further & higher education
primary & secondary education

Raising Standards and Attainment Through Evidence Informed Teaching

further & higher education

primary & secondary education

08:45 - 16:20

Thursday 9 May 2019

Hallam Conference Centre, London

This Forum presents attendees with an opportunity to examine how evidence informed teaching is an essential method for improving teaching standards, raising overall attainment and closing the attainment gap. Participants will discuss the importance of encouraging effective partnerships between higher education institutions and schools to drive evidence informed teaching throughout the education sector. Attendees will also hear case studies discussing how research can improve teaching practices and deliver improved attainment for pupils.


This Forum is specifically designed for the Education Sector. Typical job titles will include:

  • Heads of Education and Learning
  • Heads of School Improvement
  • Heads of Curriculum
  • Directors of Teaching and Learning
  • Heads of Research
  • Directors of Academy Trusts
  • Headteachers
  • Deputy and Assistant Headteachers
  • Principals and Vice Principals
  • School Improvement Managers
  • Chief Executives
  • School Governors and Trustees
  • Strategic Managers for Pupil Achievement
  • Senior Lecturers in Education

This Forum is also open to the Private and Voluntary Sectors to encourage debate.

Key Speakers Confirmed:
  • Professor Daniel Muijs, Head of Research, Ofsted
  • Mike Coldwell, Head of Centre for Development and Research in Education, Sheffield Hallam University
  • Cat Scutt, Director of Education and Research, Chartered College of Teaching
  • Julie Nelson, Senior Research Manager, NFER
  • Andy Samways, Director of Research School and Teaching School, Unity Schools Partnership
  • Phil Naylor, Assistant Director, Blackpool Research School
View the agenda and additional speakers

Professional development costs schools in the UK over £1 billion per year. However, the Institute of Teaching states that not enough schools are engaging with evidence informed research even though it is readily available to schools. According to a report published by the Education Endowment Fund, The Attainment Gap (2017), professional development that leads to improved teaching standards is one of the key drivers to closing the attainment gap.

In 2017, the Department for Education released the report, Evidence-Informed Teaching: an Evaluation of Progress in England, which assesses three areas; a schools access to research evidence, their engagement with research and the use of research throughout the school.  The Chartered College of Teaching used this report to inform their guidance, released in 2017, with the aim of helping schools and teachings engage with evidence. In an effort to ensure schools are engaging with research Ofsted have updated their Education Inspection Framework to ensure they are able to effectively evaluate schools that have implemented research- informed practices. According to a report published by the Education Policy Institute in 2018, ‘The Teacher Labour Market in England: Shortages, Subject Expertise and Incentives’, up to 40% of teachers are leaving the profession within 5 years of qualifying, so it is increasingly important to reduce teacher workloads. It is vital that schools are engaging with research that could help teachers do their jobs more efficiently and therefore help create a better work-life balance.

It is imperative that the Education sector as a whole fully understands the transformational impact that evidence informed practice can have on teaching standards and attainment levels. Furthermore, as a result of this it is vital that schools and senior leadership teams have clear strategies in place to deliver evidence-informed teaching that has a positive impact on teacher’s CPD and school standards.

Dr Bronwen Maxwell, Head of Commissioned Research and Deputy Head of Centre for Research and Knowledge Exchange, Sheffield Hallam University

Dr Bronwen Maxwell is Head of Commissioned Research at the Sheffield Institute of Education, Sheffield Hallam University and Deputy Head of the Centre for Development and Research in Education where she leads large-scale research and evaluation projects for national and regional organisations. Publications, research, and doctoral supervision focus on two related areas -firstly teacher knowledge, learning, development and well-being, and secondly evidence-informed practice, the implementation of policy and innovations and school-led research and development. Bronwen set-up and led the Sheffield Institute of Education’s Research-Engaged Practice Network and teachers on masters and doctoral programmes.

Professor Daniel Muijs, Head of Research, Ofsted

Daniel is Deputy Director with responsibility for Ofsted’s research and evaluation programme. This includes oversight of Ofsted’s new multi-year research and evaluation programme across all phases of education and social care, and ensuring the 2019 Education Inspection Framework is informed by the best possible evidence from research and academia. Previously Daniel was Professor of Education at the University of Southampton.


Registration, Refreshments and Networking


Chair’s Welcome Address

Jonathan Haslam, Director, Institute of Effective Education, University of York (CONFIRMED)


Morning Keynote: Exploring Current Updates to Evidence Informed Teaching

  • Creating a holistic approach to evidence informed teaching and encouraging the education sector to embrace research to improve teaching
  • Discussing how research is helping Ofsted to develop its 2019 Inspection Framework and promoting why a research backed inspection framework is so important
  • Exploring how Ofsted is using an extensive research model and utilising collaboration with research teams to ensure the validity of educational research
  • Sharing guidance on how schools can effectively implement evidence informed practices into everyday school life and discussing how to translate existing research into practical teaching methods
  • Examining current research projects undertaken by Ofsted, including projects concerned with managing behaviours and curriculum changes

Professor Daniel Muijs, Head of Research, Ofsted (CONFIRMED)


