Steve Payne is headteacher of Halesowen Church of England Primary School in Dudley – one of the 12 schools that adopted flipped learning in the EEF’s study.
The school serves a disadvantaged area, with 70 per cent of its children coming from deprived backgrounds and 50 per cent speaking English as another language.
The flipped learning experiment came as the school was rethinking its approach to teaching.
“We were getting fed-up with homework if I’m honest,” Payne recalls. “It was lots of extra work for teachers, and it didn’t really have an impact on anything that we did in school.”
He says flipped learning has fundamentally changed his pupils’ approach to studying. “Pre-learning – that process of preparing themselves at home – it just adds to their whole learning experience at school.”
He also thinks the technology has given the pupils a bigger stake in their education. “We went from children not doing homework, to children taking pride in taking a little laptop back home, taking pride in the work they did.”
Teacher Claire Davies says the introduction of flipped learning has allowed her to cover the curriculum more quickly, and focus support on those children who need it most.
“I can get through the new curriculum at a much faster pace because the children are doing that pre-learning at home,” she says. “When they come in to school, I can immediately pick out the kids that are finding it more challenging and put interventions in with them straight away.”
Payne says the school has been so convinced by flipped learning that it has expanded it from Year 6 all the way down to Year 3.
“Ninety per cent of our children come into our nursery significantly below where they should be for their age,” he says.
“Last year, 43 per cent of them came out of Year 6 higher than they should be for maths.
“If you think about that journey of progress for children, it’s massive, and ‘flip’ has had a big part to play in that.”