Advertise on podcast: Mind the Gap: Making Education Work Across the Globe

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Dr Nicole Ponsford, teacher-turned-researcher, EdTech founder, and Founder & Director of Research & Impact at Kaleidoscope, for an exploration of what inclusion and belonging really look like in schools, and how we can move beyond good intentions to understand pupils’, staff members’, and families’ lived experiences. Drawing on six years of doctoral research and data gathered from tens of thousands of people, Nicole challenges the limitations of traditional measures such as attendance, attainment and behaviour, arguing that they often tell us what has happened without explaining why. The conversation unpacks her five lenses for inclusion - identity, experience, voice, social capital and environment - and explores how schools can use them to make something as apparently intangible as belonging more visible, measurable, and actionable. Along the way, they discuss hidden voices, socioeconomic disadvantage, representation, trust, transitions, staff retention, and the danger of tokenistic approaches to inclusion. Rather than offering simplistic checklists, Nicole makes the case for listening carefully to the people in our communities, interrogating the differences hidden beneath headline data, and designing schools around what people actually experience rather than what leaders assume they need. Dr Nicole Ponsford FCCT is an award-winning educator, researcher and EdTech innovator, and Founder & Director of Research & Impact at Kaleidoscope, an independent research and innovation organisation supporting schools, trusts and education systems to strengthen inclusion, belonging, equity and participation through lived-experience insight. She is also Founder & CEO of the Global Equality Collective (GEC), a global inclusion community and Kaleidoscope’s knowledge partner. Previously an Advanced Skills Teacher and national Achievement Coach with Achievement for All, Nicole has spent over two decades working across Early Years to Post-16 education supporting leadership teams with school improvement, inclusion strategy, and digital innovation. Her work sits at the intersection of education, technology, and equity, with a particular focus on how data can be used more ethically and effectively to support students and staff. Nicole is the creator of Kaleidoscopic Data™, a doctoral research framework designed to help education leaders interpret lived-experience insight alongside more traditional datasets. Find out more about Nicole and Kaleidoscope at https://kaleidoscope-research.org/ Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75 ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Michael Chiles, headteacher and author of several educational books, for a candid and practical conversation about what school improvement really looks like from the headteacher’s chair. Michael reflects on the work of building change with an established staff, from listening carefully to teachers and pupils before setting priorities to creating teaching labs and practice labs where staff explore classroom techniques and then rehearse them through deliberate practice. The discussion explores the realities of whole-school leadership: improving attendance, strengthening behaviour and belonging, supporting SEND, working with families, sustaining improvement over several years and keeping multiple plates spinning at once. Michael also speaks openly about the pressures of inspection and accountability when headline data can lag behind the changes leaders and teachers are seeing every day, and why context, culture, and the trajectory of a school matter. Michael Chiles is an experienced senior leader and principal examiner who previously taught geography in the North West. Alongside his headship role, Michael supports teachers and leaders nationally and internationally, as well as writing literature for leading subject publishers. He enjoys walking and exploring the British countryside with his Border Collie, Daisy. His books include The CRAFT of Assessment, The Feedback Pendulum and The Sweet Spot. Follow Michael's experiences of the classroom and leadership at @m_chiles. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined once again by Dr Haili Hughes, Associate Professor at La Trobe University in Melbourne, for a wide-ranging conversation about teacher development, retention, professional identity, and the conditions that help teachers thrive. Drawing on her recent books Coaching for Adaptive Expertise and Love the One You’re With, Haili explores why retaining experienced teachers requires more than recruitment initiatives or performative wellbeing, arguing instead for cultures built on strong relationships, professional trust, meaningful development, and leadership that removes barriers so teachers can focus on teaching. The conversation also tackles the de-intellectualisation of teaching, asking what happens when consistency becomes prescription and teachers are reduced to simply following techniques rather than understanding principles and making informed decisions. Haili makes the case for professional agency rather than unfettered autonomy: shared mental models, playbooks and codified practices matter, but they should provide the knowledge teachers need to think, adapt and exercise judgement in their own subjects and contexts. Along the way, they explore mentoring and coaching, the