Posted August 13, 2017
This report, produced by CES in 2015, documents the learning from implementation of the Student Universal Support Ireland (SUSI) in 2012. The report analyses implementation of the scheme through the lens of implementation science concepts, such as stages and enablers. It examines the challenges of quickly implementing major reforms in the context of significant financial and staffing constraints. The report will be of particular interest to policymakers and commissioners who are considering or planning new programmes or major reforms.
Posted July 11, 2017
This guide, developed in 2018 by the Education Endowment Foundation in the UK, has been designed to support school leaders and others in school-based settings to implement change. Drawing on recent reviews that summarise research on implementation in education, plus insights from wider literature in Implementation Science, it addresses the stages of, and foundations for, good implementation in school-based settings. This guide will help those who are aiming to implement any school improvement decision, be it programme or practice, a whole-school or targeted approach, or an internally or externally generated idea.
Posted March 29, 2017
A one page graphic which explains the difference between coaching and mentoring, and how it complements other professional development interventions in frontline practice.
Posted March 14, 2017
A review of the literature on coaching and mentoring. This report is part of the Access Evidence series for frontline practitioners.
Posted March 10, 2017
This summary is about two forms of support for frontline practitioners - coaching and mentoring. The summary explains the difference between the terms, and outlines some key messages emerging from research literature. The summary concludes with some suggestions for practitioners before they take up coaching and mentoring, and some wider considerations for organistions when introducing these supports.
Posted December 08, 2016
From 2004 to 2016, The Atlantic Philanthropies, together with government and other organisations invested in 52 programmes and services aimed at improving outcomes for children across the island of Ireland. This was known as the Prevention and Early Intervention Initiative.
This summary outlines learning from programmes which aimed to improve children’s learning outcomes, and describes some of the features of effective programmes which are transferable to wider services dealing with children and young people. Key messages are based on findings from independent evaluations, and draw from CES’s experience of working with government and service providers to implement programmes and services. An infographic gives an overview of the programmes and the change in learning outcomes.
This summary is based on a longer report in this series on children’s learning outcomes.
Posted September 13, 2016
From 2004 to 2016, The Atlantic Philanthropies together with government and other organisations invested in 52 programmes aimed at improving outcomes for children across the island of Ireland. These programmes used prevention and early intervention approaches in various areas of children’s lives, including learning, behaviour, health and development, parenting and inclusion. This investment was known as the Prevention and Early Intervention Initiative. This report includes findings from evaluations of seventeen programmes focused on children’s learning.
Posted September 07, 2016
This report contains a rapid review of the literature in the area of childhood adversity and how it affects children during their lives. Implications for frontline practitioners working with children and young people are also included.The appendices to the report include frameworks, assessments, online resources and evidence-based and evidence-informed programmes which may be of interest to practitioners working with families, children and young people facing some form of adversity.
The report is the first in the Access Evidence series, and is accompanied by a shorter summary of the literature and implications for practitioners.
Posted September 05, 2016
This report is the first of the Access Evidence series produced by CES. The aim is to produce evidence based resources to support frontline practitioners, working with children, young people and families.
This summary outlines the learning from research literature about childhood adversity, and some implications for frontline practice. Practitioners who come across children and young people in their work can play an important role in recognising adversity, intervening early and supporting children and their families to deal with its effects.
The summary is based on a longer review of the literature about childhood adversity.
Posted October 30, 2015
This report summarises the learning emerging from the Prevention and Early Intervention Initiative. It is a summary of six outcome reports published by CES based on the findings from evaluations of services and interventions in Ireland and Northern Ireland. The outcome reports focus on findings in parenting, children’s learning, improving child behaviour, child health and development, promoting inclusion and organisational learning. The report highlights eight key messages emerging from the Prevention and Early Intervention Initiative.
Posted August 01, 2015
Speech and language skills are fundamental to learning, development and communication and predict educational success later in life.
This summary is based on ‘A brief review of approaches to oral language development’, a report produced by the Centre for Effective Services in 2014, which considers the best available evidence on how to organise and deliver services to achieve better language outcomes for children in areas of social disadvantage.
Based on recent literature and communication and consultation with researchers, practitioners and specialists, this review makes five key recommendations for the Area Based Childhood Programme. Findings and recommendations are relevant to wider service delivery.
Posted December 01, 2014
Speech and language skills are fundamental to learning, development and communication and predict educational success later in life. Based on recent literature and communication and consultation with researchers, practitioners and specialists, this report considers the best available evidence on how to organise and deliver services to achieve better language outcomes for children in areas of social disadvantage.
The review makes five key recommendations for the Area Based Childhood Programme but its findings and recommendations are relevant to speech and language services more generally.
Posted February 28, 2013
What are the key messages for policy makers from the Prevention and Early Intervention Initiative about how we improve children’s experiences of learning and their educational outcomes? This briefing paper outlines eight key messages and eleven recommendations about children’s learning emerging from the evaluations of ten programmes in Ireland and Northern Ireland. Research indicates that promoting a love of learning from an early age can help to improve lifelong outcomes for children. Parents, teachers, early year’s practitioners and other professionals all have a role to play.
Posted February 13, 2013
What can we learn from the Prevention and Early Intervention Initiative about children’s learning? Education helps children to reach their full potential and to become economically independent. This report gathers findings from ten initiatives in Ireland and Northern Ireland aimed at improving children’s experiences of learning and their educational outcomes.