Coaching for Progress are delighted to see the findings of the revised pupil Premium toolkit that has just been released by the EEF. The Toolkit considers which strategies are the most effective at improving outcomes for Pupil Premium pupils.
The top 3 are:
- 1) Feedback:
Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim to (and be capable of) producing improvement in students’ learning. Feedback redirects or refocuses either the teacher’s or the learner’s actions to achieve a goal by aligning effort and activity with an outcome.
Coaching for Progress is all about pupils working actively towards their goals and how they use feedback to improve their performance.
- 2) Meta-cognitive and self-regulation:
Meta-cognitive and self-regulation strategies (sometimes known as ‘learning to learn’ strategies) are teaching approaches which make learners think about learning more explicitly. This is usually by teaching pupils specific strategies to set goals, monitor and evaluate their own learning.
Coaching for Progress is all about helping pupils thinking more carefully about themselves as learners. Our training is designed to help pupils set meaningful learning goals and then evaluate their own progress towards achieving these goals.
- 3) Peer Tutoring:
A range of approaches in which learners work in pairs or small groups to provide each other with explicit teaching support. In cross-age tutoring an older learner takes the tutoring role and is paired with a younger tutee or tutees.
Coaching for Progress offers training for pupils to help them develop these skills effectively.
All the evidence backs up the work we do, Coaching for Progress offers improved outcomes for pupils based on evidence based research.