October 20, 2022

Implementing the EEF’s Five-a-day-approach and School Planning Guide for Primary – Part 3

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:

  1. Attendance
  2. 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:

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:

  • Establishing a whole school culture in which behaviour routines are implemented positively, consistently and with transparency.

  • Explicit teaching of social and emotional skills to all pupils, which also integrate well into high-quality teaching in every classroom.

  • Approaching transition carefully, ensuring that pupils: receive a well-sequenced curriculum that builds upon their prior learning experiences; have a strong understanding of school routines and expectations; benefit from opportunities to develop new friendships.

Leaders need to reflect on two key questions:

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.

Photo of Emma Adcock – VNET EDUCATION CIC
Emma Adcock

Principal Consultant
October 2022

Share this post

Similar Posts

Evaluating the Impact of Your Curriculum Project

The impact of the curriculum lies in whether students have learnt the things you’ve taught them. How do you know whether pupils know what you think they know? This project is intended for primary and secondary headteachers, senior and subject leaders who want to ensure that all pupils benefit from a good quality of education and optimise their learning and outcomes.

Read More →

Implementing the EEF’s Five-a-day-approach and School Planning Guide for Primary – Part 3

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 …

Read More →

Implementing the EEF’s Five-a-day-approach: School Planning Guide for Primary Schools – Part 2

This is part 2 of the ‘Implementing the EEF’s Five-a-day-approach’ series. This blog focuses on using diagnostic assessment to identify learning gaps.

Read More →

Implementing the EEF’s Five-a-day-approach: School Planning Guide for Primary Schools

This blog will present a summary of the content and recommendations of EEF’s publication with specific reference to its implications for primary schools.

Read More →

Building Stronger Sentences

Evidence from the EEF (May 2022) shows that Covid-related disruption has caused learning loss in children.
There is some evidence that the writing outcomes for primary-aged and Year 7 children were lower than expected compared to previous year groups (Christodoulou, 2021, 2022).

One of the common issues is that writing has been heavily impacted.

Read More →

Supporting TA Expertise 22/23

This course will ensure that Teaching Assistants are equipped with the knowledge, skills and strategies which are required to support Quality First Teaching and enable pupils to get back on track.

Read More →

Sign up for our newsletter

and keep up-to-date with all news from VNET CIC. You can unsubscribe at any time.