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Founded | 2011 |
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Purpose | Education |
Website | educationendowmentfoundation |
The Education Endowment Foundation (EEF) is a charity established in 2011 to improve the educational attainment of the poorest pupils in English schools. [1] [2] It aims to support teachers and senior leaders by providing evidence-based resources designed to improve practice and boost learning. [3]
On its creation, the EEF became the biggest funder of schools research in England. [4]
The Education Endowment Foundation (EEF) was founded in 2011 by lead charity the Sutton Trust, in partnership with Impetus Trust (now part of Impetus–Private Equity Foundation), with a £125 million founding grant from the Department for Education. [5]
The EEF was initiated in November 2010, when the Secretary of State for Education, Michael Gove, announced plans to establish an education endowment foundation intended to help raise standards in challenging schools, inspired by the Obama administration's Race to the Top initiative in the US. [1]
The EEF was formally launched in July 2011, with Chairman Sir Peter Lampl declaring its aim would be to "develop initiatives to raise the attainment of the poorest pupils in the most challenging schools". [6] The EEF took over from the Sutton Trust the development of the Teaching and Learning Toolkit, and Sir Kevan Collins, former Chief Executive of the London Borough of Tower Hamlets, was appointed the EEF's first chief executive.
In 2012, the EEF was awarded a further £10 million by the Department for Education to identify and evaluate high-potential interventions aimed at improving literacy for 10 and 11 year-olds at the transition from primary to secondary school. [7]
In October 2019, it was announced that Professor Becky Francis would replace Sir Kevan Collins as chief executive of the EEF. [8]
The Sutton Trust-EEF Teaching and Learning Toolkit was developed from the Pupil Premium Toolkit commissioned by the Sutton Trust and produced by Durham University in May 2011. [4] The Toolkit summarises the findings of more than 13,000 trials from around the world. [4]
In the autumn of 2012, the EEF announced trials of its first four grant-funded projects. Since 2012, the EEF has funded a total of 145 projects involving 9,400 schools, nurseries and colleges. [9]
In 2014, the EEF published its first independent project evaluation. To date, 84 evaluations have been published, with the majority of these designed as randomised controlled trials. [10] The EEF have commissioned more than 10 per cent of all known trials in education around the world. [4]
The EEF Families of Schools database, launched in 2015, is an interactive tool that puts schools into families of 50 based on factors including prior attainment, percentage of pupils eligible for free school meals and the number of children with English as an additional language. The attainment of pupils on a range of measures can then be compared with similar schools. [11]
It allows schools to understand the size and nature of their attainment gap in relation to other similar institutions and provides new information, with the aim of helping schools to learn from the best performing school in each family. [11]
In 2014, the EEF extended its remit to include early years, with the aim of developing an understanding of how to support the learning of 3-4 year olds, in particular those eligible for free school meals. [12]
The EEF launched the Early Years Toolkit in 2015, which aims to provide guidance for early years professionals on how to use their resources to improve the learning of disadvantaged children. The toolkit covers 12 topics and summarises research from 1,600 studies. [13]
The Research Schools Network is a collaboration between the EEF and the Institute for Effective Education (IEE) to create a network of schools to support the use of evidence to improve teaching practice. [14]
Research Schools act as regional hubs for the Research Schools Network. Through the network, they attempt to share what they know about putting research into practice, and support schools to make better use of evidence to inform their teaching and learning. [14]
Launched in 2016, the Network initially consisted of 11 schools. In 2017, Education Secretary Justine Greening announced plans to set up 12 new research schools in the government's "opportunity areas" – identified as social mobility 'coldspots' – areas with both poor social mobility and schools that face challenges. [15]
The Network currently numbers 32 schools. [16]
In 2014, the EEF began working with school systems in Australia to develop an Australian version of the Teaching and Learning Toolkit, taking the global evidence base that underpins the Toolkit and contextualising it with recent examples of local research to enhance its relevance for Australian teachers. [17]
The Australian work was joined in February 2017 by the work of Education Scotland, which has led to the development of a Scottish version of the Toolkit to strengthen the use of evidence underpinning the Scottish Attainment Challenge. [18]
In July 2017, the EEF entered into a new partnership in Latin America and the Caribbean with SUMMA (the Laboratory of Education Research and Innovation for Latin America and the Caribbean). [19]
Private schools in the United Kingdom are schools that require fees for admission and enrollment. Some have financial endowments, most are governed by a board of governors, and are owned by a mixture of corporations, trusts and private individuals. They are independent of many of the regulations and conditions that apply to state-funded schools. For example, the schools do not have to follow the National Curriculum, although many such schools do.
