The Hallé SHINE on Manchester Saturday school programme showed no evidence of impact on reading attainment across all three trial years¶

Claim · All claims
Evidence · 1 study · causal r2 · q4 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i0 There is no evidence that the programme had an impact on the reading attainment of children in the trial, consistent across all age groups, FSM-eligible pupils, and all three years. → Menzies et al. 2016

Evidence¶

Menzies et al. 2016¶

Victoria Menzies, Adetayo Kasim, Dimitra Kokotsaki, Catherine Hewitt, Nasima Akhter, Clare Collyer, Kirsty Younger, Andy Wiggins and Carole Torgerson. (2016). Hallé SHINE on Manchester: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581134

q4 · i0 · causal · r2

Three two-armed cluster RCTs (pilot 361 pupils in 18 schools; main trial 2,306 pupils in 38 schools) with random allocation at year-group level, analysed by multi-level modelling on intention-to-treat. Year 1 effect size was "0.03 (-0.27, 0.34)"; Year 2 -0.10; Year 3 0.10, all with confidence intervals spanning zero.

"There is no evidence that the Hallé Shine on Manchester programme had an impact on the reading attainment of children in the trial. This finding was consistent across all age groups, for pupils eligible for free school meals, and for all three years of the trials."

Discussion¶

Related Claims¶

• Low attendance at Saturday sessions was a barrier to implementation, driven by pupil availability, variable parental engagement, and limited recruitment time — related
• The SHINE in Secondaries Saturday school showed a very small impact on literacy and numeracy outcomes across all four pilot schools — related
• The intervention showed no evidence of differentially benefiting pupils eligible for free school meals in any of the schools — related
• The programme showed no positive effects on secondary outcomes of maths attainment and attitudes to reading, maths, music, and school — related
• The trial found a statistically significant negative literacy impact for FSM-eligible pupils, treated with caution — related
• Pupils who attended the Saturday school showed positive engagement, improved behaviour, confidence, and social skills per the process evaluation — related
• For FSM-eligible pupils there was no evidence of positive impact on attainment or self-reported character attributes — related
• Among FSM-eligible pupils, music workshops showed no impact on attainment relative to the drama control — related