Links to our Research Projects and Evidence Based Approaches

NELI_logo.png   NELI 
Evidence and programme development
NELI is a Nuffield Foundation initiative and was developed by leading academics in the field of language and literacy development. The aim was to design an evidence-based early intervention programme that could be easily delivered by schools to address children’s language needs. Several robust evaluations has led to NELI being the most well-evidence early language programme available to schools in England. How the programme is structured. A member of school staff (usually a teaching assistant or early years educator) delivers three small group sessions and two individual sessions to a targeted group of around 3-6 children for 20 weeks.

education-endowment-foundation-eef-vector-logo.png     EEF STARS Incredible Years 

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/stars-incredible-years-teacher-classroom-management

Incredible Years Teacher Classroom Management (IY – TCM) supports teachers to improve behaviour in their classroom by developing their classroom management technique. Studies estimate between three and six children in each school class will have significant social, emotional or behavioural difficulties that impair their current and future life prospects. Children from disadvantaged backgrounds are even more likely to be affected by these issues. This programme supports the whole class and should be particularly helpful for students with behavioural difficulties.

 

raspberry-pi-logo.jpgRasberry Pi ‘Gender Balance in Computing’ research

https://www.raspberrypi.org/blog/gender-balance-in-computing-research-project-launch/

‘Gender Balance in Computing’ is a collaboration between the consortium of the Raspberry Pi Foundation, STEM Learning, BCS, The Chartered Institute for IT, and the Behavioural Insights Team. Our partners, Apps for Good and WISE, will also be working on the project. ‘Gender Balance in Computing’ will develop and roll out several projects that aim to increase the number of girls choosing to study a computing subject at GCSE and A level.

 

Everton-in-the-Community.png  Everton in the Community Tackling the Blues

https://www.evertoninthecommunity.org/projects/education/primary-school-provision/tacklingtheblues

Tackling the Blues is a sport, physical activity and education-based mental health literacy programme, which supports children and young people aged six to 16-years who are experiencing, or are at risk of, developing mental illness.

The programme is delivered by Everton in the Community and The Department of Sport and Physical Activity and The Faculty of Education at Edge Hill University (EHU).

These areas include some of the most deprived local authorities nationally, where statistics highlight children and young people experience inadequate health outcomes. Weekly sessions are delivered in multiple schools, engaging more than 750+ children and young people every week.

UoCLogoProduct.pngAttachment, Trauma and Mental Health

Adverse Childhood Experiences (ACEs) and trauma are experiences of physical and emotional abuse and neglect in childhood, which can have a negative impact upon education experiences, physical and mental health, a greater risk suicide and addiction and more.

cheshirewirralpartnership.pngWirral Mental Health Support Team Pilot: Child Well-Being Ambassadors

We are a pilot school for Wirral MHST who are in the process of developing a new training and support package to introduce Child Well-Being Ambassadors into Wirral Primary Schools. Well-being Ambassadors are pupils who have received training in; the principles of positive mental health; how to improve our sense of well-being and strategies to support feeling more positive. They will demonstrate a commitment to share this knowledge within the school community. Ambassadors will have a responsibility for leading on, promoting and raising awareness of well-being, supporting the whole school approach, and championing the voice for children. These pupils will assess and evaluate school well-being practices, make suggestions for improvements and celebrate success.’

logo_2_2019_05_10_01_06_38_pm-695x130.png Voice 21

https://voice21.org/

Becoming a Voice 21 Oracy School is a commitment: to transform oracy teaching and learning across  school, enabling all children to access and benefit from a high-quality oracy education. Our Voice 21 Oracy School membership reflects the ambitions of school leaders who understand that oracy is not a programme to be completed one year and gone the next, or an extracurricular endeavour for a select few, but rather an essential facet of an effective, empowering and expansive education. 

readdwriteinc-360x249.jpgRead Write Inc. 

https://www.ruthmiskin.com/en/programmes/phonics/

Read Write Inc. Phonics has been developed by Ruth Miskin Training and is a professional development and teaching programme. It includes systematic synthetic phonics, reading and applying phonics to decodable books, and skills for writing, including handwriting and compositional writing. 

Fresh start.pngFresh Start

https://www.ruthmiskin.com/en/programmes/fresh-start-fast-track-tutoring/

Read Write Inc. Fresh Start Fast Track Tutoring provides a fast track to rescue struggling readers.It teaches students at their challenge point so they learn to read accurately and fluently - quickly.It teaches them to spell correctly and use correct punctuation to help them get their ideas down on the page.The Education Endowment Foundation recently ran a project investigating the effectiveness of Fresh Start, which found that the intervention shows considerable promise as an effective catch-up intervention for low-attaining readers at the transition phase from primary to secondary school. 

