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Healthy Minds: Health Outcomes
WEBThis evaluation focused on health outcomes as measured by the Child Health Questionnaire-CF87 (CHQ-CF87) (Schmidt, Garrett and Fitzpatrick, 2002). The primary outcome measure was the single scale of self-assessed general health drawn from the CHQ-CF87. This instrument also contains twelve
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IMPROVING SOCIAL AND EMOTIONAL LEARNING IN …
WEBHealth education, this guidance offers six practical and evidence-based recommendations to support children’s social and emotional development. It provides a starting point for schools to review their current approaches, and suggests practical ideas they can implement. Importantly, it argues that such approaches can be
A planning guide for schools 2022–23
WEBsuggests the pandemic has had a negative impact on children’s mental health. (EEF, 2022) The Impact of COVID-19 on Learning The Impact of COVID-19 on Learning report Read about the ‘Impact of COVID-19 on Learning’ in our newest report here: eef.li/covid-impact
MAKING BEST USE OF TEACHING ASSISTANTS
WEBInterventions health check There is strong emerging evidence for using TAs to deliver high-quality, structured interventions that improve learning for pupils in one-to-one and small group setting. Nevertheless, this evidence shows it’s not whether TAs are delivering interventions but how they are doing so. It is important to think
The Impact of COVID-19 on Learning: A review of the evidence
WEBsuggests the pandemic has negatively impacted children’s mental health. 4 Education Endowment Foundation Figure 1 highlights the timeline during which different studies captured data. Most of the included studies measured COVID-19’s impact on learning by comparing pupils’ average
EEF GUIDE TO SUPPORTING SCHOOL PLANNING: A TIERED …
WEBImplementation Questions. The following questions are collated from the EEF Guide to Supporting Schools Planning. They were developed with school leaders and they draw upon the best available evidence on efective implementation. Adopting a tiered approach. A checklist for implementing a tiered approach to planning in 2021:
The EEF Guide to the Pupil Premium
WEBAll pupils at Grange have an Education, Health and Care Plan (EHCP) and have a diagnosis of autism. Many have additional social and emotional mental health and/or significant sensory processing difficulties. The proportion of pupils eligible for the Pupil Premium is above national average.
How Can Schools Support Parents’ Engagement in their …
WEBthe National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care South West Peninsula. The views expressed are those of the authors and not necessarily those of the NHS, the …
Guide to Effective Professional Development in the Early Years
WEBhealth and safety policy. A series of early years child development modules delivered by an external provider involving a mix of self-study learning and interactive webinars. An information session for early years professionals on websites which support early mathematics. A period of coaching from an expert or mentor to support
SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS
WEBhaving an Education, Health and Care (EHC) plan.5 An EHC plan ‘is for children and young people aged up to 25 who need more support than is available through special educational needs support. EHC plans identify educational, health and social needs and set out the additional support to meet those needs.’ 6
HOW THE EARLY YEARS EVIDENCE STORE WAS CREATED
WEBvii. Mental Health and Wellbeing (forthcoming 2024) Over time additional themes (marked forthcoming) will be added to support greater coverage of the statutory Early Years Foundation Stage Framework (EYFS), ensuring the areas of learning that contribute to the ‘good level of development’ judgement are included.
WORKING WITH PARENTS TO SUPPORT CHILDREN’S LEARNING
WEBAcknowledgement: The time of Nick Axford is supported by the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care South West Peninsula. The views expressed are those of the authors and not necessarily those of the NHS, the NIHR, or the Department of Health and Social Care.
IMPACT OF COVID-19 PANDEMIC ON OUTCOMES IN THE …
WEBa large-scale survey of health visiting professionals found that 94% said that the pandemic has had a negative impact on babies’ personal and social skills; 92% say the same for communication, speech, language skills and emotional wellbeing development (Hogg & Mayes, 2022). There is some evidence to suggest the pandemic had a more
AN EEF SCHOOL CASE STUDY: SUPPORTING PUPILS’ SOCIAL …
WEBpupil behaviour, mental health and well-being and academic performance. Our priority was to find meaningful ways to support those children affected and to help them cope with the issues they faced. Recommendation 1 from the EEF’s guidance report advises schools to teach SEL skills explicitly, such as how to use self-calming
The impact of Covid-19 on School Starters: Interim briefing 1
WEBmental health and wellbeing: “Wellbeing of children and anxiety” “Children’s emotional wellbeing and being able to support them through this period” Learning at home was a concern for 14% (8 of 56 schools) of respondents. Examples of comments included: “The short notice switch to online teaching, managing remote and class teaching.”
SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS
WEBmental health Challenging behaviours are displayed for many reasons, which may be indicative of underlying mental health difficulties (such as anxiety or depression) or emotional issues (such as attachment needs). Some children have conditions such as ADHD (Attention Deficit Hyperactivity Disorder) or ADD*** (Attention Deficit Disorder), …
Early Language Development: Needs, provision, and …
WEBhealth and education, together with systematic support and development for the wider children’s workforce as well as meaningful engagement with families and young people. We supplemented this information with summaries of the ‘local offer’ for our five sites, plus some others as comparators. The
Effective parental engagement for pupils with SEND
WEBDepartment for Education and Department of Health (2015) Special Educational Needs and Disability Code of Practice: 0-25 years, London: DfE. These questions aim to help schools consider how they can work with parents and carers* to improve the learning of children with SEND. The questions draw on an overview of existing research from the EEF’s
Trial Evaluation Protocol Helping Handwriting Shine
WEBat the University of Leeds. The intervention is based on a solid evidence base from health clinics, and on the knowledge that there are large numbers of children in schools who struggle with fine motor skills and consequently have poor handwriting (Preston et al, 2017).
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