Education Endowment Foundation

We believe that how well you do at school shouldn’t be determined by your family’s income. That’s why we work to transform education outcomes for the children and young people who need it most.

Great teaching is one of the most powerful levers we have to make this happen. We believe the best way to improve teaching and learning is to make sure that the education sector has trustworthy and actionable information about how to boost outcomes.

Find out more about our work: https://educationendowmentfoundation.org.uk/about-us/how-we-work

The Research School Network’s Clips from the Classroom series shows video examples of real classroom teaching to illustrate best practice and support effective decision-making.

This term, they added a range of new videos. For example, on closing the word gap and promoting metacognition and self-regulated learning.

Explore the collection now:

Clips from the Classroom Clips from the Classroom

Every lesson offers new information about what pupils understand.

Our Research Schools Network's latest Clips from the Classroom videos show how teachers use that information to adapt teaching in the moment and help more pupils move learning forward.

Watch teachers:
✔️ Gather responses from all pupils, not just volunteers
✔️ Use diagnostic questions to uncover misconceptions
✔️ Decide when to pause, reteach, or move on
✔️ Create classrooms where pupils feel safe to share what they know

Explore the new clips and see responsive teaching in action

https://eef.li/RhfQw2

Last year, 52,000 teachers started a professional development course built on EEF-backed evidence.

One of the ways we support teacher development is by helping ensure professional learning is grounded in robust research and informed by classroom practice.

Recently, we worked with the Department for Education and expert practitioners to support the development of the new Excellence in Reception Teaching framework. This helps translate research evidence into professional development that reflects the realities of Reception classrooms.

Read more about the process in our latest blog.

https://ow.ly/zOPk50ZpWCw

Calm and predictable classrooms help pupils focus, participate and feel safe.

Evidence shows that calm, predictable environments support engagement and learning for all pupils. And for pupils with additional needs, a steady, structured environment can make learning more accessible.

This is one example of how inclusive teaching starts with universal approaches from our Guide to Inclusive Teaching.

Explore more in the full guide: https://ow.ly/lQja50Znr67

As the school and college year draws to a close, we'd like to say thank you to everyone working in education.

To teachers, leaders, early years educators, teaching assistants, support staff and everyone who helps children and young people learn every day, thank you for your commitment, care and hard work throughout the year.

We're grateful to everyone who has engaged with EEF resources, taken part in research, shared their experiences and helped us build the evidence on what works.

We hope you have a well-earned opportunity to rest and recharge over the summer.

Positive relationships are a foundation of inclusive teaching.

Strong relationships between staff and pupils, among pupils, and with parents and families help create a sense of belonging, which supports engagement, participation and positive behaviour.

Evidence suggests that positive relationships, high expectations and a sense of belonging help pupils engage and participate more fully in learning.

This is one example of how inclusive teaching starts with universal approaches from our new Guide to Inclusive Teaching.

Explore more in the full guide: https://ow.ly/NmhZ50Znqze

Purposeful feedback moves learning forward.

Clear, timely feedback helps all pupils understand what to do next, and can be especially powerful for pupils who need more support accessing learning.

Our inclusive teaching guide offers prompts to help teachers think about feedback that supports progress.

This is one example of how inclusive teaching starts with universal approaches from our new Guide to Inclusive Teaching.

Explore more in the full guide: https://ow.ly/GnS450Znqqz

Thank you to the thousands of early years educators who have taken part in EEF research.

Because of your time, expertise, and commitment, we're learning more about what helps young children thrive.

Today, we're publishing three new independent evaluations, with NELI Preschool, evaluated by National Foundation for Educational Research and delivered with OxEd and Assessment, Talking Time, evaluated by the NIESR and delivered with University of Oxford, and Emotion Coaching, evaluated by the National Centre for Social Research, all designated as Promising Programmes.

Since 2022, more than 3,700 settings have taken part in EEF trials and studies. Together, we’ve helped build the evidence available to the sector, giving settings greater confidence when choosing approaches for children.

Find out more: https://ow.ly/CRF750ZnpKe

Scaffolding helps pupils take the next step.

Breaking tasks down, modelling thinking, and providing structured support can make learning more accessible, particularly for pupils with additional needs.

The guide explores how to use scaffolding purposefully, and how to fade support as pupils grow in confidence.

This is one example of how inclusive teaching starts with universal approaches from our new Guide to Inclusive Teaching.

Explore more in the full guide: https://ow.ly/P4mv50ZnnPg