Education Endowment Foundation:IPEELL: Using Self-Regulation to Improve Writing

IPEELL: Using Self-Regulation to Improve Writing

Calderdale Excellence Partnership
Implementation cost
Evidence strength
Impact (months)
Independent Evaluator
Durham University
The York Trials Unit
Using memorable experiences and self-regulation to support struggling writers
Pupils 261 Schools 26 Grant £395,850
Key Stage 2 Duration 2 year(s) Type of Trial Efficacy Trial
Completed Jan 2014

This project aims to improve free-school-meal pupils’ writing ability over the transition from primary to secondary school. It takes pupils on school trips to provide memorable experiences as a stimulus for their writing then implements the Self-Regulated Strategy Development (SRSD) intervention. SRSD teache students to set goals for their writing and evaluate their work. It is being delivered by the Calderdale Excellence Partnership, who will produce a guide to implementing the intervention so that it can easily be delivered in other schools.

SRSD has already been tested in multiple randomised controlled trials and shown to have a range of positive effect sizes, depending on the students’ characteristics and the way in which it is delivered. This project will examine whether this success can be replicated in the particular context of the transition from primary to secondary school. This is a crucial time for disadvantaged children as they often fall behind their wealthier peers.

This programme is being evaluated by a team from the York Trials Unit at the University of York, led by David Torgerson. The evaluation is set up as an efficacy trial. Efficacy trials aim to test whether an intervention can work under ideal conditions (e.g. when being delivered by the intervention’s original developer) in greater than 10 schools.

It has been designed as a randomised controlled trial involving thirty schools. 15 primary schools received the intervention in the Summer of 2013 and the 15 schools in the control group will receive the intervention in the following year. The pupils involved in the study transition to four main secondary schools, so their attainment can be easily monitored over the long term.

To view the project’s evaluation protocol click here.

The evaluation report will be published in Autumn 2014

Delivered byTeachers
Participant groupWhole Class
Intervention length2 Terms
Intervention length2