Research School Network: The Gift of Time (For Implementation) What a difference a day makes…

The famous lyrics ​‘what a difference a day makes’ may be true of love, but when it comes to implementation, the gift of time is key. I have recently reflected upon the importance of time when embedding evidence informed change in schools, in relation to the SSIF Nexus programme that Aspirer Research School were part of.

The SSIF Nexus Programme involved 39 schools (29 primary schools and 10 secondary schools) from Cheshire East and Cheshire West and Chester Local Authorities focusing upon raising standards in Maths and improving outcomes for disadvantaged learners, as well as the use of Achievement for All to support engagement of harder to reach pupils and parents. Aspirer Research School played a number of key roles in this programme: our Director of Mathematics led the Maths strand of the work; our two Maths ELEs (Evidence Leaders in Education) were commissioned to undertake the role of Guiding Maths Teachers (offering bespoke support in schools over seven one day visits); three of the Aspirer Team were Disadvantaged Leads offering seven days of bespoke support per school they supported; we provided the Disadvantaged Leads with a three day training programme (the EEF’s Making the Difference to Disadvantaged Learners programme) and a bespoke evidence informed governance of Pupil Premium for governors; plus we reviewed the quality of implementation of the whole programme as we were asked to write a Case Study of the work.

The model of school improvement in the SSIF Nexus programme embodied the research about effective implementation. The ​‘active ingredients’ (the DNA of the programme if you like – what you would see, feel and hear and what would be consistently in place if the implementation were successful) were clearly defined and communicated to all partners involved. Also, a range of implementation activities were planned for from the outset to ensure sustainability over two years (up front training, follow on support, coaching, materials, communication forums, implementation teams, programme champions) and the CPD models adopted followed the DfE’s Standard for teacher’s Professional Development (July 2016). (https://www.gov.uk/government/publications/standard-for-teachers-professional-development)

It is reasonably rare in school improvement to be able to implement a CPD and bespoke support offer that is sustained for over a year, but the case study of this work really recognised the value of this on-going support and time for implementation. The data for the schools involved reflected overwhelmingly positive improvements and the schools themselves recognised the changes in practice at their schools.

Across the 29 primary schools, there was an average increase of +13% in the percentage of disadvantaged pupils achieving the expected standard in Reading, Writing and Maths at the end of Key Stage 2 compared the to the previous three years average (2016−18) and an average increase of +11% in the percentage of disadvantaged pupils achieving the expected standard in Mathematics at the end of Key Stage 2.

Within the testimonials, the majority of schools reported that their Disadvantaged Lead and Guiding Maths Teacher (who had offered the bespoke on-going support) had been instrumental in the positive gains made throughout the SSIF Nexus programme. Many commented that it was the bespoke and on-going nature of this support from an ​‘expert’ that made it so successful, with changes to strategic planning, monitoring, use of evidence and understanding of ​‘best bets’ and improvements of pedagogy in maths which impact upon the provision for pupils cited as common changes in school. Almost half of responders commented that the focus upon Evidence Informed Practice and use of EEF materials was a key strength of this strand of activity, which can be sustained back in school in future, with comments including: ​‘the three day training and work we carried out using the EEF guidance reports was really positive and supportive, and to walk away with so much evidence based information and a strategy to embed in our school was very effective,’ and as a result they have seen a change in practice ​‘ensuring that our Pupil Premium children receive quality first teaching, rather than being removed to attend small, non-evidence based intervention groups.’

Perhaps the lyrics could be adapted to: ​‘what a difference five terms makes’.

Jo Ashcroft, Co-Director of Aspirer Research School and Director of Education for The Aspire Educational Trust