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Making sure evidence is robust and relevant.

At WhatWorked we are on a mission to make sure evidence in education is robust and relevant. Across the globe, research organisations such as AERO (Australian Research Organisation), EFF (Education Endowment Foundation) and the IES What Works Clearinghouse produce high quality summaries of research evidence and standards to help inform practitioners.

As the education profession moves towards an evidenced based and evidence informed profession, we need to support teachers, school leaders and companies developing interventions (such as EdTech) to create an evidence base which is continuously updated to allow decisions to be informed by the best possible evidence at that moment in time.

Often, creating robust evidence within education involves high costs, long timescales between the research and publication and it is rarely replicated. At WhatWorked, we are at the cutting edge of developing the use of small scale mini-randomised controlled trials and aggregating the data from these into a cumulative meta-analysis evidence base. Our innovative methodology provides a rapid and cost effective approach to generating robust evidence for what does and doesn't work in education.

Evaluating the impact of EdTech

We work with EdTech companies to create an independent evaluation of the impact of their interventions.

Independent evaluation

Create robust evidence for the impact of your interventions in schools. 

Implementation Support

Develop specific guidance on the implementation process for your intervention. 

Rapid evaluations 

Set up small scale pilots in schools and then scale these once they demonstrate that they have a positive impact.


You can choose how to evaluate your interventions, including the option of setting up mini-trials. We even analyse the data for you.


Using our cumulative meta-analysis approach to aggregating data, build your evidence base for your interventions as more schools complete the evaluations. 

Cost effective

Most start ups do not have the funding to employ researchers to conduct impact evaluations. We provide a cost effective solution to allow you to develop an evidence base for the impact of your programmes.

Do you want to use evidence informed interventions?

#High Impact | #Low Cost | #Targeted Academic Support | #Peer Tutoring

We will help you unlock the potential of peer tutoring to support learners in your school.

Why should I consider using peer tutoring?

Research evidence shows that peer tutoring, on average, has a positive impact on both tutors and tutees and may be a cost effective approach to delivering one to one or small group tuition in your school. 
The Education Endowment Foundation (EEF) Teaching and Learning toolkit describes peer tutoring as high impact for very low cost and is based on extensive evidence. The EEF explain that:

  • Effects are similar (5+ months) for both primary and secondary age pupils.
  • Impact is similar (5+ months) for both literacy and mathematics.
  • Lower attaining pupils tend to benefit more (6+ months) than higher attaining pupils.
  • Impact on tutors is on average slightly higher (6+ months), however the evidence is weaker due to the limited number of robust studies.

As a targeted intervention approach in your school, peer tutoring has the potential to impact the attainment of both tutors and tutees.

However, in a survey of 6478 UK teachers (TeacherTapp, 2021), only 12% secondary school and 4% primary school teachers were planning to use peer tutoring in 2021/22 if COVID restrictions allowed this approach. A rapid review of UK schools' pupil premium statements in February 2022 (425 schools) found only 1% of schools planning to use peer tutoring as part of their three year pupil premium strategy. This is the same percentage reported in a teacher survey by the Sutton Trust in 2013, where they found only 1 in 100 teachers planned to use peer tutoring schemes in their schools.

As the research evidence shows that this approach can be effective, we are starting our evidence base by focusing on testing peer tutoring strategies in primary schools. 
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