: Choosing with Purpose: Matching Evidence-Based Programmes to School and Setting Priorities How evidence‑based programmes like Concept Cat boost early language by aligning with real school priorities.

As both a school and a Research School, we are always looking for ways to improve outcomes for our children. We do this by engaging with high-quality research evidence. We also stay updated with Education Endowment Foundation (EEF) Promising Programmes and any recruiting projects that are available. Participation in a trial can be a powerful form of professional learning, but the most important question is always the same: does this programme address a clearly identified priority in our school?

Starting with need, not with a programme

When we opened our school-based nursery in 2023, we had a unique opportunity to work with children and families before they reached Reception. Our existing screening processes and high-quality communication and language practice gave us a strong foundation, yet our data showed a persistent gap. Many of our youngest children — particularly those from socio-economically disadvantaged backgrounds — were beginning nursery with limited vocabulary and difficulties understanding early concepts.

We wanted to build on what was already working by introducing a structured approach to developing conceptual vocabulary. Rather than searching for ​“something new”, we began with our evidence: internal assessments, practitioner expertise, and the wider research base. Only then did we look to the EEF’s recruiting projects and promising programmes to see whether any aligned with this need.

This is an important principle. EEF resources are not a shopping list of ready-made solutions. School and setting leaders need to combine school-based data with critical engagement with external evidence, using professional judgement to decide what is genuinely transferable to their context.

Why Concept Cat?

The trial we took part in was an efficacy trial and we were placed in the treatment group. It is important to consider that with many trials you may not be assigned to the treatment group and so will need to be prepared to delay the implementation of the approach or programme to take part in the trial. We feel that contributing to the evidence base is a worthwhile endeavor in itself and often the conditions of a trial often mean even if you are in a control group, you can still access the programme at a later date and with more evidence of whether or not it has promise.

Concept Cat is designed for three- and four-year-olds to develop early conceptual vocabulary such as first, wide, and empty — words that underpin later learning in maths and science. The year-long programme blends explicit teaching with play-based opportunities and includes:

• Whole-class introductions to new words
• Play activities where vocabulary is used in context
• Simple parent – child activities to reinforce learning at home
• Regular reviews to consolidate understanding

Children with below-average language skills receive additional support. Staff introduce each word through a short scripted story using a toy cat and adapt the environment so children encounter the word repeatedly — for example, providing sand and water trays when learning empty.This mix of structured teaching and rich play felt well aligned with our existing EYFS pedagogy and with the needs identified in our nursery cohort. The added training and support from a Speech and Language Therapist provided another layer of benefit of expert professional development alongside the promise of the impact of the programme.

What we learned

Taking part in the trial has reinforced an important lesson: implementation matters as much as the programme itself.Because Concept Cat addressed a priority we already understood, staff engagement was high and the approach fitted naturally within our provision. The coaching and resources supported consistency, while the parent element strengthened home – school partnerships.

Most importantly, the process reminded us that improvement is not about adopting the latest initiative but about making thoughtful, evidence-informed choices. Programmes are most likely to succeed when they are selected to meet a clearly defined need, complement existing strengths, and are implemented with care.

A message for leaders

Before committing to any intervention, start with your children and your context:

- What does your data tell you about barriers to learning?
- Which aspects of practice are already strong?
- How well does the proposed programme align with those needs and values?
- Do you have the capacity to implement it well?

EEF trials and guidance offer invaluable evidence, but they are most powerful when used as part of a disciplined decision-making process. Our experience with Concept Cat has shown that when programme choice grows out of genuine need, it can become a catalyst for meaningful and sustainable improvement.

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