It has given us the opportunity to upskill all our staff which in turn enables the progress and raised attainment of our pupils. We have been able to enhance our curriculum resources, strengthen our partnership with parents and have a positive impact on more children reading for pleasure.
The biggest success of the Evidence Based Practice Fund, it’s been a change in thinking and attitude [in school leadership teams] as much as it is about the individual projects themselves. […] it’s proving the worth of evidence-informed research and practice, whether the individual project has borne fruit or not.
The high quality of the evaluation approaches proposed by schools in their respective EBPF projects is testament to the support received from Research Schools, and the signposting to resources such as the EEF (self-) evaluation toolkit. The proposed evaluation designs are, on the whole, robust, and use a variety of data sources.
Our evidence … suggests that the Research Schools can, and in many cases do, play a significant mediating role to support bridging this knowledge gap. They can, and do, provide the scaffolding that schools need to successfully implement (including to evaluate) their EBPF projects.
A further useful support mechanism on behalf of the Research Schools, and the EBPF programme framework as a whole, is the freedom for schools to recognize the importance of their own contexts in implementing their respective EBPF projects. This may be in relation to the choice of intervention; or the evaluation design deployed. In both these cases, schools appreciate the acknowledgement that evidence-in-context is important.
Feedback on the Evidence Based Practice project.