Classroom Practice

Gaining and Sustaining Momentum: accelerating progress in schools

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CUREE has, in collaboration with Teach First, concluded a research project continuing on from our previous work on characteristics of high-performing schools. As an extension of that project, CUREE has spent a year exploring characteristics shared by schools which are struggling to establish and/or continue momentum in their progress towards reaching high-performing status, and investigating how these schools’ individual contexts and circumstances relate to the broader evidence base around what exactly makes schools successful in making progress.

Read more about the publication here, and Philippa's blog about the report can be found here.

Purpose and Quality of Evidence of Education in England - evidence for select committee

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On the 30th November, 2015, The Education Commitee launched and inquiry into the purpose of and quality of education in England. As a part of the inquiry a call for written evidence was made that addressed the following points:

  • What the purpose of education for children of all ages in England should be
  • What measure should be used to evaluate the quality of education against this purpose
  • How well the current education system performs against these measures

 

Further information about the inquiry can be found here: http://www.parliament.uk/business/committees/committees-a-z/commons-sele...

What makes exceptional schools exceptional?

generic site logoSpeaking at the second ResearchED conference on 6 September 2014, Philippa Cordingely offered some further insights into the differences between schools that were *merely* strong and those which were exceptional in meeting the needs of vulnerable learners.

Her presentation which can be downloaded from here outlined the key features which distinguished those schools which were exceptional (75%+ at GCSE including English and Maths) ) from those merely very good (achieving at least national averages) at meeting the needs of vulnerable learners in communities with very high FSM (free school meals).

Using evidence to promote staff and student learning

Philippa Cordingley, Rebecca Raybould and Karen Manuel presented Using the evidence to promote staff and student learning workshop at Birmingham Metropolitan College on 13th March 2013. This workshop explored how schools and colleges can improve outcomes, and develop practice and teacher enquiry through the use of accessible research and evidence. You can see the presentation here

 

Wroxham Primary School QCDA

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Click on the link above to read this short report, which was written following a half day visit to Wroxham Primary School in Potter’s Bar, Hertfordshire.

 

The visit was completed as part of a curriculum research probe commissioned by QCDA in year 3 of the Building the Evidence Base for a C21st Curriculum project. Wroxham is a Creative Partnerships School of Creativity and the headteacher has been an active member of the Curriculum Evidence Advisory Panel (CEAP), an influential group that coordinates evidence gathering processes and identifies areas for partnership working. The visit was intended to answer the question: In schools that are successfully developing the curriculum, how are the changes required by curriculum innovation being managed by school leaders?  During the visit, interviews were held with the headteacher and the deputy headteacher and a year 3 teacher who is also the lead for science.