Evidence-informed practice, CPLD and research
Evidence Informed Practice
We are an evidence-informed organisation, making use of educational research and understanding of what works in our context, to agree our approach to teaching and learning and take leadership decisions.
Our strategy should be to make the best choices we can from the best evidence available, to try it out, with an open mind, and see if it works. If it does, we can keep doing it; if not, we will learn from that experience and try something else”. (Prof Rob Coe, )
We draw on evidence for professional learning and development for staff, but also through our dedication to research. Dr Steve Murray is The Trust's Lead Practitioner for Data and Research. He works across the Trust as a TLE (Trust Leader in Education) providing research summaries to support sharing of good practice and decision-making. Steve initiates our Disciplined Inquiry projects.
As a school and across the Trust we make use of the Education Endowment Foundation (EEF) guidance reports, including the Teaching and Learning Toolkit, to identify what might work well in our context.
Teaching & Learning
Our evidence-informed approach supports consistency in teaching and learning across the school. We make use of Rosenshine's Principles of Instruction, Lemov's explorations in Teach Like a Champion, and deep learning from cognitive science to identify most effective practice in instruction, modelling, rehearsal, feedback and retrieval, alongside work on critique and metacognition.
Coaching
All staff are entitled to a coach, and teachers benefit from incremental coaching, a frequent and ongoing cycle of observation and action-based coaching. We already have a great teaching staff who deliver excellent lessons, but we recognise that every single teacher can always get better. This approach enables a positive, open look at learning and enables staff to see progress in their own practice.
Oracy
We are building an oracy-rich environment, utilising Voice 21’s 'Oracy Skills Framework' and research from Sheffield Hallam University and the EEF.
Reading
Our approach to reading has been well designed through a deep exploration of research into how children learn to read, become fluent readers, and enjoy reading for pleasure over time. All children experience teacher-led, modelled fluent reading at morning registration, accessing over 25 quality texts across their time with us in this way. Tier 2/3 vocabulary development is shared across all subjects, and we prioritise disciplinary literacy across the curriculum. Our Reading Lead, Ms Barker, works with our librarian Ms Andrews to promote reading for pleasure. Children in Key Stage 3 access Accelerated Reader, and enjoyment and love of reading is developed through promotion of texts and celebration of reading successes. We keep abreast of reading reports from OECD (PISA), the Department for Education, and EEF’s literacy recommendations at KS2 and secondary school.
Learning Support
Our Learning Support Assistants are trained in the most effective ways to support learners who are struggling in class, for example through careful approaches to scaffolding. Through carefully-designed interventions in reading, writing, maths, handwriting, social skills and speech & language, we aim to make the most impact possible to enable children to make great progress. Our recent involvement in the Developing Effective Leadership of Teaching Assistants (DELTA) project across Bristol (EEF/BCC/West Somerset Research School) has supported the strategic direction of the team.
Mental Health
Our 4 full time mental health practitioners who are employed in The Grove in school deliver a tiered approach to evidence-informed interventions to over 100 children. These are led by our Mental Health Manager.
CPLD (Continuing Professional Learning and Development)
Our CPLD programme is comprised of the following:
1. Weekly CPLD Opportunities
2. Incremental Coaching
3. National Professional Qualifications (NPQs)
We have sponsored over 30 staff through their National Professional Qualifications at Middle Leader, Senior Leader, Headteacher and Executive Leader level
4. Takeaway Tuesdays
5. INSETs and Twilights
Examples of our INSETS from Orchard and from across the Trust include:
- Powerful Knowledge – Michael Young
- Unconscious Bias – Aisha Thomas
- Disciplined Inquiry - Tom Colquhoun. SW EEF Research School
- EDI and School of Sanctuary – Representation Matters, Marie Hazel and Ruth Pickersgill
Pictured: Professor Michael Young at Orchard School Bristol for TiLA inset
Disciplined Inquiry and Developing Pedagogy Projects
Disciplined Inquiry projects
Teachers have an active role in small scale research in their own classrooms. These "Disciplined Inquiry" projects are run annually, and we are proud of our staff engagement in formulating their own research questions, identifying what works and why (or why not), and presenting their findings in academic posters. Our latest DI booklet showcasing staff DI projects can be found here:
disciplined inquiry poster booklet 2022 23.pdf
Developing Pedagogy Projects
Our staff are funded by TiLA, our Trust, to engage in year-long projects to research a particular area of interest. These projects are supervised by the University of Bristol School of Education. Teachers are mentored and supported by academic staff to produce high-quality educational research. Recent years' projects have included:
| Year/cycle | Name | Research area and title |
| 2018-2019 | Mr Arun Sharma | Reading: Development of an annual Reading Census for children and parents/carers, in order to shape direction of reading. |
| 2018-2019 | Ms Charlie Strickland | Pupil Premium: Increasing resilience in Pupil Premium students through a grit and growth intervention programme. |
| 2021-2022 | Dr Steve Murray | Reading: Approaches to teacher-modelled whole-class fluency reading. |
| 2021-2022 | Ms Sarah Barker | Literacy: Developing Handwriting at Secondary School. |
| 2022-2023 | Mr Josh Fish | Assessment: The most effective ways to assess students current/prior knowledge in maths. |
| 2023-2024 | Dr Steve Murray | Case study of impact of using a research reading group to impact on TA engagement and efficacy. |
Chartered College of Teaching - Bristol Network
In 2017 we became the Chartered College of Teaching Network hub for Bristol. The CCT is a professional body of teachers with the aims of bridging the gap between research and classroom practice.
