Academic attainment Not Applicable Academic attainment
Conditions
Interventions
Classes within participating schools will be stratified by school and a random number will be generated for each class within each school. In the case of a two-form school, the class with the highest
Sponsors
The Behavioural Insights Team
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Located in North East England 2. Discussed participation with First Thing Music and signed an MoU detailing the conditions of participation (opt-out process, pupil data provision and endline assessment, participation in IPE activities, etc.). If there is significant interest from localised areas not in the North East (e.g. Sheffield), music practitioners may be recruited to these areas as well. This will typically require at least 10 schools in a localised area to be recruited in the study. Strong preference will also be given to two-form entry schools. If the project team are unable to recruit the required number of two-form schools, other schools (e.g. single and three-form entry) will be considered after discussions with the evaluation team and the EEF. Schools with an average or above average share (14.1%) of Free School Meal (FSM) children will receive priority in recruitment. As this trial will be randomised at the class-level, there are no pupil-level eligibility requirements.
Exclusion criteria
Exclusion criteria: N/A
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The following will be assessed at the end of the intervention period - the end of the 2019 school year: 1. Reading ability (phonics, literal comprehension and reading for meaning) assessed using the Progress in Reading Assessment (PIRA) 2. Oral narrative skills (information content, sentence length, grammatical usage and independence), assessed using the Renfrew Bus Story test To account for baseline variation in attainment, the child's Early Years Foundation Stage Profile (EYFSP) will be used. | — |
Secondary
| Measure | Time frame |
|---|---|
| The following will be assessed at the end of the intervention period - the end of the 2019 school year: 1. Social skills, assessed using the Social Skills scale of the Social Skills Improvement System (SSiS). This is assessed across the following subscales: 1.1. Communication 1.2. Cooperation 1.3. Assertion 1.4. Responsibility 1.5. Responsibility 1.6. Empathy 1.7. Engagement 1.8. Self-control 2. Self-perception of ability to generate and use ideas in their school work, assessed using an adapted version of the ideation sub-measure of the writing self-efficacy measure, with significant simplification to make it age-group appropriate To account for baseline variation in attainment, the child's Early Years Foundation Stage Profile (EYFSP) will be used. | — |
Countries
England, United Kingdom
Contacts
Public ContactKimberly Bohling
Outcome results
None listed