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Progress outcomes, for 2016 to 2018 of primary and secondary age pupils in England are examined for schools which have (i) adopted a whole school approach to the teaching of thinking and have subsequently been accredited as a Thinking School, and (ii) have either been accredited as a Thinking School or who have registered and started the Thinking Schools journey. The process follows the author’s preferred style of action-research based on a form of illuminative evaluation and an adaptation/application of the SPARE ‘wheel’ model initially developed by [1]. Using the impact measure of effect size, ‘Very High’ impact (equivalent to over a whole grade extra growth) is shown for 2016 through to 2018 in the secondary progress measure of Progress 8 (P8). ‘Moderate’ to ‘High’ impact (equivalent to 0.5 – 0.6 of a grade extra growth at GCSE) is shown for 2016 through to 2018 in the primary progress measures relating to reading, writing and mathematics. Marked improvement is evident in all progress measures as schools move to successful accreditation and specific case studies are used to firmly support this approach for enhancing the progress and achievement of all pupils regardless of advantage or disadvantage. Future recommendations for further developments and research are provided, including international applications.

literacy information and computer education journal

Ground Your Practice in Evidence, Because Thinking Matters: A National Evaluation of the Impact of the Thinking Schools Approach on the Achievement of Primary and Secondary Age Pupils in England (2016 to 2018)