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.
The overall goal of the Research Schools Network is to improve the attainment of pupils by increasing the use of evidence-based teaching and learning practices. The specific goals of this fund are to increase the evidence base by supporting evaluations of innovations of teaching and learning approaches, communicating the findings among the Research Schools Network, and encouraging applications for larger systematic evaluations of promising approaches. The evaluations will be pilot studies of innovations, not large-scale randomised controlled trials. Nonetheless, there should be a comparison of pupil achievement that will indicate whether or not the intervention has potential.
Dates of funding rounds
Spring term this round is now closed.
Summer term round to open on Monday 30 April 2018 and close on Friday 15 June 2018.
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
Active Banking – accelerated vocabulary enhancement
Bishop Challoner Catholic College, in Birmingham, will investigate whether it is possible to accelerate rates of vocabulary development by training pupils in an active reading strategy called “Active Banking”. Read more
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
No More Marking
Notre Dame High School will lead a project investigating the impact of an online comparative judgement platform on teacher workload and pupils’ English outcomes in Years 7, 8 and 9. Read more