Teaching & Learning
Our Research‑Informed Approach to Teaching and Learning
At our school, we are committed to providing the highest quality education through a research‑informed and evidence‑based approach to teaching and learning. This means our classroom practice is shaped not by trends or fashions, but by strategies that have been shown—through educational research and cognitive science—to have the greatest impact on pupils’ learning, progress, and long‑term understanding.
We prioritise classroom experiences that enable all pupils to think deeply, participate fully, and make secure progress.
What Do We Mean by “Evidence‑Based Learning”?
Evidence‑based learning refers to teaching practices supported by robust research into how pupils learn best. This includes:
- Cognitive load theory: reducing unnecessary distractions so thinking can focus on learning.
- Formative assessment: making pupils’ thinking visible so teachers can adapt teaching in real time.
- Explicit teaching and modelling: showing pupils how to apply skills and knowledge effectively.
- Structured talk and collaboration: helping pupils process, rehearse, and articulate their ideas.
- High levels of engagement for all pupils: ensuring every child is included in learning.
These principles underpin everything we do in our classrooms.
The Strategies We Use to Support Evidence‑Based Learning
Across the school, our teachers use a set of shared, research‑supported practices to create calm, focused and effective learning environments.
Inclusive Questioning (Cold Calling)
We use Cold Calling in a calm, predictable way to ensure that every pupil contributes to discussions. This allows teachers to gather feedback from the whole class rather than a small group of volunteers.
Cold Calling supports learning by:
- Promoting equitable participation, giving all pupils the chance to share their thinking.
- Helping teachers identify misconceptions quickly and adapt the lesson immediately.
- Encouraging active listening, as pupils know they may be invited to respond at any time.
- Building confidence, particularly for quieter pupils who might not volunteer independently.
Making Thinking Visible (Show Me Boards)
Show Me Boards allow teachers to see pupils’ ideas instantly, keeping learning active and visible to all.
This helps by:
- Providing real‑time insight into pupils’ understanding and common misconceptions.
- Allowing teachers to give immediate feedback that moves learning forward.
- Encouraging full participation, as every pupil must commit to an answer.
- Creating a safe space where pupils are comfortable experimenting with ideas.
Show Me Boards help ensure that formative assessment happens continuously, not just at the end of a task.
Structured Talk for Learning (Think–Pair-Share)
Think–Pair–Share strengthens pupils’ reasoning and speaking skills by giving them time to think carefully before responding.
This approach:
- Gives crucial processing time, helping all pupils organise their thoughts.
- Enables pupils to rehearse their ideas with a partner, improving clarity and depth.
- Supports quieter pupils who may need extra time or confidence before speaking.
- Leads to higher‑quality whole‑class discussion when pupils share considered responses.
This routine builds confidence and deepens understanding through structured dialogue.
Probing Questions
Probing questions help pupils develop deeper and more precise understanding. Rather than accepting brief answers, teachers extend thinking with prompts such as “Why?”, “How do you know?”, or “Can you explain that further?”.
This supports learning by:
- Encouraging deeper reasoning and justification.
- Helping teachers uncover pupils’ underlying thinking.
- Stretching higher‑attaining pupils while supporting those who need clarity.
- Improving the precision and quality of pupil explanations.
Say It Again, Better
This strategy encourages pupils to refine and improve their answers after further thought or feedback.
Benefits include:
- Developing more accurate and subject‑specific vocabulary.
- Encouraging pupils to evaluate and improve the clarity of their communication.
- Reinforcing expectations of high‑quality talk and responses.
- Helping pupils correct misconceptions or vague explanations through guided improvement.
It supports a culture where improvement and refinement are normal parts of learning.
Process Questions
Process questions guide pupils to explain the steps they took to reach an answer, rather than focusing solely on the final response.
This strengthens:
- Metacognition — pupils learn to think about their own thinking.
- Problem‑solving skills, as pupils reflect on the strategies they used.
- Understanding of alternative methods, building flexibility.
- Independence, helping pupils choose effective approaches in future tasks.
A Consistent Whole-School Approach
- A common language of learning
- Reduced cognitive load, helping pupils focus on content
- Smooth transitions between classes and year groups
- A calm and supportive learning environment
Teachers receive regular professional development, use reflective practice, and collaborate with colleagues to continually refine their teaching.
The Impact on Our PupilsOur evidence‑based approach ensures that pupils:
- Experience high‑quality teaching every day
- Are engaged, active participants in their learning
- Receive timely feedback that moves learning forward
- Develop strong communication and reasoning skills
- Build confidence through predictable routines
- Make secure progress and retain learning more effectively
This approach supports all pupils, enabling them to thrive academically and personally.
Our Ongoing Commitment
We are committed to staying up‑to‑date with the latest educational research. As part of this, we:- Engage in regular training and professional learning
- Reflect on classroom practice
- Monitor the impact of strategies on pupil outcomes
- Continuously refine our approach to ensure it remains effective and inclusive
Our goal is simple: to provide every child with the best possible learning experiences, grounded in strong evidence and delivered with consistency and care.