This page covers the second (effectiveness) trial of ReflectED, testing a scalable model under everyday conditions in a large number of schools. To read about the first (efficacy) trial - testing whether it could work in schools under best possible conditions - click here.
The evaluation report for this project is delayed due to data access issues. We will update the publication date on this webpage as soon as we have an estimate of when the report will be completed.
The ReflectED programme was developed by Rosendale Primary School to improve pupils’ meta-cognition - their ability to think about and manage their own learning. This includes the skills of setting and monitoring goals, assessing progress, and identifying personal strengths and challenges.
ReflectED consists of 28, weekly, half-hour lessons, which teach pupils strategies they can use to monitor and manage their own learning. Pupils are supported to apply and practise these strategies throughout the rest of the curriculum; record reflections on their learning; and review these over time, so that they can observe their progress and consider which strategies seemed to work well. Teachers can also look across these records to get an overview of the areas that pupils are enjoying or struggling with, and identify specific pupil needs.
A whole-school approach to developing meta-cognitive skills
The York Trials Unit
Developing effective learners
Why are we funding it?
The EEF is funding this trial because there is evidence that improving pupils’ metacognitive skills is a powerful way to improve academic outcomes, but there is a shortage of programmes which support teachers to do this effectively. EEF previously funded the evaluation of the ReflectED programme in 2013. The attainment of pupils in Year 5 was evaluated using a randomised control trial involving 1,858 pupils. The trial found that pupils who participated in ReflectED made an average of four months’ additional progress in maths compared to pupils who did not. Pupils who participated also developed a more positive attitude towards maths compared to the control group. However, pupils in treatment classes also made two fewer months’ progress in reading compared to the control group. EEF believes that the positive effect in maths was promising enough to warrant further research to evaluate the impact of the approach on a larger scale, incorporating lessons from the efficacy trial that could improve the approach.
How are we evaluating it?
The intervention will be evaluated by a team from York Trials Unit. The evaluation will be a 2-arm randomised controlled trial (RCT) with allocation of 140 schools to treatment or control group. The delivery will be to the whole school, though the evaluation will focus on selected year groups. The aim is to use Key Stage 2 tests in English and maths to look at the impact of the programme on Year Year 5 pupils after two years. There will be an in depth process evaluation alongside the impact evaluation to understand implementation and necessary conditions to success.
When will the evaluation report be due?
The evaluation report will be published in Summer 2020.