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THE RESEARCH EVIDENCE FOR OUR APPROACH

The Education Endowment Foundation (EEF) is an independent charity that conducts research into academic interventions.

There is a strong body of research from psychologists and educators demonstrating the importance of metacognition and self-regulation to effective pupil achievement. 

Metacognition is better known as the extent to which learners can 'learn to learn', or the range of study skills strategies they have in their learning 'toolkit'.

Self-regulation is the extent to which learners are aware of their strengths and weaknesses and the strategies they use to learn. It describes how they can motivate themselves to engage in learning and use strategies to enhance their learning. 

The Sutton Trust-EEF Teaching and Learning Toolkit—which summarises international evidence—rates ‘metacognition and self-regulation as high impact, low cost approaches to improving the attainment of learners.