School based interventions
Get involved in Bradford’s evidence active network and Bradford Research Champions
We understand the importance of collaborative working across the district, to enable schools, teachers and leaders to support one another in providing the best education for Bradford’s children and young people. This is a project explicitly designed to embed evidence in classroom practice, by creating a sustainable network of schools and practitioners all linked to the Research School and the Centre for Applied Education Research. The Research Active network will allow us to disseminate new learning on removing health barriers to learning across the Bradford district. Research Active schools will be better able to identify effective interventions, supporting sustained improvement. We would also expect an Evidence Active school to be more attractive as an employer. Practitioners will be expected to outline how they have implemented evidence beyond the scope of 2020/21. This would provide measurable actions and also case studies of practice and impact.
Bradford ‘City of Research’
The Head of Bradford Research School is acting as a link between Bradford schools and Centre for Applied Educational Research (CAER) – linking researchers with what happens in the classroom. This activity is linked to work of the Evidence Active Network / Bradford Research Champions. CAER research and trials has evidenced progress in removing a range of health barriers to learning and the EEF evidence based interventions are proven to improve outcomes for young people. These are key drivers behind this co-ordination role locally – with an ambition to engage more teachers, health professionals and the community in research, to support Bradford’s ambition to become a ‘City of Research’.
Best practice to utilise in your school or MAT
Below are some examples of projects developed by the Centre for Applied Education Research. They address a range of health-related issues which impact the education of Bradford pupils:
Making Handwriting Shine – Handwriting (producing letters and words using a pen) is a crucial skill underpinning attainment. Taking notes, capturing ideas, and demonstrating knowledge on paper underlies much of children’s attainment, and it’s unsurprising that handwriting ability (both legibility and speed) predicts educational achievement at even an early age. An RCT (EEF funded) involving 100 schools empowered schools to use evidence-based clinical techniques for improving handwriting. The study yielded promising results with plans to scale up the study once the schools are through the worst of the aftermath of the pandemic. The invention aims to improve KS2 results in writing and reading by at least one percentage point.
Fundamental Movement Skills (FMS) – There is a strong body of evidence (including data from Born in Bradford) showing a relationship between FMS and educational attainment. FMS deficits are also a known risk factor for mental ill health. Studies have suggested that a large proportion of children are unable to perform age-appropriate FMS. Unfortunately, schools are not well equipped to identify these difficulties so CAER has created freely available resources that will enable all primary schools to identify and support children who lack these fundamental educational behavioural building blocks.