Implementing the EEF’s Five-a-day-approach and School Planning Guide for Primary – Part 3 of 3
In the second blog post, the EEF’s recommendations for targeted academic support were outlined. This third and final blog post will focus on the use of wider strategies.
Wider strategies support pupils wider learning behaviours that enable schools to remove non-educational barriers to attainment and get pupils’ learning back on track. The guide states: “The success of these strategies is strongly influenced by whether or not they are implemented alongside supportive relationships and strong routines.
Prioritising wider strategies can be key for the wellbeing and attainment of all pupils, but will be especially important at transition points, where the child is moving to the classroom next door or to an entirely new setting. Evidence suggests that is particularly true with pupils with SEND and for those from disadvantaged backgrounds.
In considering wider strategies, the EEF guide considers two elements:
- Attendance
- Improving behaviour.
Attendance
The EEF suggests that there are a number of approaches that can improve attendance.
Sharing pupils’ attendance data with parents and carers at different points of the school year.
Frequently stating the importance of regular attendance.
Utilising technology such as text messages.
The evidence suggests that targeting parents through attendance interventions can also be successful. All approaches need to be underpinned by strong relationships and an understanding of pupils’ needs.
Leaders need to reflect on two key questions:
- How effective are current systems of communication around attendance? Could this be improved or strengthened?
- What support is available for pupils with poor attendance? Does it address the root causes of their low attendance?
Improving Behaviour
Many schools have invested time in establishing new routines following the disruption caused by Covid-19. A focus for many schools is supporting positive behaviour for many pupils.
The EEF suggests that this may mean:
Leaders need to reflect on two key questions:
- During periods of transition, do pupils have a clear understanding of any changes to routine, the opportunity to develop relationships with peers and access to a curriculum that builds on what they already know?
- What changes might be needed to ensure this?
As schools develop their plans for the year ahead, it is important to recognise that successfully implementing new approaches is not a quick, one-off event. Additionally, there may be a need to stop existing approaches (de-implementation)
Meaningful change happens in planned stages and unfolds over a period of time.
Principal Consultant
October 2022