importance of making expert teacher thinking visible, the value of purposeful rehearsal, and what Haili’s move from England to Australia has taught her about different education systems. Haili Hughes is a distinguished figure in the field of education, currently serving as an Associate Professor at La Trobe University and formerly the Director of Professional Development at All Saints Multi-Academy Trust. With a rich background that spans over 16 years as a teacher and leader in secondary schools, Haili has contributed significantly to UK education. Her work extends to advising on Initial Teacher Training (ITT) policy for the Department for Education (DfE) in the UK, facilitating programs like the Early Career Framework (ECF) and various National Professional Qualifications (NPQs). Haili has also authored several educational books and is a recognised speaker at educational conferences worldwide, where she shares her expertise on mentoring and teacher retention. You can subscribe to her substack for free here: https://hailihughes.substack.com/ Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner open a brand new season with Matt Stone, Director of Education at Teaching Walkthrus and lead author of Coaching Walkthrus, for a deeply practical conversation about what it really takes to make coaching work in schools. Matt traces his journey from secondary English teacher and senior leader and how those experiences led to him wanting to develop a coaching culture rooted in trust, shared language and genuine professional growth, moving away from high-stakes lesson observation and accountability towards something more useful, humane, and sustainable. The discussion explores Matt’s three domains of coaching - personal, cognitive and technical - and why effective professional development has to help teachers see the value of change, understand the thinking behind it, and actually practise the techniques that will make a difference in classrooms. Along the way, they unpack how schools can design coaching systems that are realistic for their context, from whole-staff approaches to team-based models and one-to-one support; why training sits at the heart of good coaching; and how “theory, see it, name it, do it” can help teachers move from ideas to action. As Director of Education and co-author of Coaching WalkThrus, Matt Stone shapes the strategic direction of WalkThrus’ training and support. He leads the training team, supports member schools, and oversees resource development, while providing in-school training, consultancy and coaching. Matt is a former English teacher and school leader in Wales. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Dr. Sarah Oberle, primary teacher, cognitive science advocate and co-author of Executive Functions for Every K–3 Classroom, for a rich and highly practical conversation about what the science of learning means for younger children. Sarah explains why executive functions - especially working memory, inhibition and cognitive flexibility - are not just specialist or SEND concerns, but fundamental cognitive processes that shape how all pupils attend, transition, regulate themselves, follow instructions and engage with learning. The discussion explores how teachers can design classrooms, routines and tasks that respect children’s developmental stage, reduce unnecessary interference, and increase automaticity so pupils can focus more of their limited cognitive bandwidth on the learning itself. Through examples such as “Betty and the Bats,” they unpack the hidden demands behind apparently simple classroom tasks, showing how small adjustments to resources, instructions and expectations can make a big difference. Sarah Oberle is an educator, author, speaker, and professional learning designer with 18 years of experience as a primary classroom teacher. Her work centres on helping educators understand how learning happens and how that understanding shapes daily instructional decisions. Sarah designs and facilitates evidence-informed professional learning for teachers and school leaders, both in person and virtually. She works with national and international organizations to ensure professional learning is research-informed, practical, and responsive to the realities of teaching. Her most recent book is Executive Functions for Every K–3 Classroom. Find out more at https://sarahoberle.com/ Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Shaun Allison and Andy Tharby from Durrington High School to revisit the enduring influence of their landmark book Making Every Lesson Count, 11 years on. Together they reflect on how the book’s six principles - challenge, explanation, modelling, practice, feedback, and questioning - emerged from real classroom and whole-school practice, and why they continue to offer such a powerful, practical language for improving teaching. Shaun and Andy discuss how their thinking has evolved over time, how the principles still shape practice at Durrington, and what it takes to build a culture where getting better never stops. They also consider what ideas and strategies they would include and exclude if the book were written now, given the strides that have been made in the last decade. Listen to find out whether we can expect a Making Every Lesson Count, Volume II. Shaun Allison is the co-Headteacher of Durrington High School. He joined Durrington High School in 2010 as Deputy Headteacher and up until 2022, was also the Director of the Research School there. Throughout his career, he has worked in large, coastal strip comprehensive schools. Shaun's particular areas of interest are evidence informed approaches to curriculum, teaching and assessment and using strong evaluation, professional development and implementation to drive school improvement. Andy Tharby is an English teacher and blogger with over a decade of classroom experience at Durrington High School. He is interested in how teachers can use the evidence from educational research to develop their professional expertise. Andy believes that the way students learn remains unchanged and that great teaching is timeless. