Research School Network: We’ve only just begun: an end of term reflection

As we end our first term as a Research School, it is time to reflect on our successes, the challenges we have faced, the steep learning curve we have climbed, and on our upcoming plans. Our events to date have seen over 250 teachers and leaders come through our doors, with over 100 more due on our training and evidence sessions over the coming half term. So what are the main ​“takeaways” from our first term’s work?

No quick wins or guarantees

As an opportunity area research school, we are tasked with supporting schools across Blackpool (7 secondary schools and 32 primary schools) in using evidence to improve teaching practice. Blackpool has been in the spotlight for some time, and when starting our work as a research school we were keen to ensure that we were not seen as ​“yet another” initiative that would fall by the wayside in a few weeks’, months’, or years’ time.

We have been very clear in our message that the use of evidence provides no quick wins, and that none of the tools or support we offer should be seen as a recipe book for changing practice. This is critical: change takes time and teachers and leaders need to be fully committed to and believe in the evidence-informed approach if the necessary time is to be given to enact effective long-term change. This was backed up recently by an EEF evaluation which found that a ​“light touch” approach to the use of evidence was unlikely to have significant impact in schools.

It is also important to understand that there are no guarantees, and that evidence that something has worked in the past does not provide certainty that it will work in your context – it should be seen as a ​“best bet” rather than being a nailed-on win. What is crucial here is that it is not just the intervention or approach that is taken on board, but that its implementation is carefully considered too: it is a mistake to take on the ​“what” without considering the ​“how”. And, as with all decisions made in schools, the impact on staff workload should also be looked at closely: remember that evidence can also be very useful in telling you what might NOT be worth doing as well as what is. Old habits die hard in schools and it is worth thinking about whether the things that you have always done are actually having an impact on student outcomes.

Clear guidance is welcome

This half term saw the long-awaited publication of the EEF guidance report ​“Improving Mathematics at Key Stages 2 and 3”. The response to this report in our local area has been significant, with over 150 teachers and leaders from 52 different schools attending our twilight roadshow event looking at the report’s recommendations, and our first 3‑day training package is already sold out.

This points to a real demand from schools for clear, actionable guidance of the kind that academic research papers (and to an extent the EEF toolkit itself) do not necessarily provide. We will be providing continuing support for schools around the existing guidance reports into literacy, mathematics, and effective use of teaching assistants, and running events and training around future reports due out soon and focusing on implementation, early literacy, metacognition, secondary literacy, digital technology, and secondary science.

Training matters

Our first events at Blackpool Research School, including our launch event and the maths guidance report roadshow, have been deliberately ​“light touch” – a strategy that we know is unlikely to results in long-term change but was designed in the short term to kick start our engagement with local schools. Evidence shows that, for longer term impact, staff training and development needs to take place over a longer period (a minimum of two terms, and ideally longer) which is reflected in our forthcoming 3‑day training programmes, with the 3 days spread across several months within interim gap tasks to be completed in school.

Focus your attention – and be critical of evidence

Looking at evidence around a certain area of school practice can be like entering a rabbit hole, with more and more papers being unearthed the further down you go. This means you can lack focus, and can often end up more confused than you were to start with. This series of questions, produced within the research schools network, is a good starting point to use when looking at an intervention or a research paper:

Rather than getting lost down a rabbit hole, it is worth focusing on a handful of trusted sources of evidence which, whilst still being approached with a critical mind, you are pretty sure are robust and worthwhile. We would recommend the following as a good starting point:

• Education Endowment Foundation: in particular the guidance reports, teaching and learning toolkit, promising projects, and evaluation reports;
• Institute for Effective Education: in particular the best evidence in brief newsletter and website, and evidence 4 impact;
• The Research Schools network: find your nearest research school here and get in touch for support and guidance;
• What Works Clearinghouse: a US-based organisation with a searchable online evidence base;
• Families of Schools database: an EEF resources which helps you to find similar schools to help facilitate collaboration between schools facing similar challenges to help them learn from one another

It’s been a whirlwind first term – and we can’t wait for the next one! After a hard-earned rest, that is…