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Study finds intervention for primary schools boosts pupil progress
Friday, 9 December, 2022New research from the Education Endowment Foundation (EEF) shows that a support programme developed by Bath Spa University, for primary school teachers of science, has a significantly positive impact on pupils’ learning.
Designed by the University’s researchers, the Focus for Teacher Assessment in Primary Science (Focus4TAPS) programme, aims to support teachers with key areas of their science teaching. This includes deepening their understanding of how pupils progress through the science curriculum, applying formative assessment, and providing appropriate levels of support or challenge for their pupils.
Supported by co-funding from the Wellcome charity, the EEF, appointed a team from UCL’s Institute of Education to carry out an independent study of 121 schools and 2882 pupils taking part in the Focus4TAPS professional development programme.
The trial ran from the academic year 2020/21 (delayed by one year due to pandemic-related disruption). During this time, teachers in delivery schools received Focus4TAPS teaching materials as well as six training sessions around how to better their practice.
Positive results
Key findings from the research showed that intervention had a significantly positive impact on Year 5 pupils’ (10-11 year-olds) science attainment, with children making - on average - an additional two months’ progress.
Encouragingly, the study also indicated that the positive impact was true of those from socio-disadvantaged backgrounds - an area that is central to the EEF’s research into major drivers of differences in education and employment outcomes later in life.
Teachers taking part in the trial deemed the programme to be beneficial, reporting higher confidence in some aspects of teaching and assessing science, compared to those in control schools.
The full report is available to read on the Education Endowment Foundation website.
Sarah Earle, Reader in Education and Focus4TAPS project lead, said:
“After 10 years of research and development, working with more than 9000 teachers, it is wonderful to see that the independent evaluation found a statistically significant impact on pupils.
“I am so grateful to the 121 schools from across England who continued with the EEF trial, even through pandemic closures.
“Bath Spa University has been leading primary science research and development for many years. This scaleable professional learning programme means that we can share the findings with even more schools across the country.”
Professor Becky Francis, Chief Executive of the Education Endowment Foundation, said:
“It is crucial that teachers have access to the information they need to maximise the impact of their practice and make purposeful use of every moment they have with their students.
“This new research is an exciting contribution to the evidence base, one that increases the options available to primary schools looking to improve science attainment in their setting.
“We’re looking forward to providing more evidence-based support for primary science teaching next year, through the publication of a new guidance report.”
This report builds on Bath Spa University’s recent Research Excellence Framework (REF) Impact Case Study success, which demonstrated how implementation of the Focus4TAPS assessment approach can support pupil learning in science.
To find out more about Focus4TAPS visit the Teacher Assessment in Primary Science (TAPS) section of the Bath Spa University website.