Beyond punishment: reframing behaviour in schools

EDT is delighted to be working with Leicestershire Local Authority and 29 local schools through the Schools Partnership Programme (SPP), forming a supportive professional learning network (PLN) focused on sustainable school improvement. Working closely with school leadership teams and the Education Effectiveness Team (EET), which supports all education settings in Leicestershire, this partnership focuses on empowering all staff to actively participate in the school improvement process.

This report presents a summary of a three-year project conducted by academics at the University College London (UCL) Centre for Education Leadership, funded by the Education Endowment Foundation (EEF), evaluating EDT’s Schools Partnership Programme (SPP). On the SPP, clusters of schools conduct peer reviews and support one another’s improvement – leading to improved system leadership and greater accountability in England’s schools.

This report presents a summary of a three-year project conducted by academics at the University College London (UCL) Centre for Education Leadership, funded by the Education Endowment Foundation (EEF), evaluating EDT’s Schools Partnership Programme (SPP). On the SPP, clusters of schools conduct peer reviews and support one another’s improvement – leading to improved system leadership and greater accountability in England’s schools.

Cognitive load theory can inform curriculum design and classroom practices, offering concrete strategies to improve student outcomes. Dr Richard Churches, our Director of Research and author of the book Neuroscience for Teachers, and Dr David Johnson of the University of Oxford, discuss the potential of using CLT as part of curriculum design.