Intervention details

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IPEELL: Using Self-Regulation To Improve Writing

Strong for Primary writing
UK Evaluated in the UK

Intervention description

A six stage structured approach to teaching writing. IPEELL uses memorable experiences, such as trips to local landmarks, as a focus for pupils’ writing then the Self-Regulated Strategy Development (SRSD) intervention is implemented. Frameworks and mnemonics are used to aid organisation and pupils use self and peer assessment. Pupils set goals for their writing, evaluate what they produce and positive behaviours are reinforced. IPEELL aims to encourage pupils to take ownership of their work and can be used to teach most genres of writing, including narrative writing.

The intervention is not currently available to schools in the UK, we have included the intervention on E4I due to the large positive impact on writing outcomes found in the Education Endowment Foundation evaluation and existing evidence from the United States and elsewhere.


Teachers were trained in the approach by the North American developers with support from the Calderdale Excellence Partnership team. Adaptations were made for the English context. The intervention is currently being delivered by the Calderdale Excellence Partnership, who will train trainers from Leeds Local Authority and Lincolnshire/Centre for British Teachers (CfBT), who will in turn train teachers in the approach.

Evidence Summary

The Education Endowment Foundation ran a project investigating the effectiveness of IPEELL: Using self-regulation to improve writing, which found that it had a strong positive impact on the writing outcomes of low attaining pupils at the transition from primary to secondary school. The project aimed to help struggling writers in Years 6 and 7. The study found a mean effect size of +0.74 for primary writing.

The intervention had beneficial effects for pupils eligible for free school meals.

Strong for Primary writing
No. of studies 1
No. of students 261
Average effect size +0.74

Key research

The Education Endowment Foundation project findings, in combination with existing evidence from the United States and elsewhere, suggest that the Self-Regulated Strategy Development approach has substantial promise as a literacy catch up.

The Education Endowment Foundation is currently running a project to test a more scalable version of the intervention and exploring further the impact of the intervention on pupils eligible for free school meals. The evaluation will involve eighty schools and the results should be available in summer 2018.


Calderdale Excellence Partnership

Key stages

  • Key Stage 2
  • Key Stage 3


£52 per pupil

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