This report showcases nine research studies conducted by two CfBT Schools Trust academies: St Mark's Church of England Academy and Oxford Spires Academy.
Research, report, review contains nine research studies conducted by middle leaders, teachers, a teaching assistant and one pupil in CfBT Schools Trust academies. This compendium is a great example of what can be achieved in schools through the dedication of senior leadership and Research Leads in promoting evidence-informed practice within their schools.
This report is divided into four themes:
Helen Woolley, Head of Research at Oxford Spires who led the Effective Feedback research group, said: “The quality of research undertaken at Oxford Spires Academy enables us to ensure, most importantly, that we are employing cutting edge-pedagogy in the classroom. We are currently in our third year of producing research within our school, which we use to attain the highest standards of teaching and learning.”
Hannah Fahey, Senior Vice Principal and Teaching & Learning Lead at St Mark’s, said: “Research has encouraged teachers to be a more reflective which means that they carefully take time to examine the factors that shape learning. By combining research with reflection on practice, staff have been able to engage in a cycle of self-improvement; while involving pupils with the research has had an invaluable impact on staff understanding of their perspectives on learning.”
This report showcases nine research studies conducted by two CfBT Schools Trust academies: St Mark's Church of England Academy and Oxford Spires Academy.Download now
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.