In light of this month’s theme of “Evidence for Outcomes”, we have rounded up recent report findings from across our field. We’ll be keeping up-to-date with the latest developments and discoveries in children’s speech, language and communication, education, SEN and wider social issues, ensuring our readers are also kept in the loop.
Here are some of the latest pieces of research and evaluation that have grabbed our attention.
In August 2014, The Department for Education (DfE) commissioned a two-year study to assess progress towards an evidence-informed teaching system. The findings were published in July 2017. The importance of the role of school leaders as crucial drivers of change was a central message of the study. Read more.
The DfE also released a report evaluating the progress of the No Wrong Door (NWD) innovation. NWD provides an integrated service for young people, aged 12 to 25, who either are in care, on the edge of care, or have recently moved to supported or independent accommodation whilst being supported under NWD. You can find out more, here.
Our friends at the Royal College of Speech and Language Therapists, released a detailed report highlighting the incidence and prevalence of young people with speech, language and communication needs (SLCN) in the youth criminal justice system. The report also looks into current levels of provision available to young offenders. Did you know that up to 60% of young offenders have some form of SLCN? Read more.
The Education Endowment Foundation conducted a study looking into “Improving children’s learning through dialogic teaching.” The study looked at an alternative teaching method called ‘dialogic teaching’ which aims to improve pupil engagement and attainment by improving the quality of classroom talk. Teachers are trained in strategies that enable pupils to reason, discuss, argue and explain rather than merely respond, in order to develop higher order thinking and articulacy. The results were encouraging.
The Education Policy Institute has released a new report, examining the progress made in ‘closing the gap’ in attainment between disadvantaged pupils and their peers in the UK. The analysis considers how that gap varies across the country and how it has changed since 2007. Read more here.
Setting aside time to keep up with research updates and developments is vital in an ever changing field, where having the correct knowledge could make all the difference in the development and growth of young people with SLCN. Check out our policy and research page.
And of course we’re currently working on the Bercow: Ten Years On review, and will be looking to publish our findings next year.
We are always looking to get involved with research opportunities. Are you conducting national research that you think we should know about? Get in touch: email@example.com