Research, review, report

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:

1. Pedagogy: Three studies were conducted in the thematic area of pedagogy. The first report explores a range of techniques for introducing literacy into mathematics teaching; the second looks at strategies for improving outcomes among EAL students in science; and the final report investigates student engagement in physical geography.
2. Student attitudes to learning: This section contains two studies. The first explores the perceived impact of a Year 12 reading mentor programme on Year 7 pupils. The second study is student-led piece that looks at girls’ attitudes towards PE and ways of increasing motivation and enjoyment of the subject.
3. Middle leaders: Professional development and the role of middle leaders in increasing attainment Three studies place focus on the role of middle leaders. All reports accept middle leaders have a part to play in increasing attainment by working together and working with teachers in their respective departments. The first report looks at strategies that help increase attainment in Year 13 through the use of data. The second study investigates a professional development programme for middle leaders and the final study focuses on exploring the role of middle leaders to reduce within-school variation in pupil outcomes.
4. Effective Feedback: The final theme ‘What makes effective feedback?’  is based on a school-wide research project that looked into effective feedback. This research involved teachers across all subjects, in addition to a school-wide survey of 500 pupils.

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.”