Innovation Evaluation Grants
The IEE Innovation Evaluation Grants are available to schools that are working closely with the Research Schools Network.They are awarded by the IEE to provide funding for pilot evaluations of innovations of teaching and learning approaches that support the Research Schools Network’s goal to improve the attainment of pupils by increasing the use of evidence-based practices.
Goals of the Innovation Evaluation project
Teachers often try out innovations of teaching and learning practices with their pupils. Sometimes these are approaches that the teachers have developed themselves, either alone or in collaboration with colleagues in their school. Sometimes they are adaptations of approaches that have been proven to work elsewhere, which the teachers have altered to work with their particular pupils.
Learning by Questions
We are delighted to announce a new round of IEE innovation evaluation grants. The new funding, provided by Learning by Questions, will support schools with up to £5,000 to test a new innovation in classroom practice.
Innovations can either be based on existing evidence or, where evidence is lacking, test a new approach to address a challenge within school. Potential innovations should meet the following criteria:
- Be developed and evaluated within a school (so applications from third party organisations will not be considered).
- Be related to core curriculum subjects (maths, science and English) in Key Stages 1-3 (ages 5-14). Approaches in other areas will be considered, but are less likely to be successful.
- Capable of using the Learning by Questions system as part of the innovation and/or evaluation (we will check this for you).
If you have an innovation that you would like to be considered, please complete this short expression of interest. Your application will be reviewed by staff at the IEE and Learning by Questions and, if successful, we will help you to develop the project further.
Building resilience in learners
Sidmouth College will be working with six schools to deliver and evaluate a six-week course based on cognitive behaviour therapy principles to Year 7 pupils who have been identified as having low attendance, achievement, poor behaviour and attitude to learning. Their evaluation will test whether interventions are effective in improving pupils’ wellbeing and resilience so that they feel settled in the classroom and are ready to learn. Read more
Evaluating the impact of feedback using an audio tool compared to written feedback
This project, led by Notre Dame High School, will evaluate the effectiveness of teachers recording verbal feedback for pupils, both in terms of improving A-level test outcomes in sociology and maths and having a positive impact on teacher workload.Read more
The effect of immediate (live) marking on pupil progress in science
The Westwood Academy’s innovation provides pupils with immediate feedback during science lessons to enable them to develop their thinking in class, and thereby increase their knowledge and understanding of the subject. Read more
Bishop Challoner Catholic College investigated whether it is possible to accelerate rates of vocabulary development by training pupils in an active reading strategy called “Vocabulary Banking”. Read the final report
Improving children’s narrative writing through film clubs
Legsby Primary School will lead an evaluation into the impact of attending after school film clubs on the creative writing of Year 5 pupils. Read more
Investigating a sustainable approach to teaching languages in primary schools
Golbourne High School are investigating whether a modern foreign languages curriculum developed by teachers at the school can teach Year 5 pupils the grammatical knowledge and skills they need to be successful in Key Stages 3 and 4. They will also investigate the most effective and sustainable level of support required to deliver this in primary schools. Read more
Teaching A-level pupils “skills for learning”
Ashby School are investigating whether a skills for learning course supports the academic attainment of Year 12 A-level pupils with relatively low prior attainment. Read more
St John’s International Academy in Wiltshire will deliver The Meta-Package, a series of lessons on neuroscience, memory and self-regulation with an accompanying language for learning present in all lessons, to Year 7 pupils. They will investigate whether this intervention can increase pupil progress, especially for disadvantaged learners. Read more
Notre Dame High School will lead a project investigating the impact of an online comparative judgement platform – No More Marking – on teacher workload and pupils’ English outcomes in Years 7, 8 and 9. Read more
Implementation of Knowledge Organisers in Year 8 English lessons
Claremont High School Academy conducted a research project to see if use of Knowledge Organisers and regular quizzing improved pupils’ knowledge and therefore improved their assessment scores. Read the final report.
Evaluating the impact of Mastery English on reading ages in Year 7 and on teacher workload
Notre Dame High School will trial the use of a Mastery English approach in Year 7 to evaluate whether it impacts on reading comprehension and overall reading achievement. Read more
Using testing to improve the quality of learning in reading
Ocker Hill Academy will evaluate the impact of hypercorrection on the reading comprehension ability of Year 5 pupils. Read more
Increasing times tables fluency
Underwood West Academy will evaluate which balance of procedural and conceptual approaches to teaching times tables is most effective in improving scores in a timed times tables test for Year 4 pupils. Read more
Desk cycle study
In this innovation evaluation, Crescent Academy will evaluate whether having access to a desk cycle reduces levels of hyperactivity in Year 5 and 6 pupils with high prior levels of hyperactivity (rated by teachers) and helps them to focus more in lessons, leading to an improvement in maths attainment. Read more
Retrieval practice in primary science lessons
Old Hill Academy evaluated the impact of retrieval practice, in the form of multiple-choice quizzing, during the teaching of one science unit on performance in science tests for pupils in Years 2–5. Read the final report
Developing word knowledge
This innovation evaluation seeks to determine what impact a direct instruction spelling intervention, delivered via a 36-week vocabulary programme, has on spelling accuracy, reading fluency and reading comprehension outcomes in primary school children in Years 3 and 5. Read more
Structured after school support and its impact on reading age
Northgate High School will evaluate whether a nine-month reading intervention for disadvantaged pupils in Year 7 improves reading age compared to those pupils who do not follow the after school intervention programme. Read more
Science learning journals
Heathfield Community College will evaluate the impact of using learning journals in science lessons for one academic year on the recall and application of science knowledge for Year 6 pupils. Read more
Using self-regulated strategy development to improve writing in Year 8
Highfield School will evaluate the impact of self-regulated strategy development, delivered from September to June, on Year 8 pupils’ extended writing. Read more
Vauxhall Primary School will evaluate the impact of Reading Masters delivered over an academic year on the reading skills of pupils in Year 4. Read more
A metacognitive approach to the learning and teaching of spelling (MALTS)
Rathfern Primary School in Lewisham will lead on a project to evaluate a metacognitive approach to learning and teaching spelling. Read more
Word rich readers
The Weald School are conducting an evaluation of an innovation designed to keep pupils reading during the primary/secondary transition phrase. Read more
Reading Fluency for disadvantaged pupils
Garden Fields School are evaluating the impact of a small-group reading fluency intervention on the reading comprehension of children in Year 4, 5 and 6 who are working below age related expectation. Read more
Enhancing reading skills in young learners
Garden Fields School will evaluate an innovation that aims to develop early reading skills through explicit phonological awareness teaching and sight word recognition. Read more
Let’s Think Early Years
Charles Dickens Primary will lead on an evaluation of Let’s Think; an approach to maths teaching for Reception children that also aims to improve general reasoning level and outcomes at Early Years Foundation Stage. Read more
Greenshaw High School will evaluate the DoNow+ innovation to test whether it improves the performance of Year 8 pupils when responding to analytical questions in History and in English. Read more
Low stakes quizzing
Heathfield Community College will evaluate the impact of low stakes quizzing for 10 minutes a week, compared to less rigid, structured quizzing, across an academic year on the application of subject knowledge and progress in Year 8 history and geography pupils. Read more
The finalised programme for the IEE’s first Innovation Evaluation conference, Improving outcomes …
The first two reports from projects funded by the IEE Innovation Evaluation Grants have now been …