Education in Scotland is provided in state schools, private schools and by individuals through homeschooling. Mandatory education in Scotland begins for children in Primary 1 (P1) at primary school and ends in Fourth Year (S4) at secondary school. Overall accountability and control of state–education in Scotland rests with the Scottish Government, and is overseen by its executive agency, Education Scotland, with additional responsibility for nursery schools being the joint responsibility of both Education Scotland and the Care Inspectorate. Scotland's private schools are overseen by the Scottish Council of Independent Schools. Children in Scotland sit mandatory National Standardised Assessments in Primary 1 (P1), Primary 4 (P4), Primary 7 (P7) at the end of primary school, and Third Year (S3) in secondary school, which assist in monitoring children's progress and providing diagnostic data information to support teachers' professional judgement.
An academy school in England is a state-funded school which is directly funded by the Department for Education and independent of local authority control. The terms of the arrangements are set out in individual Academy Funding Agreements. 80% of secondary schools, 40% of primary schools and 44% of special schools are academies.
In the European Union education is at the responsibility of its Member States and their Ministries of education that they have; in such, the European Union institutions play only a supporting and overseeing role. According to Art. 165 of the Treaty on the Functioning of the European Union, the Community
shall contribute to the development of quality education by encouraging cooperation between Member States, through actions such as promoting the mobility of citizens, designing joint study programmes, establishing networks, exchanging information or teaching languages of the European Union. The Treaty also contains a commitment to promote life-long learning for all citizens of the Union.
The New Line Academies are two concept schools present in South Maidstone, Kent, England. It consisted of two secondary schools in South Maidstone who were governed under one body to improve standards for children and create greater consistency in the quality of provision through a collective approach to education.
Wallington County Grammar School (WCGS) is a selective state boys' grammar school with a coeducational Sixth Form located in the London Borough of Sutton. From 1968 to the mid-1990s the school was known as Wallington High School for Boys, one of a handful of grammar schools in the borough,
The Sutton Trust is an educational charity in the United Kingdom which aims to improve social mobility and address educational disadvantage. The charity was set up by educational philanthropist, Sir Peter Lampl in 1997.
Harris Federation is a multi-academy trust of 52 primary and secondary academies in and around London. They are sponsored by Philip Harris.
Kingsford Community School is a secondary school in Beckton in the London Borough of Newham, East London, England. It opened in September 2000, and educates full-time students from the ages of 11 to 16. The current headteacher is Joan Deslandes, who was appointed an OBE in 2017 in the Queen's Birthday Honours List for her services to education.
Sir Peter Lampl, OBE, is a British philanthropist. He is the founder and chairman of the Sutton Trust and the Education Endowment Foundation.
Therfield School is a coeducational secondary school and sixth form located in Leatherhead, Surrey, England. Therfield School sixth form teaches courses of further education for students between the ages of 16 and 18 and has an arrangement of reciprocated entry criteria with three others in the county: The Ashcombe School, Warlingham School and Oxted School.
Evidence-based education (EBE) is the principle that education practices should be based on the best available scientific evidence, rather than tradition, personal judgement, or other influences. Evidence-based education is related to evidence-based teaching, evidence-based learning, and school effectiveness research. For example, research has shown that spaced repetition "leads to more robust memory formation than massed training does, which involves short or no intervals".
The English Baccalaureate (EBacc) is a school performance indicator in England linked to the General Certificate of Secondary Education (GCSE) results. It measures students' attainment by calculating an average score from specified subject grades. The EBacc includes subjects which are studied in many subsequent university programmes.
Stephen A. C. Gorard is a British academic who specialises in the sociology of education. He is Professor of Education and Public Policy at Durham University. Stephen Gorard is the most published and cited UK author in education, and in the top ten academic journals worldwide.
A school breakfast club is a provision for children to eat a healthy breakfast in a safe environment before their first class. The term "breakfast club" is commonly used to describe such facilities in the United Kingdom.
The Teacher Development Trust is a UK charity which works to raise awareness of the importance of professional development for teachers and other education professionals.
National Numeracy is an independent charity based in Brighton, UK, that promotes the importance of numeracy and "everyday maths".
The London Challenge was a school improvement programme launched by the UK's Labour Government in 2003. The policy document "Transforming London Secondary Schools" set out the aims of the programme, which was designed to create a "step change" in the performance of London secondary schools.
Multi-Academy Trust (MAT) or academy chain is an academy trust that operates more than one academy school. Academy schools are state-funded schools in England which are directly funded by the Department for Education and independent of local authority control. The terms of the arrangements are set out in individual Academy Funding Agreements. The group of schools in a multi-academy trust work together under a shared academy funding agreement.
Lee Elliot Major is Professor of Social Mobility at the University of Exeter, Britain's first professor in the field. His work is dedicated to improving the prospects of disadvantaged young people.