The aim of this research project was to see if planning linked to boys’ interest would have a noticeable impact on their progress and attainment. A sample group of eight under-achieving boys across both reception classes were chosen as the control group. Over a period of ten weeks, teachers planned one table top activity inside the classroom and one in the outside area linked to an interest the boys had. In addition, two core texts each half term were linked to identified interest; which in turn would mean that over those weeks, all table top activities would be linked. The data submitted in the EYFS tracker was used to assess impact
and the progress archived.
Over the course of the research, it was observed that boys were indeed more inclined to work at tables linked to their interests and their engagement at tables they would typically avoid, such as writing and art, increased. Teachers also observed that boys would be more willing to independently complete recorded outcomes when combined with a tactile task, for example; writing number sentences after completing practical addition problems. It also became apparent that boys were more willing to write at open ended, self-access areas, for example at an easel, as opposed to pre-planned writing activities. As a result, of the eight boys included in the research process, six achieved ELG, with the other two assessed just below at ‘Reception developing’. Across
the whole of Reception, significant progress amongst boys was observed; at baseline, just 18% of boys were assessed as on track, rising to 74% in the Summer Term.