboration was useful but not promoted by programme structures. 

Many evidence based practice projects employed robust evaluation designs with raw rich data being collected and analysed, though some evaluations were overly ambitious. EEF evaluation guidance was useful and could be further developed to link with school circumstances, but methodological challenges remained. 

Individual schools, colleges and settings reported a range of impacts depending on the outcomes that they were targeting in their projects, and these can be seen in the individual case studies. Overall, the OAs were interested in the impact that this Big Idea had on schools’ confidence in finding and using evidence based approaches and in implementing and evaluating their impact.  

Statistics taken from a survey of Norwich schools in June 2019 showed that 47% of Headteachers said their decision making at Senior Leadership Team level was more evidence informed than a year ago and 52% said classroom practice was more evidence informed than a year ago. 

By March 2021 76% of Ipswich schools reported that their senior leadership team decision making had become more evidence led, and that 84% of teaching and learning had become more research evidence based over the preceding two years. 

Outcomes varied project by project, but the experiences, research findings and approaches have influenced many schools’ confidence to find, implement and evaluate evidence-based approaches.