This spring, we’re seeking programmes that are developed and ready to be evaluated. We’ll appoint an independent evaluator from our panel for every project we fund.
Why early years?
The first few years of a child’s life are hugely important to their future. How they spend this critical period shapes their outcomes – both in the shorter term and later in life – laying the foundations for their academic achievement, which in turn, have a significant influence on their life chances.
Giving every child access to great learning and development opportunities in the early years is also crucial to combatting education inequality: gaps in development between children from disadvantaged homes and their more affluent peers require early identification and intervention.
Why focus on self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story).?
Self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story). are important for early years development and building the foundation for future learning and attainment (EEF, 2023). Self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. refers to skills and abilities that help children to monitor their emotions, thoughts, and behaviour, while executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story). refers to skills and abilities that help children to resist impulses, direct their attention and hold information in mind.
A longer definition can be found on the Early Years Evidence Store, which summarises the evidence behind this theme here.
Children from socio-economically disadvantaged backgrounds often have greater needs in self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story). so approaches in this theme could be especially beneficial to these children (Center on the Developing Child at Harvard, 2011; EEF, 2023a; EEF, 2023b). At the same time, it can be challenging to effectively target and improve self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story). outcomes.
This funding round aims to support and evaluate existing programmes in the early years that focus on improving self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. or executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story). in children or support these as part of broader developmental goals. We are particularly interested in programmes that might benefit children from disadvantaged backgrounds. Further information about this theme and the priority areas for this funding can be found in the guidance notes provided below.
Early Years (that focus on self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story). or programmes that support these as part of broader development goals) priority areas:
- Creating and navigating challenge
- Teaching self-monitoring and self-awareness
- Creating a community of collaborative learners
- Promoting talk about learning
- Co-regulation
- Other broader approaches
Please read our theme guidance notes for further details about each sub-theme within these priority areas and how your programme may fit with these.
What if my programme has a different focus?
The primary focus of this funding round is self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story).. However, applications for programmes that do not have a direct focus on the priority areas are still encouraged if they contain components of the priority areas. This may include programmes that have a primary focus on Personal, Social and Emotional Development, physical development, early language, early maths, and mental health and wellbeing.
Applicants are encouraged to look through the guidance notes and examine whether their programme has key components that fit with the priority areas. Please contact applications@eefoundation.org.uk if there is any uncertainty as to whether your application fits within the focus of this funding round.
Please note that this round has two separate application forms depending on the funding stream best suited for the programme –one for pilot projects, and one for efficacy and effectiveness trials.
Pilot: Pilot includes evaluations of programmes that are fully developed and ready to be piloted in a small number of settings. In some circumstances, we may offer pre-pilot developmental support to programmes that we think show promise in an area of high priority for EEF but are not quite ready for an independent pilot evaluation. For example, a programme that has been delivered internationally with promise but needs support with translation to the English context before evaluation, or a programme that is being adapted for a type of setting or age group of pupil in which it hasn’t been implemented before. Please see the full theme guidance for more information.
Efficacy and effectiveness trials: Efficacy includes evaluations of programmes that are ready to be trialled through an impact evaluation under best possible conditions. Effectiveness is the stage after an efficacy trial and includes programmes that are already well evidenced and scaled, and ready to be trialled at a larger scale under everyday conditions.
Please consult the guidance notes for the early years funding theme priority areas and sub-themes. You are also welcome to use the decision tree (below) to identify which funding stream you should apply to.
If you’ve answered mostly As, use the Pilot Application Form – it might be that your programme still requires some additional pre-Pilot development support, however, we will assess this as part of scoring your application.
If you’ve answered mostly Bs, use the Pilot Application Form – it might be that your programme is more suitable for a Pilot.If you’ve answered mostly Cs, use the Efficacy and Effectiveness Application Form.
Please find the guidance notes for early years funding applications here.
If you are interested in applying as a pilot project, please consult the guidance notes and fill in the application form here.
If you are interested in applying as an efficacy or effectiveness trial, please consult the guidance notes and fill in the application form here.
Please find below the recording of the Early Years Applicant Webinar, which took place on Tuesday 4th February.
If you have any questions related to this funding round, please contact the EEF at applications@eefoundation.org.uk.
Early years
Guidance notes to support you in completing the initial application form for our Spring 2025 funding round.Uploaded: • 871.9 KB - pdfProjects