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A Process Evaluation of the English Hubs Programme

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Title: A Process Evaluation of the English Hubs Programme
Language: English
Authors: Danielle Beaton, Katharine Beaney, Department for Education (DfE) (United Kingdom)
Source: UK Department for Education. 2024.
Availability: UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
Peer Reviewed: N
Page Count: 71
Publication Date: 2024
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Phonics, Early Reading, Low Achievement, Reading Achievement, Reading Improvement, Partnerships in Education, Foreign Countries, Elementary Schools, Program Evaluation, Reading Programs, Reading Instruction, Specialists, Outcomes of Education
Geographic Terms: United Kingdom (England)
ISBN: 978-1-83870-590-9
Abstract: The English Hub Programme (EHP) has been running since 2018. The programme was developed by the Department for Education (DfE) to improve the phonics and early reading outcomes for schools with pupils who fall below the expected level of performance on Phonics Screening Check (PSC) scores or schools in areas of high deprivation. It is delivered by 34 Hub schools who were chosen by DfE for being high performing schools in phonics and early reading teaching. Hubs can deliver support through two different categories of support - intensive support, or medium level support (MLS). The intensive support strand provides bespoke longer-term support over two years. As part of the intensive support strand peer support is offered by Literacy Specialists, hired and managed by Hubs, to teachers at schools that are selected by the Hub as eligible to receive support (known as Partner Schools). This process evaluation has focused on the intensive strand of support. The aim of this research was to explore how Hubs are delivering the support to schools to improve phonics outcomes, what has worked well or has not worked well from the perspective of Hub schools and Partner schools, and if there were any differences in the experiences or practices of Hubs that may influence their performance. Using a mixed methods approach, the research successfully provided insight into how the EHP is running, what challenges Hubs have faced in delivering the EHP and the experiences of Partner Schools in receiving the support.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED672105
Database: ERIC
FullText Text:
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  Data: A Process Evaluation of the English Hubs Programme
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  Data: <searchLink fieldCode="AR" term="%22Danielle+Beaton%22">Danielle Beaton</searchLink><br /><searchLink fieldCode="AR" term="%22Katharine+Beaney%22">Katharine Beaney</searchLink><br /><searchLink fieldCode="AR" term="%22Department+for+Education+%28DfE%29+%28United+Kingdom%29%22">Department for Education (DfE) (United Kingdom)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22UK+Department+for+Education%22"><i>UK Department for Education</i></searchLink>. 2024.
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  Data: UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
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  Data: 71
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  Data: 978-1-83870-590-9
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  Data: The English Hub Programme (EHP) has been running since 2018. The programme was developed by the Department for Education (DfE) to improve the phonics and early reading outcomes for schools with pupils who fall below the expected level of performance on Phonics Screening Check (PSC) scores or schools in areas of high deprivation. It is delivered by 34 Hub schools who were chosen by DfE for being high performing schools in phonics and early reading teaching. Hubs can deliver support through two different categories of support - intensive support, or medium level support (MLS). The intensive support strand provides bespoke longer-term support over two years. As part of the intensive support strand peer support is offered by Literacy Specialists, hired and managed by Hubs, to teachers at schools that are selected by the Hub as eligible to receive support (known as Partner Schools). This process evaluation has focused on the intensive strand of support. The aim of this research was to explore how Hubs are delivering the support to schools to improve phonics outcomes, what has worked well or has not worked well from the perspective of Hub schools and Partner schools, and if there were any differences in the experiences or practices of Hubs that may influence their performance. Using a mixed methods approach, the research successfully provided insight into how the EHP is running, what challenges Hubs have faced in delivering the EHP and the experiences of Partner Schools in receiving the support.
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      – Text: English
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      Pagination:
        PageCount: 71
    Subjects:
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Early Reading
        Type: general
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Reading Improvement
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Program Evaluation
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      – SubjectFull: Reading Programs
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Specialists
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: A Process Evaluation of the English Hubs Programme
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              Y: 2024
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