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Daisy Christodoulou, Director of Education at No More Marking, for a fascinating conversation about assessment, comparative judgement, AI and what makes writing better. Daisy explains how comparative judgement offers a more reliable alternative to traditional rubric-based marking, why humans are often better at comparing two pieces of writing than assigning absolute grades, and how AI is now being used to support - not replace - teacher judgement. The discussion explores the promise and limitations of AI in assessing extended writing, the importance of keeping teachers “in the loop,” and how national writing comparisons can help schools understand standards beyond their own context. Along the way, Daisy unpacks what underpins strong writing and challenges the idea that pupils improve simply by writing more. She makes the case for breaking writing down, building component skills over time, and designing assessment systems that give teachers better insight without drowning them in marking. Daisy Christodoulou is the Director of Education at No More Marking, a provider of online Comparative Judgement software for schools. She is also the author of three books about education: Teachers vs Tech, Making Good Progress, and Seven Myths about Education. In November 2024, her first book about football was published: I Can’t Stop Thinking about VAR. Before joining No More Marking, Daisy was Head of Assessment at Ark Schools, and before that, she was a secondary English teacher in London. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined once again by Mary Myatt, education writer, speaker and author of The Ambitious Years, for a compelling conversation about reclaiming Key Stage 3 as a vital phase of education in its own right. Mary makes the case that Years 7–9 should not be treated merely as preparation for GCSEs, but as a rich, intellectually ambitious period where every pupil deserves access to challenging curriculum content, powerful vocabulary, high-quality texts and resources that spark curiosity. The discussion explores the importance of stronger primary-secondary curriculum understanding and why leadership decisions around time, staffing, and curriculum priorities matter so much. Drawing on the 'Faster Read' research, Mary also explains why reading aloud, beautiful texts, rich narratives and “above pay grade” material can have a transformative impact, especially for pupils with lower starting points. Along the way, they revisit Mary’s signature idea of 'high challenge, low threat', showing how teachers can name difficulty, reduce fear, and create classrooms where pupils are invited into demanding work with confidence. Mary Myatt is an education adviser, writer and speaker. She curates Myatt & Co where she works with colleagues to develop work on curriculum and wider school improvement. She trained as an RE teacher and is a former local authority adviser and inspector. She has worked in small schools, for large trusts, national and international organisations. Mary has written extensively about leadership, school improvement and the curriculum: ‘High Challenge, Low Threat’, ‘Hopeful Schools’ and ‘The Curriculum: Gallimaufry to Coherence’ , ‘Back on Track’. Her most recent book, 'Key Stage 3: The Ambitious Years' is out soon. Her education philosophy is underpinned by several principles: that all children deserve rich demanding work, that high quality talk underpins learning, that human beings are curious and that they find deep work very satisfying. Find out more at https://www.marymyatt.com/ Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Dixie-Louise Dexter, Assistant Head, EYFS lead and English lead, for a rich and practical exploration of what high-quality early years provision really looks like. Dixie shares how her team creates the “magic” of reception through meticulous attention to detail: a carefully planned induction process, strong relationships with families, home and preschool visits, and a learning environment shaped around each cohort’s needs. The conversation explores why wellbeing, safety and involvement come first, how “going slow” at the start helps children go further later, and how continuous provision can be deliberately designed to build communication, language, independence and curriculum knowledge. They also discuss transition into Key Stage 1, mixed-age Year 1–2 classes, and why the question should not be whether children are “ready” for Year 1, but whether Year 1 is ready for them. With over 15 years teaching experience in EYFS, Dixie-Louise Dexter has been successfully leading the Early Years Foundation Stage at Ashby Hill Top for the past 7 years. During that time, she has developed a highly skilled team and an inspirational learning environment in which children thrive, consistently achieving above national average outcomes. Dixie cultivates a research-based approach in daily practice and has provided support to EYFS practitioners in a range of schools both locally and further afield, guiding them to further develop their practice in curriculum development and continuous provision as well as the role of the adult in the EYFS. As well as this, she worked as an EYFSP moderator for the Local Authority, completed further qualifications in Early Years Speech & Language, and is currently undertaking an NPQH. