Condition category
Not Applicable
Date applied
Date assigned
Last edited
Prospectively registered
Overall trial status
Recruitment status
No longer recruiting

Plain English Summary

Background and study aims
The University of Bristol has developed a new method (or intervention) of teacher peer review, a system where teachers observe and critique each other’s skills in the classroom. It uses software called RANDA, which can be installed on a IPad tablet and it allows teachers to peer review each other using any number of customised scoring systems. The aims behind the development of this software are to improve teachers performance in the classroom and improve pupils educational attainments. This study seeks to test this new teacher peer observation intervention through a large number of teacher peer reviews in the English and mathematics departments of 120 schools over the course of two years.

Who can participate?
This project is for teachers teaching mathematics or English in GCSE classes.

What does the study involve?
Schools will be randomly selected to either be in the intervention group who take part in the new peer review intervention or the control group who continue as normal. Teachers in intervention schools will be randomly allocated to either be an observer, to be observed or to do both. Teachers carrying out observations will use an IPad (which the University of Bristol will supply) and work through a rubric (a framework on which the observations will be based which is loaded onto the IPad as an app). The observation should take about 15-20 minutes. Within each school, the mathematics and English departments will be randomly allocated to a “low dose” or “high dose” of the teacher peer review process. In “low dose” departments, each teacher being observed will be peer reviewed 6-9 times over a cause of a year. In “high dose” departments, this increases to 15-18 times a year. Students’ English and mathematics abilities will also be tested at the end of each school year for two years. This will be using an adapted Key Stage 3 test in year 10 and GCSE exams in year 11.

What are the possible benefits and risks of participating?
The programme may improve students’ abilities in mathematics and English.

Where is the study run from?
The study is being run by National Foundation for Educational Research, Slough, UK.

When is the study starting and how long is it expected to run for?
September 2014 to July 2016.

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

Who is the main contact?
Anneka Dawson

Trial website

Contact information



Primary contact

Dr Anneka Dawson


Contact details

The Mere
Upton Park
United Kingdom
+ 44 (0) 1753 637218

Additional identifiers

EudraCT number number

Protocol/serial number


Study information

Scientific title

Evaluation of the teacher peer observation intervention: Cluster randomised controlled trial


Study hypothesis

The use of the teacher peer observation intervention designed by the University of Bristol will increase Year 10 and Year 11 students' abilities in mathematics and English

Ethics approval

National Foundation for Educational Research Code of Practice Committee, 06/05/14

Study design

Cluster randomised trial

Primary study design


Secondary study design

Randomised controlled trial

Trial setting


Trial type

Quality of life

Patient information sheet

Not available in web format, please use the contact details below to request a patient information sheet


Educational attainment


There are three levels of randomisation:
1. Schools are randomised to either intervention (55 schools) or control (65 schools continuing as normal) conditions
2. Mathematics and English departments within the intervention schools are randomised to either high dose (15-18 times a year) or low dose (6-9 times a year) of the peer observation (every school will have one low and one high observation category)
3. Teachers within the intervention schools are randomised to either be an observer, an observee or both (a third in each condition)

Intervention type



Not Applicable

Drug names

Primary outcome measures

GCSE outcomes for English and mathematics will be used to measure year 11 ability.

Secondary outcome measures

Adapted Key Stage 3 tests in English and mathematics will be used to measure year 10 ability.
Analysis of the differential impact of the interventions on free school meal (FSM) and non-FSM pupils, and gender will also be carried out.

Overall trial start date


Overall trial end date


Reason abandoned


Participant inclusion criteria

1. State secondary schools in England that are mixed with no boarders
2. Schools who have the top half of students eligible for free school meals (the highest percentages of FSM)
3. Students will be in year 10 and year 11
4. Schools will need to provide a list of UPNs, class lists and teacher IDs to avoid control schools resisting the data requirements after allocation
5. Headteachers will be asked to give consent on behalf of the teachers and students

Participant type


Age group




Target number of participants

120 schools

Participant exclusion criteria

Schools in Somerset, Lancashire and Merseyside as requested by the funder

Recruitment start date


Recruitment end date



Countries of recruitment

United Kingdom

Trial participating centre

The Mere
United Kingdom

Sponsor information


The Education Endowment Foundation (UK)

Sponsor details

9th Floor
Millbank Tower
21 – 24 Millbank
United Kingdom
+44 (0) 20 7802 1676

Sponsor type




Funder type


Funder name

The Education Endowment Foundation (UK)

Alternative name(s)

Funding Body Type

Funding Body Subtype


Results and Publications

Publication and dissemination plan

Not provided at time of registration

Intention to publish date

Participant level data

Not provided at time of registration

Results - basic reporting

Publication summary

Publication citations

Additional files

Editorial Notes