Special Keynote: Encouraging Teacher Engagement with Research to Improve Teaching Standards

  • Understanding how schools can encourage an ethos of continuous improvement through engaging with research and improving pupil outcomes
  • Exploring how school leaders can encourage engagement with evidence based research and the best methods for facilitating staff access to research
  • Examining ways that schools can interpret existing research and encouraging teachers to experiment with ways of implementing findings
  • Highlighting the importance of encouragement from school leaders and how this can positively impact teacher engagement with research and the best methods for driving engagement

Mike Coldwell, Head of Centre for Development and Research in Education, Sheffield Hallam University (CONFIRMED) Co-Author of Evidence-informed Teaching: An Evaluation of Progress in England Research Report July 2017 commissioned by DfE


Questions and Answers Session


Refreshments and Networking


Case Study: Bridging the Research- Practice Divide

  • Exploring the key factors that contribute to a schools capacity to effectively engage with research: school leadership, teacher professionalism, systemic factors and organisational structures
  • Discussing the next steps for implementing research into teaching practices; exploring the role collaboration plays in creating a research culture
  • Understanding the importance of creating a research-rich pedagogy and how school leaders can achieve this through promoting a strong research orientation
  • Highlighting the unique opportunity that universities have to help schools build their research capacity

Dr David Godfrey, Lecturer in Education Leadership and Management, UCL Institute of Education (CONFIRMED)


Case Study: Exploring how Research can Impact Teaching

  • Discussing how the Unity School Partnership successfully bid for funding from the Strategic School Improvement Fund
  • Exploring how the Trust utilised this additional funding to develop new techniques  to improve attainment in KS2 Maths
  • Embedding a culture of research throughout the school to ensure continuous development of teaching standards
  • Examining the best methods for transforming research into practical techniques that can be implemented in the classroom

Andy Samways, Director of Research School and Teaching School, Unity Research School (CONFIRMED)

Anna Tapper, KS2 Maths Evidence Lead, Unity Schools Partnership (CONFIRMED)


Questions and Answers Session


Lunch and Networking


Afternoon Keynote: Translating Research into Practical Strategies to Improve Teacher Pedagogy

  • Exploring how teachers and school leaders can help translate research findings into practical strategies than can be used in the classroom
  • Discussing how creating effective knowledge pathways will support teachers and allow them to access high quality research from around the world
  • Examining how teachers can utilise pre-existing research to help establish a better understanding of the principles that underpin effective pedagogy
  • Outlining the key guidance provided in the ‘Evidence Informed Teaching: Self- Assessment Tool for Teachers’ created by the Chartered College of Teaching
  • Highlighting the importance of making research accessible to school leaders and teachers through the use of Impact, a termly journal, to encourage discussion and debate around key research issues

Cat Scutt, Director of Education and Research, Chartered College of Teaching (CONFIRMED)


Special Keynote: Closing the Attainment Gap Through Evidence- Informed Teaching

  • Understanding how to use evidence informed teaching to close the attainment gap between disadvantaged children and their peers
  • Examining how research can help schools understand how to close the attainment gap through taking lessons away from best practice case studies
  • Exploring how school leaders can encourage teachers to effectively use CPD to improve educational standards for all students
  • Discussing how NFER are working with the OECD on the ‘International Early Learning and Child Well-Being Study’ to provide insights into Early Childhood Development and the effect this has on their learning

Julie Nelson, Senior Research Manager, National Foundation for Educational Research (NFER) (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Case Study: Developing Effective Evidence-Backed Professional Development Programmes to Raise Teaching Standards

  • Exploring the benefits of implementing an evidence-informed professional development programme in schools
  • Outlining the key barriers to implementing a robust professional development programme and how to combat these barriers by ensuring research and development is a collaborative process to secure teacher engagement
  • Exploring how school leaders should support evidence- informed practices through professional development and how to implement these initiatives within schools
  • Highlighting the key findings from the ‘Evidence-informed innovation in schools: aligning collaborative Research and Development with high quality professional learning for teachers’ report including the success of collaborating research & development with continuous professional development and learning to raise teaching standards

Dr Bronwen Maxwell, Head of Commissioned Research and Deputy Head of Centre for Research and Knowledge Exchange, Sheffield Hallam University (CONFIRMED)


Case Study: Delivering Evidence-Informed Metacognitive Learning Strategies in the Classroom to Raise Pupil Attainment

  • Exploring the benefits of implementing metacognitive teaching strategies that enable pupils to plan, monitor, evaluate and make changes to their own styles of learning to improve pupil engagement and increase attainment
  • Understanding the need for pupil engagement in their learning in order for them to become more effective and efficient learners
  • Examining how metacognitive methods can be implemented within the classroom setting at Blackpool Research school; for example through the use of target setting that can be monitored by the pupils themselves
  • Highlighting how Blackpool Research School communicated the evidence behind metacognition teaching and learning methods and ensured buy-in throughout the school

Phil Naylor, Assistant Director, Blackpool Research School (CONFIRMED)


Questions and Answers Session


Chairs Summary and Close

*programme subject to change

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