Evaluation of the effectiveness of philosophy for children at improving the literacy skills of disadvantaged pupils

A cluster-randomised controlled trial of the effectiveness of a school-based philosophy programme at improving the development of literacy ability in disadvantaged pupils

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN11118203

Enrollment

15000

Registered

2017-02-07

Start date

2016-10-01

Completion date

Unknown

Last updated

2022-08-05

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Literacy attainment, numeracy attainment and social skills in children Not Applicable 1. Literacy attainment 2. Numeracy attainment 2. Social skills

Interventions

Schools will be randomised to one of two groups using simple randomisation. Intervention: Schools will receive training and support over three years, with the intention of reaching SAPERE’s Gold Awar

this provides staff with additional facilitation techniques and practical guidance in encouraging stronger reasoning and conceptual thinking among students 3. Four days of Advanced P4C Training (Level

Level 2A gives the school’s P4C leaders advanced facilitation techniques so that they can support colleagues who are less advanced in their P4C practice

Level 2B gives the P4C leaders guidance in how to plan for the development of the school’s P4C practice, how to link P4C into the broader curriculum and how to handle sensitive and controversial topic

the SAPERE trainer tailors the content of these days to the school’s needs

they may include demonstration, observation or co-teaching by the trainer, or planning with the P4C leader or remedial work with teachers who need extra assistance, or specialist advice on linking P4C

these are for ad hoc support on the implementation of P4C and may include guidance on the Bronze, Silver and Gold award

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. A pupil in year 3 and 4 in academic year 2016/17 2. Attend a junior/ primary school that includes pupils in year groups four, five and six 3. Attend a school that is recorded in the 2015 annual school census data as having more than 25 per cent of their pupils that have ever been eligible for free school meals (EVERFSM-eligible) 4. Attend a school that has not previously implemented whole-school P4C

Exclusion criteria

Exclusion criteria: 1. Not a pupil in year 3 and 4 in academic year 2016/17 2. Attends a junior/ primary school that does not have pupils in year groups four, five and six 3. Attend a school that did not record in the 2015 annual school census data as having more than 25 per cent of their pupils that have ever been eligible for free school meals (EVERFSM-eligible) 4. Attend a school that has previously implemented whole-school P4C

Design outcomes

Primary

Measure	Time frame
Literacy of pupils eligible for free school meals, measured using scaled score from Key Stage 2 reading tests in May 2019.	—

Secondary

Measure	Time frame
1. Numeracy of pupils eligible for free school meals, measured using scaled score from Key Stage 2 mathematics tests in May 2019 2. Social skills, measured from a social skills questionnaire administered to pupils by NFER test administrator in May 2019	—

Countries

England, United Kingdom

Contacts

Public ContactPippa Lord

p.lord@nfer.ac.uk+44 (0)1904 567633

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026