ScratchMaths: evaluation report and executive summary

Since 2014, computing has been part of the primary curriculum. ‘Scratch’ is frequently used by schools, and the EEF funded this trial to test whether the platform could be used to improve pupils’ computational thinking skills, and whether this in turn could have a positive impact on Key Stage 2 maths attainment. Good computational thinking skills mean pupils can use problem solving methods that involve expressing problems and their solutions in ways that a computer could execute – for example, recognising patterns. Previous research has shown that pupils with better computational thinking skills do better in maths. The study found a positive impact on computational thinking skills at the end of Year 5 – particularly for pupils who have ever been eligible for free school meals. However, there was no evidence of an impact on Key Stage 2 maths attainment when pupils were tested at the end of Year 6. Many of the schools in the trial did not fully implement ScratchMaths, particularly in Year 6, where teachers expressed concerns about the pressure of Key Stage 2 SATs. But there was no evidence that schools which did implement the programme had better maths results. Schools may be interested in ScratchMaths as an affordable way to cover aspects of the primary computing curriculum in maths lessons without any adverse effect on core maths outcomes. This trial, however, did not provide evidence that ScratchMaths is an effective way to improve maths outcomes

Oracy curriculum, culture and assessment toolkit

This report evaluates a developmental project designed by School 21 and the University of Cambridge to improve Year 7 students' oracy skills. The project involved developing an Oracy Skills Framework, which sets out the physical, linguistic, cognitive, and social-emotional oracy skills required by students for education and life. Other components which were informed by this framework are: • a dedicated Year 7 oracy curriculum comprising weekly oracy lessons; • oracy in every lesson; • building a whole school oracy culture; and • an Oracy Assessment Toolkit. These components were piloted and further developed with Year 7 students within School 21 from September 2013 to July 2014. During the final stages of the project the components were brought together to create an 'Oracy Curriculum, Culture and Assessment Toolkit' that can be adopted by other schools and a website was created, Voice 21 (http://voice21.org/), containing guidance and resources for schools using the Toolkit. This report focuses on an evaluation of: 1. The approaches and materials which formed the Oracy Curriculum, Culture and Assessment Toolkit, including an indicative impact finding on the impact on Year 7 pupils in School 21. 2. What further development of the Oracy Curriculum, Culture and Assessment Toolkit is needed and would enable a more robust evaluation of its impact

Personal, social, health and economic (PSHE) education: A mapping study of the prevalent models of delivery and their effectiveness

In October 2008, then Schools Minister Ji, Knight announced that Personal, Social, Health and Economic (PSHE) education would become compulsory (for Key Stages 1-4). Following this, In November 2009, Sheffield Hallam University was contracted by DCSF (now DfE) to conduct a mapping exercise of PSHE education in primary and secondary schools in England. This resulted from a recommendation in the Macdonald Review, whcih identified the need for research to establish and report on the prevalent models of delivery for PSHE education and their effectiveness in improving outcomes for children and young people (Macdonald, 2009:8)

An Evaluation of the Further Mathematics Support Programme : Research Report

The four key focus areas for the 2014-16 evaluation were to consider: • capacity and capability building • reach to schools/colleges, teachers and students • effectiveness of the programme (quality and impact) • sustainability beyond the end of the programme The evaluation also sought to assess the viability and value of quantitative modelling of Further Mathematics and FMSP activity, including identifying any relevant issues in drawing together disparate databases, to provide a quantitative baseline for future evaluation and to develop tools for future evaluation, including assessing the value of focus group interviews with students as a data collection method. The evaluation affirms previous findings about the quality and value of FMSP activity and the positive regard of stakeholders for the programme. It supports a continuation of a varied programme offer. The analysis highlights the important role that the FMSP has and can play in supporting Further Mathematics culture particularly in contexts and centres in challenging circumstances. The evaluation confirms the impact that the FMSP has had on widening participation in Further Mathematics, but also indicates that access to Further Mathematics - and so to both the intrinsic benefits of this as well as access to further opportunities - continues to be more available to students who are socially and economically advantaged

Multiplicative reasoning professional development programme : evaluation

The Multiplicative Reasoning Project (MRP) delivered by the National Centre for Excellence in the Teaching of Mathematics (NCETM) in 2013/14 focused on developing teachers' understanding and capacity to teach topics that involved multiplicative reasoning to Key Stage 3 (KS3) pupils. Multiplicative reasoning refers to the mathematical understanding and capability to solve problems arising from proportional situations often involving an understanding and application of fractions as well as decimals, percentages, ratios and proportions. The aspects of multiplicative reasoning addressed in the NCETM project were proportional and fractional relationships. The teaching approaches encouraged were the use of mathematical models, visual approaches and problem solving strategies. Approximately 60 teachers in 30 schools engaged in 3 regional professional development networks, led by professional development leaders, supported by university researchers. Specific project materials were created by a team of curriculum developers. The impact of MRP on pupil outcomes was evaluated using a 3-level Clustered Randomised Control Trial (CRT) research design. The trial ran between October 2013 and June 2014 and involved 8,777 year 7 (Y7), year 8 (Y8) and year 9 (Y9) pupils (level 1) clustered into 418 Y7, Y8 and Y9 mathematics classes (level 2) clustered into 60 secondary schools. Approximately half the schools, teachers and pupils participated in the intervention and half formed a control group. Progress was compared between the two groups of pupils using Key Stage 2 (KS2) data as a base line and GL Assessment Progress in Mathematics Test (PiM) tests as an outcome measure. This is a measure of general mathematical attainment that is correlated with national tests

TextNow Transition Programme : evaluation report and executive summary

This reports an efficacy trial of a reading for pleasure coaching programme at the transition from primary to secondary school. The trial involved 501 pupils transitioning from 34 primary schools to 62 secondary schools. A process evaluation comprising observations, questionnaires and focus groups examined engagement, stakeholders perspectives and fidelity of implementation