Education Endowment Foundation

Education Endowment Foundation Supporting schools, colleges, and early years settings to make a difference with evidence.

We‘re an independent charity dedicated to breaking the link between family income and educational achievement.​ We do this by making sure the education sector has access to trustworthy and actionable evidence that makes a real difference.

What questions about education would you like to see more research on?We want to hear from teachers, school leaders and ...
25/09/2026

What questions about education would you like to see more research on?

We want to hear from teachers, school leaders and other education professionals to help shape our future research priorities.

Share your views in our five-minute consultation: https://eefoundation.tfaforms.net/5044606

🏫 Looking for evidence-informed resources for secondary?We bring together evidence, guidance, and practical resources ac...
25/09/2026

🏫 Looking for evidence-informed resources for secondary?

We bring together evidence, guidance, and practical resources across a range of teaching and learning priorities.

A useful approach is to start with the problem you’re trying to solve, explore the evidence, and then consider what is realistic to implement in your setting.

See what’s available now: https://ow.ly/R9MP50ZPLTQ

Meet the EEF team: The people behind our workAt the EEF, improving outcomes for children requires more than great eviden...
25/09/2026

Meet the EEF team: The people behind our work

At the EEF, improving outcomes for children requires more than great evidence. It relies on creating a workplace where people feel able to contribute, challenge, and belong.

That's why staff-led groups such as our Equality, Diversity and Inclusion Working Group and our Mental Health and Wellbeing Working Group play an important role in shaping life at the EEF.

As Iggy highlights, these groups are made up of volunteers from across the organisation who contribute their time, expertise and perspectives beyond their day-to-day roles.

When considering a new approach, it’s easy to focus on what happens with pupils. There’s also a lot to think about befor...
24/09/2026

When considering a new approach, it’s easy to focus on what happens with pupils. There’s also a lot to think about before delivery begins.

Schools need to consider:

⚖️ Feasibility

What is the full demand on staff, beyond the scheduled activity?

👩‍🏫 Roles

How will teachers and teaching assistants work together? Are their roles complementary and clearly defined?

🧑‍🧑‍🧒‍🧒 Teamwork

Is there protected time for staff to understand the approach, discuss pupil learning and anticipate practical barriers?

Two EEF-funded maths trials offer useful insights into these questions.

In One Step Ahead, nearly three-quarters of teachers responding to the final survey found it challenging to make time for pre-teaching before the main maths lesson.

In Mathematical Reasoning, most teachers were able to complete the intended number of sessions, but more than half of surveyed teachers reported that preparation initially took longer than for their usual maths lessons.

This highlights a broader message about implementation: a promising approach still needs the right conditions to succeed.

Take time to think through what an approach will involve can help you decide whether it will work in your school.

https://ow.ly/A9vo50ZQVpW

The questions educators are facing today has to shape the research of tomorrow.We’re launching a consultation on our fut...
22/09/2026

The questions educators are facing today has to shape the research of tomorrow.

We’re launching a consultation on our future research priorities.

We want to hear from people working in or with:

🏫 schools

🌱 early years settings

📜 colleges

📚 other 16–19 education settings

Tell us about the challenges you’re facing, the teaching and learning questions you’re exploring and where you think more evidence could be useful.

The consultation will help us make sure our research priorities reflect the sector’s priorities and that future evidence is as relevant as possible to everyday practice.

📅 Open until 9 October

If you work in education, we want to hear from you.

https://ow.ly/Hu3R50ZQ58t

What could help strengthen communication and language provision in Reception?Our Autumn 2026 funding round is now open t...
21/09/2026

What could help strengthen communication and language provision in Reception?

Our Autumn 2026 funding round is now open to fund pilots and trials of fully developed programmes that support educators working with 4–5-year-olds.

We’re particularly interested in programmes focused on:

🗣️ Language development: supporting educators to strengthen children’s spoken language

🔎 Identification linked to support: helping Reception staff use screening tools to identify language needs and inform support

🏫 Reception leadership: strengthening leadership and the consistency and quality of language support

The round is open to pilot projects, efficacy trials, and effectiveness trials.

📅 Applications close at 11am on Monday 2 November 2026.

Prospective applicants can also join our webinar at 1pm on Tuesday 6 October.

https://ow.ly/UIut50ZPB9s

Inclusive teaching starts with strong everyday classroom practice.Knowing a pupil’s needs doesn't mean knowing everythin...
21/09/2026

Inclusive teaching starts with strong everyday classroom practice.

Knowing a pupil’s needs doesn't mean knowing everything about them, or making assumptions based on a diagnosis or label. It means paying attention to what they show us.

A pupil experiencing disadvantage may grasp a new concept immediately.

A pupil finding a new concept difficult may benefit from explicit teaching and modelling.

A pupil who needed scaffolding yesterday may be ready to work independently today.

Checking for understanding can help teachers notice how pupils are approaching their learning and respond with a purposeful adaptation. Whether that's addressing a misconception, adjusting support or changing the level of scaffolding.

It’s not about creating different lessons for different pupils. It’s about making responsive decisions that help pupils access, participate and succeed while maintaining high expectations for all.

https://ow.ly/qYvb50ZPBeI

We added three new EEF evaluation reports to the evidence base yesterday 📚But do you want to know more about the differe...
17/09/2026

We added three new EEF evaluation reports to the evidence base yesterday 📚

But do you want to know more about the different types of research we publish?

From pilot and innovation projects, to trials and practice reviews, EEF research comes in different forms. Each helps us build a stronger understanding of what works, for whom, and under what conditions.

Knowing more about the different types of EEF research can help you interpret findings with confidence and make better evidence-informed decisions in schools.

Swipe through to learn more ➡️

EvidenceUse

🔬 How can we strengthen science teaching in primary schools?Our guidance and latest research can help schools think abou...
16/09/2026

🔬 How can we strengthen science teaching in primary schools?

Our guidance and latest research can help schools think about what effective science teaching looks like in practice.

Our Improving Primary Science guidance report sets out evidence-informed recommendations to support pupils to develop scientific knowledge, enquiry and reasoning.

We’ve also published new findings from our evaluation of Focus4TAPS, a professional development programme designed to improve the teaching and assessment of primary science.

While the evaluation found that pupils in Focus4TAPS schools made no additional progress in science, it did provide encouraging insights into classroom practice, including pupils taking greater ownership of investigations.

Together, the guidance and research can help schools reflect on their current practice and consider where there may be opportunities to strengthen primary science teaching.

https://ow.ly/ObB650ZNYPW

🧮 How to help children become more confident maths thinkers? Our latest evaluation of Mathematical Reasoning, developed ...
16/09/2026

🧮 How to help children become more confident maths thinkers?

Our latest evaluation of Mathematical Reasoning, developed by the Department of Education, University of Oxford, found encouraging results for Year 2 pupils. The programme has now been recognised as an EEF Promising Programme.

Pupils who took part made an average of one month’s additional progress in maths compared with similar pupils in other schools. For pupils eligible for free school meals, the average impact was two months’ additional progress.

The programme gives children opportunities to explore mathematical ideas, work through problems together and develop their reasoning skills.

It’s encouraging to see strong evidence for a programme designed to support children’s mathematical development.

Read more: https://ow.ly/m6cY50ZNYu7

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