Talk through stories.png Talk Through Stories

https://talkthroughstories.com/

Talk Through Stories is for all children, but it is especially for children who do not come from a language rich home. It is designed to extend and deepen children’s vocabulary so that they can understand the books they will soon be able to read for themselves. Time is not on their side. That is why it has been so important to plan specifically and systematically – step by step – to develop their vocabulary.In a nutshell, this is how Talk Through Stories works: We help children love the story first and, when they know it well, we teach them to use the ‘Tier Two’words from the story in everyday contexts. (Tier Two words are words that children are unlikely to hear in everyday conversation, but will encounter in stories and teaching as they progress through school.)

Accelerated reader.jpg Accelerated Reader

https://www.renaissance.com/products/accelerated-reader/

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/accelerated-reader

Accelerated Reader (AR) is a reading management and monitoring programme that aims to foster independent reading. The internet-based software assesses reading age, and suggests books that match pupils’ needs and interests. Pupils take computerised quizzes on the books and earn AR points as they progress.The EEF study found that pupils who were offered Accelerated Reader made 3 months’ additional progress in reading compared to other similar pupils. For pupils eligible for free school meals the figure was 5 months’ additional progress.

education-endowment-foundation-eef-vector-logo.png       nfer_og.png NFER / EEF The Storytime Trial 

The trial will compare two popular ways that teachers read in their classroom: a sustained reading – ‘GO! Approach’; and reading with pauses to ask questions – ‘STOP! approach’. Reading the story without pausing is a popular way of reading aloud that builds on an established tradition of sharing stories, exposing children to a wide range of texts and seeking to instill in pupils an enjoyment of, and motivation for, reading. In contrast, there is evidence to suggest that reading the text and pausing to ask questions may help to model to children the implicit processes that accomplished readers undertake when reading, helping them to develop these skills for themselves.

Power-Maths-Large-Logo.png Power Maths

https://whiterosemaths.com/power-maths/

Power Maths is a UK curriculum mastery programme designed to spark curiosity and excitement and nurture confidence in maths. The only mastery programme perfectly aligned to the White Rose Maths progressions and schemes of learning. Written specifically for UK curriculum classrooms by leading mastery experts from around the world and recommended by the UK’s Department for Education.

ncetm_logo_increased_artboard_size-1.png NCETM Mastering Number R, Y1, Y2

https://www.ncetm.org.uk/news/mastering-number-a-new-programme-for-early-primary-pupils/

A large-scale nationwide programme for teachers of pupils in Reception, Year 1 and Year 2, designed to help children embed good number sense. Mastering Number is a new programme offered in 2021/22 by the National Centre for Excellence in the Teaching of Mathematics (NCETM) and the Maths Hubs Network. It aims to develop solid number sense, including fluency and flexibility with number facts, which will have a lasting impact on future learning for all children. It also involves high quality professional development for teachers.

ncetm_logo_increased_artboard_size-1.png NCETM Sustaining Mastery

https://www.ncetm.org.uk/maths-hubs-projects/primary-teaching-for-mastery-sustaining/

This is for all primary schools who have previously been involved in teaching for mastery via a Development or Embedding Work Group, or who are Mastery Specialist schools. It brings together schools across the Maths Hubs Network that are working on continued development to sustain their teaching for mastery approach to mathematics.

LPPA.pngLeading Parent Partnership Award

This award helps school to work in partnership with all parents and carers Increasing parental participation in school life leads to improved pupil progress, punctuality, attendance and behaviour. The framework encourages parents to be involved in their children's learning leading to improved outcomes in all aspects of school life.
 
Liverpool_Hope_University_crest.jpg Liverpool Hope University  Early Years Research & Curriculum Group; English Research & Curriculum Group; SEND Research Group
 

  National College.png The National College

The National College provide engaging CPD in a high-quality video format on the latest practice, policy and research, working with some of the leading experts in education. They work with some of the leading experts in education. From inspectors and government advisors to senior leaders and university professors, they ensure their CPD is produced to the highest standard.

Follow the link to read our case study with The National College.

https://thenationalcollege.co.uk/news/case-study-grove-street-primary-school

 

 education-endowment-foundation-eef-vector-logo.pngEffective Learning Behaviours

This suite of training is based upon the rich and diverse evidence base gathered in the EEF guidance reports. This course draws upon the evidence represented in multiple reports: improving behaviour, metacognition and self-regulation, special educational needs in mainstream schools, working with parents, and social and emotional learning.  Successful learning behaviours rely on layering these areas to wrap around each unique learner. Each is part of a puzzle which makes best sense when all parts connect to build long-term protective factors which fosters deep learning and cultivates effective learners.

ASDA-Logo-2015.pngr53mh0mE_400x400.jpg ASDA & Rethink Food Social Enterprise Pilot

https://www.rethinkfood.co.uk/education/

We are a pilot school for a  trial with Rethink Food and Asda Bromborough. Rethink Food provide schools with online education resources for sessions where the pupils learn about food waste and setting up a social enterprise in the form of a community food hub. The schools then create their own community food hub, stocked by food sourced by Rethink Food.  

 

 

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