28 April 2018

This week saw the launch of a new guidance report from the Education Endowment Foundation, Metacognition and Self-regulated Learning.  The report offers seven practical, evidence-based recommendations to support teachers to develop metacognitive skills in their pupils.

The guidance is relevant to early years practitioners, teachers and senior leaders in primary and secondary schools, as well as in post-16 settings. It’s designed to give some clarity and guidance to an area of teaching and learning that holds so much promise but that can be difficult to address.

I was privileged to have sat on the advisory panel from this and am delighted to have played a small part in supporting the development of the toolkit as it’s been an approach that Rosendale has been committed to for over 5 years.

Rosendale Primary School developed an approach called ReflectED, which teaches children the skills of metacognition as well as how to apply them in context.  We were fortunate enough to receive EEF support to test this approach and in 2013, we ran the first ever school-led randomised control trial. This initial trial found promise in the ReflectED approach and we are currently being funded to run a whole school trial with over 100 schools.  Read more about our trial here.

One of the things we have discovered as we travelled the country recruiting schools for the trial, was the appetite for and interest in teaching metacognition.  Many schools were aware from the EEF toolkit of the importance of metacognition in raising children’s attainment but they did not know what teaching metacognition looked like.

This guidance report provides timely support to schools to help them better understand metacognition.

For more information, contact 


(Kate Atkins/Headteacher, Rosendale Primary School)

Posted on 28 April 2018
Posted in: Blog

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