SSAT secures DfE and Education Endowment Foundation funding to raise student achievement with significantly subsidised places on the Embedding Formative Assessment (EFA) programme

The Schools, Students and Teachers Network (SSAT) is proud to announce that it has successfully secured a third year of funding from the Education Endowment Foundation (EEF) through the Department for Education’s (DfE) Accelerator Fund. Significantly subsidised places are available for 150 state funded schools with a secondary phase in England.

The EFA programme builds on over 20 years of research by Professor Dylan Wiliam and Siobhan Leahy and has been proven to improve student achievement (EEF, 2019). The aim of the programme is to improve student outcomes by embedding the use of formative assessment strategies across a school. Schools receive a detailed resource pack to run monthly workshops, known as Teacher Learning Communities (TLC), and teachers conduct structured peer feedback focusing on the use of formative assessment techniques. Schools are also supported over the two-years by an SSAT EFA mentor who will provide support for all aspects of the programme.

SSAT, a leading organisation in the education sector, has a long-standing commitment to promoting excellence in teaching and learning. This partnership with EEF reflects SSAT’s dedication to supporting schools in their mission to nurture the potential of every student.

Sue Williamson, CEO of SSAT said: “We are delighted to receive this third year of funding. It enables SSAT to build on the work of Dylan Wiliam and Siobhan Leahy in training teachers to use formative assessment in every lesson. The techniques reduce teacher workload and improve the academic performance of students. We know outstanding school systems have highly trained teachers and the EFA programme is recognised by EEF for making a difference.”

SSAT, established in 1987, is a membership organisation, bringing together schools and academies from across the UK and globally committed to achieving deep social justice. They offer insight and understanding into school practice and educational policy and research. Their professional development and school improvement programmes help leaders and teachers to further outcomes for all young people and develop leadership at all levels across the system.

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