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Tom Needham - teacher, school leader, and author of Engelmann’s Direct Instruction in Action - to explore what direct instruction really means. Marking the final book in the In Action series, the conversation digs into Siegfried Engelmann’s work, from the power of carefully sequenced examples and non-examples to the importance of “sameness,” big ideas, generative content, and tightly designed practice. Tom explains how direct instruction transformed his teaching of English, particularly for pupils who had struggled with writing, spelling and foundational skills, while also showing how its principles apply across subjects from maths and science to history and geography. Along the way, they discuss the philosophical and practical objections to scripted programmes, the role of teacher expertise in curriculum design, and why precise instruction can be a route to greater pupil success, confidence and independence. Tom Needham has been teaching for nearly twenty years. He has previously taught English in International schools in Malaysia and Nigeria; EFL in Bangkok and Harrogate, as well as Sociology, Media Studies and all the Humanities in Croydon. He is author of Explicit English Teaching, and most recently Engelmann's Direct Instruction in Action, which will be available on the 19th of June. Tom is currently an Assistant Headteacher at a school in Charlton. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Christian Mba, who is a vice principal, speaker, content creator, and now author of the upcoming book, Teach Like Your Heart Is On Fire. The trio engage in an uplifting conversation about purpose, passion and the moral imperative at the heart of teaching. Christian reflects on his journey into education, the teachers and mentors who shaped him, and why he wants to 'talk up' the profession at a time when its challenges can dominate the narrative. The discussion explores the importance of knowing your why, finding your own authentic voice as a teacher, and balancing evidence-informed practice with the character, conviction and humanity that make great teaching come alive. Along the way, Christian shares ideas from the book’s three-part structure - character, capacity, and culture - including the power of big, ambitious goals, the role of education as a leveller, and the responsibility teachers have to open up possibility for every young person in front of them. Christian Mba is a senior school leader working in secondary education in England. Born and raised in London, he taught in the capital for over a decade before moving into senior leadership, with experience spanning a range of complex and high-challenge school contexts. His leadership work has included responsibility for teaching and learning, behaviour, personal development, inclusion, character education, and professional development. Alongside his school-based role, Christian is a Programme Lead for a Middle Leadership development programme within a large Multi-Academy Trust and serves as a School Governor in a local secondary school. His new book, Teach Like Your Heart Is on Fire, is out on 29 May, 2026. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

In this episode Tom and Emma go head-to-head to discuss realities that schools face as they grapple with an ever-expanding variety of social and economic issues while simultaneously attempting to deliver quality education. Emma says, "I think we could probably agree as a profession that there are core things that are common to great classroom teaching, but in terms of school improvement, I think that needs a much more forensic, bespoke look at the genuine context of each school because there aren't shiny, transferable solutions because of the nature of the breadth of school type in our system." Tom envisions an inspection system without judgements that supports schools and attempts to understand their contexts. As he says, "Schools need to be known, not just visited." Overall, they thank teachers for their hard work across the system, and acknowledge that school improvement can be much easier for schools who already have resources and support than for those without. