We are very pleased to announce that we have been part of a successful bid by Greetland School to become a Research School supporting schools in Oldham. We have a trained research lead in our school and are excited at the opportunities that this will offer for both our children and our staff. Please see the attached press release for more information.
Helen Crowther, Research Lead
ReflectED trial- Beech Hill 2018-19
ReflectED is an approach to learning, developed by Rosendale Primary School, which teaches and develops children’s metacognition skills. It can support and improve attainment for all pupils by enhancing pupils’ ability to think about their learning, assess their progress, set and monitor goals, identify strengths and challenges in their learning and develop a learning dialogue between pupil and teacher. In the previous, smaller scale trial of ReflectED, it was shown that children make an average of 4 months additional progress in maths compared with children who had not taken part in the study. Following the success of this initial trial, Rosendale Primary School is now carrying out a whole school efficacy trial of ReflectED once again sponsored by the Education Endowment Foundation. This is the trial that we are taking part in.
ReflectED whole school approach will be running for five terms starting in February 2018. Over 100 primary schools around England have signed up. The trial is a pragmatic two-armed cluster randomised controlled trial (RCT) of the whole-school ReflectED metacognition intervention, with schools randomised equally to either receive ReflectED or continue with business as usual (control). We have been randomised to receive ReflectED as part of the treatment group of schools.
What are the aims?
Rosendale have teamed up with University of York, who will be evaluating the impact of ReflectED applied as a whole school intervention, on attainment in both Key Stage 1 (KS1) and Key Stage 2 (KS2). More specifically, the trial will evaluate the impact of ReflectED on maths and reading attainment in KS2 (primary outcomes), maths and reading attainment at KS1 and metacognition (as reported by the Junior Metacognitive Awareness Inventory at KS2 (secondary outcomes). The research will also explore the impact of ReflectED on students eligible for Free School Meals (FSM).
The primary research questions are:
• How effective is ReflectED in improving pupil outcomes in maths at the end of KS2?
• How effective is ReflectED in improving pupil outcomes in reading at the end of KS2?
The secondary research questions are:
• How effective is ReflectED in improving pupil outcomes in maths at the end of KS1?
• How effective is ReflectED in improving pupil outcomes in reading at the end of KS1?
• How effective is ReflectED in improving pupil outcomes in grammar, punctuation and spelling (GPS) at the end of KS2?
• How effective is ReflectED in improving primary and secondary outcomes for pupils with Free School Meals (FSM)?
• Does ReflectED have an impact on metacognition for pupils in KS2, as measured by the Junior Metacognitive Awareness Inventory (JrMAI)?
The primary focus of the evaluation is on all pupils in Year 5 in January 2018 through to the end of Year 6 (summer 2019), with a secondary focus on children in Year 1 through to the end of Year 2 for the same period. At the end of the intervention results for students will be compared across control and intervention schools.
How does it work?
The ReflectED approach involves weekly metacognition lesson plans for every year group that teach children how to break down the learning process, including topics such as growth mindset, failure and perseverance. Alongside this, children learn how to reflect on their curriculum lessons, saving these reflections in a digital portfolio using SeeSaw.
ReflectED teaches children the skills of reflection and how to record their learning moments and strategies. Teachers can also look across these reflections to understand what pupils are enjoying or struggling with, and identify specific pupil needs.
As Seesaw is already embedded throughout school, it fits into our daily activities without much extra work for teachers. The children are trained and confident in using it.
Alongside the weekly metacognition lessons, children will be asked to complete a reflection of one maths and one English lesson each week. This involves them rating their confidence and performance using a colour coded system- this could be done at the end of a lesson to see how well they have understood, the beginning to assess any prior knowledge or at the beginning and at the end to assess progress.
We will be using the four ‘performance tag colours’ to talk about our learning when we reflect and in the classroom. They can also use these when talking about their learning at home.
Red – I don’t understand anything about this (yet)
Yellow – I understand a little bit but need some help
Green – I understand the learning and can do this independently
Blue – I am confident enough at this to coach someone else
We will be teaching children how to accurately assess their progress and emphasising that it is ok to be any of the colours – if they are feeling red or yellow they need to work out strategies to help them to feel green. If they are feeling green, they can deepen their understanding of something by coaching others and becoming blue.
One of the key points that we will be getting across to the children and that will be embedded throughout the school is that it is fine to make mistakes and they are a valuable tool to learn from. Being able to find errors and work out why a mistake was made is a great way to learn.
Lessons started at the end of last half term and will continue weekly for the next 5 terms until the end of the trial. If there is significant impact, we will continue with the intervention.
We are constantly striving to provide the best education for our children and are committed to making improvements based on sound educational research. Our staff have carried out their own small scale action research in the past and are all using research to make improvements in their subject areas. All staff training sessions have research at the heart. We are also now involved in a trial through the EEF (Education Endowment Foundation) into metacognition and are looking forward to participating in this over the next five terms whilst hopefully improving outcomes for all of our children. We will add more information about this whole school research project over the coming year.