You may not have come across the Education Endowment Foundation. I’m pretty sure the Secretary of State hasn’t, because otherwise I rather doubt he’d continue to fund it – many of its findings are likely to be unpalatable to him and his colleagues.
In its Toolkit the EEF looks at all the research relating to a number of teaching initiatives and quantifies their effects. The results are given in the form of the amount of the additional months of progress pupils are likely to make in a year as a result of the approach being used in school.
Feedback, and Meta-Cognition and Self-Regulation (“Learning To Learn”), are both capable of adding as much as eight months of progress. One-To-One Tuition is one of a further half-dozen strategies which can produce at least five months’ extra progress in a year.
On the other hand, Extending the School Day, and giving Homework in Primary Schools are among those policies which generate only small benefits, while School Uniform results in no added progress.
Some initiatives actually have negative effects. Using Ability Grouping may result in progress on average being reduced by a month, while requiring students to Repeat A Year has the worst results of all the 30+ strategies surveyed; not only is it an expensive initiative, but after one year, students who are required to repeat are four months behind those who move on.