: Implementation- The ​‘Bananarama’ Way A major takeaway from the EEF’s most recent guidance is that implementation is crucial.

A major takeaway from the EEF’s most recent guidance is that implementation is crucial. It’s important to not only choose evidence-based interventions but also to execute them effectively. Essentially, it’s not just what you implement but how you do it that matters. As Bananarama put it, ​‘It ain’t what you do, it’s the way that you do it and that’s what gets results.’

Firstly though, we have to disagree with Bananarama here and say that ​‘it ain’t what you do’ isn’t strictly true. Of course, when we decide to implement something new in our schools it’s vital that we choose evidence-informed interventions that fit our settings and will benefit our students.

The EEF’s guidance starts by highlighting the importance of engaging others. ​‘The way that we do it’ is to ensure that people truly have the potential to influence change as ultimately, people value what they feel part of.

To us, when implementing our oracy curriculum, this meant first having staff visit a Voice 21 school to see the positive impact an oracy led curriculum was having there. We dedicated time to read research, discuss and reflect with colleagues and to assess the outcomes of trialling elements of the research in classrooms. Then, we shared the successes and challenges with the entire staff. By gathering everyone’s ideas, we collaboratively developed a school-wide approach to oracy in consultation with all teachers.

The new guidance makes particular note of the importance of those who, sometimes quite loudly, disagree or take issue with a new idea. Instead of an obstacle to overcome, the EEF highlights that we should really be listening very carefully to these people and even bringing them onboard the implementation team as their insights can be invaluable and it’s the only way to truly engage them in the process.

The guidance goes on to emphasise the importance of uniting stakeholders. If an approach doesn’t align with someone’s values or they don’t see the importance of it, they’re less likely to implement it. There needs to be a shared understanding of the risks and benefits to improve buy-in. For us, when thinking about our oracy curriculum, this means providing training and coaching opportunities for all staff- not just class teachers. It also involved providing our staff with sentence stems, prompts and posters to support their own knowledge and remind them to use our agreed strategies.

Implementation is a process not a one off event and our oracy curriculum is still in its infancy. But having worked to get the behaviours right and knowing that our staff are engaged in the process and united in driving it forward means we’re well on our way to making a positive impact on our pupils’ education.

Changing the established habits and behaviours of educators through implementation isn’t straightforward, but as the EEF and Bananarama advise, ​‘it’s the way that you do it’… ​‘that’s what gets results.’