Independent Evaluation of Calderdale Excellence Partnership’s Improving Writing Quality programme

ISRCTN ISRCTN44470004
DOI https://doi.org/10.1186/ISRCTN44470004
Secondary identifying numbers Version 3 13.02.12
Submission date
25/02/2013
Registration date
07/05/2013
Last edited
23/01/2019
Recruitment status
No longer recruiting
Overall study status
Completed
Condition category
Other
Prospectively registered
Protocol
Statistical analysis plan
Results
Individual participant data

Plain English summary of protocol

Background and study aims
The Education Endowment Foundation has asked researchers at the University of York and Durham University to evaluate the Improving Writing Quality intervention being delivered and supported by the Calderdale Excellence Partnership in 2013 and 2014. The intervention provides memorable experiences for participating pupils and includes professional development for teachers in key elements of the writing intervention Self-Regulated Strategy Development (SRSD), including discussion, modelling and planning.
The evaluation aims to find out if the intervention helps to improve pupils’ writing skills during the transition from Year 6 to Year 7, especially the writing skills of pupils who are currently working at KS2 Level 3 or a fragile KS2 Level 4.

Who can participate?
Primary and Secondary schools working with the Calderdale Excellence Partnership and willing to agree to all research procedures.

What does the study involve?
Approximately 24 primary schools (feeding into 3 secondary schools) will be randomly allocated in March 2013 to be offered the intervention either in 2013 (intervention group) or in 2014. In primary schools allocated to receive the intervention, the intervention will be delivered to all pupils in Year 6. When pupils move in to Year 7, secondary schools will deliver the intervention to pupils from intervention Primary Schools who were predicted to achieve Level 3 or an insecure Level 4 in English (based on teacher predictions made in the autumn term of Year 6).
At the end of autumn term 2013 all Year 7 pupils (with some exceptions where needed) in participating secondary schools will complete the GL Assessment Progress in English (PiE) 11 (Long Form). The Progress in English results of pupils who have taken part in the intervention will then be compared with the results of pupils who received usual teaching, in order to estimate the effect the intervention has had on pupils’ writing skills.

What are the possible benefits and risks of participating?
Participating schools will receive access to a potentially beneficial writing intervention for pupils in Year 6 and Year 7. There are no known risks of participation.

Where is the study run from?
The independent evaluation is being conducted by the University of York and Durham University (UK). Calderdale Excellence Partnership are responsible for communication with schools and delivery of the intervention.

When is the study starting and how long is it expected to run for?
February 2013 to December 2013

Who is funding the study?
Education Endowment Foundation (UK)

Who is the main contact?
Professor David Torgerson
david.torgerson@york.ac.uk

Contact information

Prof David Torgerson
Scientific

York Trials Unit
ARRC Building
Department of Health Sciences
University of York
Heslington
York
YO10 5DD
United Kingdom

Phone +44(0)1904 321340
Email david.torgerson@york.ac.uk

Study information

Study designPragmatic cluster randomised controlled trial
Primary study designInterventional
Secondary study designRandomised controlled trial
Study setting(s)Other
Study typeOther
Participant information sheet Not available in web format, please use the contact details below to request a patient information sheet
Scientific titleIndependent Evaluation of Calderdale Excellence Partnership’s Improving Writing Quality programme: A cluster randomised controlled trial
Study objectivesWhat is the effectiveness of the Improving Writing Quality programme compared with 'business as usual' on the writing skills of participating children?
Ethics approval(s)1. Durham University School of Education Ethics Committee, 14/02/2013
2. University of York Health Sciences Research Governance Committee, 20/02/2013
Health condition(s) or problem(s) studiedEducation, English writing skills
InterventionIntervention: Improving Writing Quality intervention: delivered and supported by the Calderdale Excellence Partnership in 2013 and 2014. This intervention will provide memorable experiences for pupils in Year 6 before the transition to Year 7. The intervention will include professional development for primary and secondary school teachers in key elements of the writing intervention Self-Regulated Strategy Development (SRSD), including discussion, modelling and planning. Pupils will continue to receive the intervention when they move into Year 7.

Control: Usual Teaching
Intervention typeOther
Primary outcome measureCombined Score on 2 writing tasks within the GL Assessment Progress in English 11 (Long Form) test
Secondary outcome measuresScores on reading, spelling and grammar tasks within the GL Assessment Progress in English 11 (Long Form) test
Overall study start date26/02/2013
Completion date31/12/2013

Eligibility

Participant type(s)Patient
Age groupChild
SexBoth
Target number of participantsApproximately 24 primary schools feeding into 3 secondary schools. Approximately 288 pupils/children in total in target group.
Key inclusion criteriaPrimary Schools: Primary Schools currently working with Calderdale Excellence Partnership, willing to implement the Improving Writing Quality intervention if allocation to intervention and willing to undertake all related research procedures.

Secondary Schools: Secondary Schools currently working with Calderdale Excellence Partnership, willing to implement the Improving Writing Quality intervention and willing to undertake all related research procedures.

Pupils/Children: In participating schools all Year 6 pupils in 2012/2013 school academic year. Analysis will focus on Year 6 pupils predicted to achieve Level 3 or an insecure level 4 in English by the end of Key Stage 2 (based on teacher assessments conducted at the end of Autumn term 2012).
Key exclusion criteriaPrimary Schools: Primary Schools NOT currently working with Calderdale Excellence Partnership, and/or NOT willing to implement the Improving Writing Quality intervention if allocation to intervention and/or NOT willing to undertake all related research procedures.

Secondary Schools: Secondary Schools NOT currently working with Calderdale Excellence Partnership, and/or NOT willing to implement the Improving Writing Quality intervention and/or NOT willing to undertake all related research procedures.

Pupils/Children: Year 6 pupils NOT in participating primary schools.
Date of first enrolment26/02/2013
Date of final enrolment31/12/2013

Locations

Countries of recruitment

  • England
  • United Kingdom

Study participating centre

York Trials Unit
York
YO10 5DD
United Kingdom

Sponsor information

University of York (UK)
University/education

c/o Sue Final
Research Innovation Office
Innovation Centre
York Science Park
York
YO10 5DG
England
United Kingdom

Phone +44 (0)1904 435154
Email sue.final@york.ac.uk
Website http://www.york.ac.uk/
ROR logo "ROR" https://ror.org/04m01e293

Funders

Funder type

Charity

Education Endowment Foundation (UK)

No information available

Results and Publications

Intention to publish date
Individual participant data (IPD) Intention to shareNo
IPD sharing plan summaryNot provided at time of registration
Publication and dissemination planNot provided at time of registration
IPD sharing plan

Study outputs

Output type Details Date created Date added Peer reviewed? Patient-facing?
Funder report results results 01/05/2014 23/01/2019 No No

Editorial Notes

23/01/2019: Publication reference added
09/06/2016: No publications found, verifying study status with principal investigator.