The TWiTCH programme is based on the principles of Dialogic Reading. Through TWiTCH training, practitioners learn how to use a clearly structured intervention that builds on familiar Early Years practice (storytime and small group work) to improve the quality and quantity of adult-child interactions. The programme aims to strengthen practice and build practitioner skills and confidence, leading to regular, high-quality interactions which will increase vocabulary and the complexity of children’s language and their ability to express opinions.

Measuring the efficacy of a numeracy programme for pupils in reception classes through a clustered randomised controlled trial.

Evaluating the efficacy of a tiered language support programme for Y1 pupils through a clustered randomised controlled trial.

Ark UK English Mastery is an intervention that aims to improve attainment in English by enabling teachers to deliver a coherent and cumulative English experience for KS3 pupils.

This project aims to advance our understanding of knowledge mobilisation in relation to EEF regional delivery, by evaluating the RIL active implementation support model as a means of improving evidence-informed processes and practices in schools.

Frames for Learning (F4L) is a CPD programme for teachers and their teaching assistants (TAs) which aims to improve science attainment by scaffolding how teachers and pupils approach working scientifically and other multi staged tasks in science.

Investigating whether Realistic Maths Education methods can help Year 7 & Year 8 pupils improve their maths attainment

The EEF's pilot projects in Yorkshire and Lincolnshire were designed to improve the use of TAs in schools as well as learn about effective scale-up of research use.

Improving pupils' language development

Evaluation of a Dialogic Teaching intervention in primary schools