: Supporting evidence generation. An SLT perspective on engaging with EEF programmes for post-16 EEF trials in Post 16 settings

Mark Crilly, Vice Principal at Oldham Sixth Form College, explores the value of engaging with EEF educational trials and programmes in post-16 contexts. Mark explores how participating in research can drive innovation, improve teaching practices, and ultimately benefit students.

The Education Endowment Foundation research agenda aims to:
Identify programmes around priority themes or questions
Fill gaps in the evidence basis
Find approaches with the potential to support disadvantaged pupils’ progress

Why participate in post-16 EEF programmes?

Strategically we would be enthusiastic about taking any opportunity to enhance the teaching and learning experience of our learners. Level 2 learners are a vulnerable cohort, in that they often have high aspirations, but their existing attainment levels upon enrolling at college, do not serve them well to study at level 3, potentially limiting their life options. Where there are research led strategies that we think may help these students we will take the decision to participate.

The benefits

Participation helps ensure that our teaching strategies are rooted in evidence and research. For example, the early stage English vocabulary pilot programme supported teachers in adapting their methods of delivery and using specific techniques to enable students to deconstruct words. We could see that these strategies were rooted in the evidence from the EEF Literacy Development Evidence Review. We recognise that the principles from the EEF guidance report on Improving Secondary Literacy are applicable to the teaching of complex vocabulary in any phase and setting.

Participation in this programme enabled our teachers to reflect on the steps they were taking to implement and design a fantastic resit programme in a sixth form setting. It provided reassurance that what they were doing was right.

Trials allow us to potentially explore new approaches in a structured, low-risk environment, with expert guidance and support throughout the process.

The challenges

Being in a trial is not without its challenges; concerns about time and capacity are justified to an extent. Staff are required to attend training to deliver the programme but it is important to make a commitment to releasing staff for this time. The nature of trials and programmes sometimes means that not everything works in context – but that’s why, as post-16 settings, we need to engage more in helping to generate the evidence and consider how effective implementation is crucial to success

You have to be selective and the pilots need to be in the hands of teams that are high functioning and have a strong track record of working nimbly and efficiently. The English team engaging with this pilot are high performing and looking for new ways to stretch and challenge their learners, so for us it was a straightforward decision.

Taking part: top tips

By participating, you’ll gather evidence about the specific impact of interventions in your own context, helping you make more informed decisions about teaching and learning.

There are a few things you could consider when thinking about which EEF project to register for.

Does this programme support a particular objective in our setting?

Do our staff have the time to engage in this approach?

Are we willing to take part in a trial and potentially be part of the control group?

Do we want to take part in a project that’s already been tested with positive results?

When you’ve found the project you’d like to take part in, you can submit your details through the project page on the EEF website. The delivery team will get in touch with you directly to discuss the next steps and answer any questions you have about signing up to the project and delivering the programme.

Registering doesn’t commit you to taking part, and you can express an interest in more than one EEF project at any one time.

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