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We are committed to delivering high-quality Research & Development programmes working closely with our schools, strategic HEI partners and associates including Bishop Grosseteste, Hull & York St John Universities, North Lincolnshire Council and North Lincolnshire (NHS) Children’s Therapy Services.

We are leading research & development projects which provide evidence of impact and support significant school improvement.

North Lincolnshire Council and Leading Learning Forward TSA have been working with two of the National Research Schools, which have been designated as focal-points for education research with the aim of supporting other schools in their region. The three year funding (£2.5m) from the Education Endowment Foundation (EEF) and the York-based Institute for Effective Education (IEE).

Programmes in 2017-18

Our vision for these programmes is to help schools to enhance leadership and management capacity in an education system which is witnessing rapid and complex changes.
 

These programmes will support leaders to develop the understanding and attitudes of mind required to be able to have a decisive impact on the quality of teaching and pupils’ achievement.

Both of these school leadership roles have central, guiding tenets, as they:

  • Can help shape senior leader decision-making by accessing, interpreting and distilling the best evidence available
  • Can help support and improve the quality of teaching and learning by contributing to CPD, or informing CPD in other ways, such as sharing useful tools
  • Can find solutions for school issues and, where appropriate, access external expertise, funding and develop partnerships, such as HEI links
  • Can help improve the implementation and evaluation of important school developments.

We know that working with you at the local school level to grow your own leadership, has been, and continues to be a successful approach at developing high quality, capable and skilled leaders.  We know that by creating a talent pool of effective leaders in North Lincolnshire will hopefully support the long term future leadership needs in our schools.

  • No fee - conditions apply (See programme information)

Using evidence-based approaches, these one-year training programmes provide high quality, leadership development opportunities for strategic leaders who ultimately will have a decisive impact on the quality of teaching and pupils’ achievement across and between schools.

Research Lead Training Programme

North Lincolnshire Council and Leading Learning Forward TSA has been working with two of the first five national Research Schools - these five schools (across England) have been designated as focal-points for education research with the aim of supporting other schools in their region. The three year funding (£2.5m) from the Education Endowment Foundation (EEF) and the York-based Institute for Effective Education (IEE).

Huntington Research School, York, has been designated as the Research School for the Yorkshire and Humber region, and will seek to provide exciting training programmes for prospective school Research Leads. Research Lead training is an opportunity for school leaders and lead practitioners to gain invaluable training on evidence-based practice, to use evidence to enhance school leadership decisions, and to lead, or support the leadership of high quality continuous professional development.

The programme, which started in January 2017, was designed to support schools to meet the new Department for Education Teachers’ Professional Development Standard, and it is being led by one of the DfE’s expert group leads, Alex Quigley.

The DfE Standard outlines five critical aspects to professional development that ensures we can best support our teachers to improve and it guides the structure of this training programme for Research-leads. One fundamental part of great CPD, as stated by the DfE, is that “professional development should be underpinned by robust evidence and expertise” that is “prioritised by school leadership”.

This programme helped school leaders to interpret and use robust research evidence so their school can make better decisions that impact on student outcomes and also help schools better manage their budget in challenging times.

The Benefits

  • Sources of robust evidence on teaching, learning and school development with tools to translate the evidence into practice
  • Case studies of school practice linked to research evidence
  • Practical action planning for effective implementation
  • Useable tools for evaluation to measure impact reliably

The training programme spanned over two terms and included dialogue and collaboration to share and develop expertise across and within schools (from North Lincolnshire and the York area). This programme of training and support is a unique opportunity to receive truly innovative school leadership training as part of a nationally recognised educational development.

This course was designed and led by the leadership team of Huntington Research School:

See also: www.theconfidentteacher.com and www.riseresearchproject.com

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Educational Endowment Foundation Project:  Digital Feedback in Primary Maths

LLF TSA supported:

Digital Feedback in Primary Maths
This is a school-developed approach to improving teachers’ diagnosis and feedback skills when teaching maths in primary schools. Teachers will be provided with resources to quickly assess their pupils’ understanding of a topic, for example, through an individual multiple choice questions. Teachers will then be supported to provide effective feedback to help those pupils struggling with a
topic, by using tablets to record video summaries of their feedback, rather than writing down a comment. The pupils will then have class time to review the feedback and develop from it. The aim is to increase the specificity and relevance of teachers’ feedback, making it easier for pupils to respond to it.

The intervention was developed with funding from CfBT by the headteacher, James Siddle, of one of the schools in the Lincolnshire-based teaching school alliance. Participating teachers from Years 4 or 5 in each school will receive initial training, and take part in monthly “professional learning communities”, led by the project team and Bishop Grosseteste University. A leader in each school will provide ongoing support and coaching to the teachers. Teachers will be expected to embed the approach into their normal class teaching and marking.

This trial follows on from a small RCT of digital vs written feedback on a creative writing task, undertaken as part of National College’s “Closing the Gap: Test and Learn” programme, where schools were supported to undertake experiments. Pupils from 11 classes were randomly allocated to receive either written or digital feedback on a writing task, and then given another similar writing exercise. A sample of the final written work was then blindly marked. This small, short term trial found a positive impact on all pupils, and a greater one on disadvantaged pupils.
The EEF’s recent review of marking found little evidence for the extensive written marking that often forms the backbone of schools’ formal feedback suggested that more frequent verbal feedback might be more effective than written feedback. Off the back of this, we committed to spending £2 million to building the evidence base around teachers’ marking. This is the first grant awarded with that funding.

RAND Europe has been appointed to conduct the independent evaluation. The main trial will consist of a two-arm randomised control trial (RCT), with 80 primary schools. Efficacy trials aim to test whether an intervention can work under ideal conditions (e.g. when being delivered by the intervention’s original developer).

Each of the 80 primary schools will be involved, but the year groups (either Year 4 or 5) would be randomly assigned to treatment or control. The schools will be expected to train and support the allocated year group’s teachers throughout the academic year. At the end of the year, all the Year 4 and 5 pupils in the schools will sit a maths test.

The implementation and process evaluation will seek to assess how well the school leads transmitted their knowledge to the class teachers, and how well the class teachers were able to incorporate the approaches into their teaching.

When will the evaluation report be due?
The evaluation report will be published in Spring 2019.

 

Page updated: 4 September 2018