Academic attainment Not Applicable Academic attainment
Conditions
Interventions
Approximately 1040 pupils will be recruited across 26 schools, and randomised into two groups - the intervention group or the control group. Children in each school are stratified by year level and wi
Sponsors
Education Endowment Foundation
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Schools: 1. Located in the North West, South London and East London (for programme delivery purposes) 2. At least a two-form entry school (to reach the required sample size across a smaller number of schools) 3. Have discussed participation with Speech Bubbles and signed an MoU detailing the conditions of participation (opt-out process, pupil data provision, endline assessment, participation in IPE activities etc) 4. Able to refer 40 children into the study Schools with an average or above average share (14.1%) of Free School Meal (FSM) children will receive priority in recruitment. Pupils: 1. Years 1 and 2 in the year of the intervention delivery (2018/19) 2. Referred into the programme on the basis of Speech Bubbles referral guidance 3. Not been opted-out of the study by their parents.
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