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Sarah Cottinghatt and Adam Kohlbeck to explore the craft and complexity of instructional coaching, drawing on their widely shared Coaching Cuts series on Substack. The conversation unpacks how coaching can move beyond surface-level feedback to focus on teacher decision-making and mental models, and why the most powerful coaching conversations centre on surfacing goals, comparing versions of events, and working collaboratively towards better outcomes for pupils. Through concrete examples, they illustrate how shifts in language and mindset can transform the quality of coaching dialogue. Along the way, they tackle bigger questions about scaling coaching across schools, the balance between whole-school professional development and one-to-one work, and the importance of a shared understanding of how learning happens as the foundation for any meaningful improvement. Sarah Cottinghatt is Research Lead at Steplab. She is a former English teacher, teacher educator, and Associate Dean at Ambition Institute. Sarah has an MA in Educational Neuroscience and writes books for teachers and coaches, including Ausubel's Meaningful Learning in Action, as well as co-authoring Coaching Cuts and Coaching for Adaptive Expertise with Adam Kohlbeck. Find her on Substack @https://substack.com/@cognitivecoach Adam Kohlbeck is the Director of Teacher Quality at Chiltern Learning Trust. He has been teaching and leading in schools for 17 years and has an undimmed love for teaching. Adam was a finalist in the 2025 National Teaching Awards and is the author of three education books, including co-authoring Coaching for Adaptive expertise. He also holds Chartered teacher status and is a qualified executive and instructional coach. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Professor Becky Francis, CEO of the Education Endowment Foundation, for a rich and wide-ranging discussion about the role of evidence in improving education - and the complexities that come with it. Becky unpacks how the EEF has evolved from a research-focused organisation into a trusted, sector-facing resource used by the vast majority of schools. The conversation explores the power - and limits - of randomised controlled trials, the importance of meta-analysis and implementation, and why teaching can be considered a “best bets” profession shaped by context and professional judgement. Along the way, they tackle big questions around social justice, student grouping and attainment, the risks of initiative overload, and how teachers can engage meaningfully with evidence without oversimplifying it. Looking ahead, Becky highlights key frontiers for research: AI, SEND, and school improvement at scale - making this an insightful and thought-provoking episode for anyone interested in how evidence can genuinely inform practice without losing sight of the realities of the classroom. Professor Becky Francis CBE is currently CEO of the Education Endowment Foundation, and was previously Director of the UCL Institute of Education (IOE), which is ranked #1 in the world for education in the international QS rankings. Her prior roles include Professor of Education and Social Justice at King’s College London, Director of Education at the RSA and Standing Advisor to the Parliamentary Education Select Committee. Throughout her career, Becky has sought to maximise the impact of academic research by working closely with teachers and policy-makers. She has spearheaded high-profile research programmes assessing the impact of major reforms in the English school system on educational inequalities, and is sought out internationally as an advisor to Governments on education policy. Becky was the inaugural Charles Yidan Global Fellow at Harvard University. Her academic expertise and extensive publications centre on social identities and inequalities in educational contexts. She is best known for her body of research on social identities and educational attainment, including gender, race and social class. Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Craig Barton - maths teacher, podcaster, and co-founder of Eedi - to discuss his ambitious new project: a series of 16 short books, each exploring a single, highly specific element of classroom practice. Drawing on three to four years spent visiting schools and observing hundreds of lessons, Craig explains the thinking behind the project and the principle that every idea included had to be seen working successfully in multiple classrooms. The conversation dives deep into practical teaching techniques, from mini whiteboards and checking for understanding to do-nows and the importance of gathering reliable data about what pupils actually know. Along the way, Craig shares the small but crucial routines that make these strategies effective in practice and reflects on why seemingly simple classroom tools often require careful thought, structure, and purpose to work well. Towards the end of the episode, Craig also delves into the research project his company Eedi did with Google and AI, and its implications for that technology in teaching and learning. Craig Barton has been teaching maths since 2004, and in 2009, he became the Secondary Mathematics adviser for the Times Educational Supplement (TES). He is the creator of the popular mrbartonmaths.com website and blog, which provides free resources to teachers and students all around the world. Craig also hosts the Mr Barton Maths Podcast. He is the co-creator of Diagnostic Questions, a formative assessment website hosting the world's largest collection of high-quality maths diagnostic multiple choice questions, which aims to help students and teachers from all around the world to identify, understand and resolve key misconceptions. More recently he has created the websites variationtheory.com, ssddproblems.com, and mathsvenns.com, with millions of teachers from across the globe sharing high-quality resources based on ideas from Craig's books. Those books include the recently released Tips for Teachers guides, which you can find at https://tipsforteachers.co.uk/books/ Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