Facilitated Action Research

Facilitated Action Research (FAR) originated as a bespoke professional development programme for one nursery in Kent. It is now in its sixth year and has worked with over 70 practitioners in settings and schools across London and Kent. 

Challenge

Practitioners are keen to improve practice and outcomes for children. However, with limited resources, long working hours, few if any closure days and legal requirements for staff-child ratios, it is difficult for practitioners to be released during the day for professional development or to afford further formal development beyond initial qualification. Such opportunities are often limited to compliance requirements such as safeguarding and welfare of children. Settings may also lack confidence in leading professional learning using internal staff expertise. This can be frustrating and affect recruitment, retention, staff development and quality of provision.

Solution

Facilitated action research (FAR) is a bespoke approach which addresses these issues. It recognises the expertise of practitioners and supports them to independently question and explore an issue or concern in their practice using a modified action research cycle (Ince and Kitto, 2020). It includes an impact evaluation model after Earley and Porrit (2010) and empowers practitioners to make positive changes for the benefit of the children. The model involves sessions led by facilitators who introduce the FAR cycle in stages to build confidence and support practitioners in their enquiry. Originally organised as a face to face professional learning programme, the FAR course is also available as blended or online using UCLExtend as a platform. This has the advantage of providing a secure space for participants to share their projects, discuss progress, and access resources. 

Impact

Evaluations of the FAR projects with different settings over the years identify key impacts on participants, practice and outcomes for the setting and children. These range from improved learning environments, new policies and practices, increased outcomes for children on Foundation Stage Profile measures, and individual learning and empowerment. 

• “It gave me the motivation to drive things forward in the nursery setting based on what I had found out.”
• “We were able to use the Action Research to actually implement a change into our nursery. Our children have learnt a lot from the changes and all our staff members are on board with sustaining children’s learning.”
• “I have found the whole process very beneficial. It has been a real eye-opener and it has not only made me think about one aspect of development but look at the whole environment.”
• “It’s helped us work better, the room is laid out better and you can feel the difference from walking in.”
• “The benefit is that we have opened up to new ideas in our room, made changes and the children appear happier”
• “We have bonded well as a team now, our communication has improved so much and we are now implementing consistent routines in the room benefitting the room and most importantly the children”.
• “The children, as well as the staff are happier, more engaged and interested in their day to day nursery learning”. 

Key facts

• Department: Learning and Leadership
• Project dates: Since 2015
• Clients: London Borough of Islington, Northfleet Nursery, Early Foundations Teaching School Alliance, Little Angels Day Nursery
• Team members: Dr Amanda Ince, Dr Liz Bullough, Dr Eleanor Kitto

Links

• Ince, A. And Kitto, E., (2020) A Practical Guide to Action Research and Teacher Enquiry making a difference in early years. London: Routledge.

Contact us

ioe.enterprise@ucl.ac.uk
+44 (0)20 7612 6644