Evaluation of English Mastery

English Mastery: A cluster-randomised efficacy trial

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN14494646

Enrollment

6000

Registered

2020-04-15

Start date

2019-02-01

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

English attainment at the end of Year 8 Not Applicable English attainment in year 8 school pupils

Interventions

EM programme aims to implement a coherent and cumulative approach to curriculum design for English teaching including bespoke assessments to improve achievement in the subject of English. This is done

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Non-academically selective, state secondary schools in England

Exclusion criteria

Exclusion criteria: Schools: 1. Fewer than 4 h of English teaching timetabled per week in Year 7 or 8 2. Grade 4 according to OFSTED school classification 3. Previously partnered with English Mastery Pupils: 1. Pupils whose parents have withdrawn them from the trial

Design outcomes

Primary

Measure	Time frame
Current primary outcome measures as of 28/06/2022: 1. Teachers' perception of EM programme design and how the programme is delivered measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) 2. Teachers' perception of key programme challenges measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) 3. Teachers' perception of whether they have benefited from the programme and changed their teaching practices measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) 4. Teachers' perception of the benefits of English Mastery on students in relation to 1) students’ enjoyment of studying English and 2) progress in reading and writing measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) 5. Teachers' perception of whether local and national contextual issues, including changes to school regulations and inspections, affected delivery and adaptation measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) Previous primary outcome measure (not measured due to cancellation of RCT): English skills and reading comprehension of pupils, measured using the GL Progress Test in English (GL PTE) at 2 years	—

Measure

Time frame

Current primary outcome measures as of 28/06/2022: 1. Teachers' perception of EM programme design and how the programme is delivered measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) 2. Teachers' perception of key programme challenges measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) 3. Teachers' perception of whether they have benefited from the programme and changed their teaching practices measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) 4. Teachers' perception of the benefits of English Mastery on students in relation to 1) students’ enjoyment of studying English and 2) progress in reading and writing measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) 5. Teachers' perception of whether local and national contextual issues, including changes to school regulations and inspections, affected delivery and adaptation measured using a survey at three timepoints (September 2019, May 2020 and May 2021) and in-depth interviews with teachers at three timepoints (February 2020, October 2020 and April 2021) Previous primary outcome measure (not measured due to cancellation of RCT): English skills and reading comprehension of pupils, measured using the GL Progress Test in English (GL PTE) at 2 years

—

Secondary

Measure	Time frame
1. Spelling, grammar, and punctuation measured using the GL PTE SPAG subscale at 2 years 2. Reading comprehension measured using the ‘reading comprehension’ subscales at 2 years 3. Teachers’ workload measured using data collected from an online survey of Year 7 English teachers at 6 months, 1 and 2 years Updated 28/06/2022: Not measured due to cancellation of RCT	—

Countries

England, United Kingdom

Outcome results

None listed

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