Our Mission

We believe that evidence is an essential ingredient of the knowledge base of teaching. Knowing what worked, for whom, in other schools and for other teachers can inform our decisions about how to improve teaching and learning in our own context. 

Meet our founders

Our vision:

"To empower educators to become evidence creators rather than consumers, by developing a live evidence base for practitioners to use to support their professional judgements when implementing interventions".
Wayne trained as a science teacher before completing an MA and PhD at Durham University. He has previously developed two Ed-tech platforms focused on online peer tutoring for disadvantaged learners.

Dr Wayne Harrison

Steve is the lead author of the EEF Teaching and Learning toolkit, Professor of Education and author of numerous educational books, chapters and research articles. Steve previously taught in primary schools in the North East of England. 

Prof Steve Higgins

Why are we focusing on peer tutoring initially?

Since the introduction of the EEF Teaching and Learning toolkit in 2010, peer tutoring has been highlighted as a low cost, high impact intervention based on robust research evidence.

However, a survey by Sutton Trust in 2013 showed only 1 in 100 teachers said they would use peer tutoring schemes. A recent review of school pupil premium statements in February 2022, shows only 1% of schools are using peer tutoring schemes, even though 80% of the schools sampled used research evidence to justify why they are using particular interventions.

As a low cost and high impact strategy, we have decided to start our WhatWorked evidence base focused on this particular type of intervention.

Evidence Base

Evidence Base

Evidence Base

Evidence Base

Evidence Base

Evidence Base

Evidence Base

We work with teachers to test interventions to find out what does and doesn't work in primary and secondary schools. The interventions are structured so they are easy for you to test if they have a positive impact in your classroom. When implementing an intervention, such as a peer tutoring programme, teachers can choose three levels of evaluation:

1) Teacher observation (1 star rating) 
2) Pre- and Post-Test single group (2 star rating)
3) Mini-Randomised Controlled Trial (3 star rating)

For the 3 star mini RCT's, the anonymised data is then aggregated to create a live evidence base to help inform teachers to decide which interventions will be best to use for your pupils.

Our evidence model uses a prospective cumulative meta-analysis (PCM) approach, which allows small scale mini-trials to be set up and run in schools. The key to this is the creation of a trial protocol to support teachers setting up and implementing an intervention in their school. The protocol is to ensure the same thing is tested in each setting. As the same research design, eligibility criteria for learners, resources and assessments are used, we are able to aggregate the results together to get a bigger picture of the results.

Words I live by

"It Ain't What You Do (It's the way that cha do it!) The Bananarama Principle.”

— Prof Steve Higgins

Try a free Year 3 Addition and Subtraction peer tutoring programme. 

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