As a school we fund CCT membership for all teaching staff and for Learning Support Assistants, to enable staff to have free access to the latest high quality research in education.
Our aims from being the Chartered College of Teaching Bristol Network are to:
- Provide teachers from the area with the opportunity to access and complete research on different pedagogical themes.
- Provide a support mechanism whereby colleagues can discuss and plan to use background evidence in their chosen research areas.
Our Chartered College of Teaching Network Events to date:
19 October 2017 – ‘Networking – what can we expect from the network and how can we make the most of our local expertise?’ We shared the aims of the network with staff from across Bristol schools.
28th November 2017: Research Methods – How can we effectively lead evidence-based/informed teaching in schools? Dan Rodeck (Filton Avenue Primary School) shared approaches to Research Methods, and the support that can be provided across primary/secondary schools in the area.
24 Jan 2018 – Assessment – How can we confidently and effectively compare progress within and across schools over the phases? James Pemberton from the organisation Sig+ led a hugely valuable session to primary and secondary staff on assessment.
8th May 2018 – Cognitive Development and Learning. Professor Paul Howard-Jones from the University of Bristol explored how students learn and how we can effectively use techniques to support them in their studies.
16th January 2019 – What makes a great curriculum? Speakers included Mary Myatt and Richard Kennett from Redland Green School.
Cat Scutt from the Chartered College of Teaching then led an open panel. This event reached participants from over 80 schools in the local area.
5th Feb 2019: Local Network Discussion “How do you use research to support pedagogy?", attended by large number of staff from Bristol and South Gloucester Schools.
27th November 2019 – Local Network Discussion “Retrieval practice and Low Stakes testing”, attended by a large number of staff from schools across the area.
24th February 2020 – What does the research tell us about Disadvantaged Students and Literacy? Speakers included Professor Michael Young, Emeritus Professor of Education at the Institute of Education, University of London; Claire Stoneman, educational blogger, author and Principal of Rushey Mead Academy; Sarah Barker, teacher and writer, and David Howe, Headteacher of Abbey Wood Community School.
16th March 2021- online - "Ethical Leadership" - a conference which attracted a large number of colleagues from the local area as well as education staff from across the country. Speakers were: James Pope, Co-executive leader at Whole Education Network; Hannah Wilson, Educational Consultant and DfE coach for the Women Leading in Education initiative, and Angie Browne, coach, educator and senior leader.
19th May 2021 - A network meeting with speakers including Peter Hyman, Gemma Kirk, Nimish Lad, and Susannah Haygarth. Hundreds of teachers and leaders from across the country tuned in to this online meeting.
2nd December 2021- Supporting Teacher Well-Being. This was an important session considering our Coivd experience. We secured two main speakers: Viv Grant and Amy Sayers, and two of our Early Career Teachers at Orchard School shared their views too: Kirsten Burrell and Simon Davis.
12th January 2022- Exploring the NCELP approach to Modern Foreign Language teaching, and how this helps to prepare students for the new MFL GCSE. Our speakers were Rachel Hawkes, Director of International Education and Research for Comberton Academy Trust and Claire Jones, Orchard School’s Head of Languages Faculty who previously worked with Rachel Hawkes at the Comberton Village Trust. This network meeting reached a very large group of staff from across the local area and across the country. We had our first international staff sign up too!
24th March 2022 – Improving Outcomes for Disadvantaged Students. For this network meeting our speaker was Marc Rowland, author of Addressing Educational Disadvantage in Colleges and Schools (2021) and Learning Without Labels: Improving Outcomes for Vulnerable Pupils (2017). A hugely important topic which was delivered brilliantly, and followed by some insightful questions and answers.
16th November 2022 – Behaviour: What do you permit? Sam Strickland led a fantastic presentation on establishing a positive behaviour culture. We had almost 400 attendees at this network event, with almost every secondary school in the local area being represented, alongside leaders and teachers from further afield. We freely shared the recording afterwards, our next step in supporting schools to engage with great speakers.
30th January 2023 - Supporting Students with Emotional-Based School Avoidance (EBSA). Dr Tina Rae delivered a highly informative talk to over 1100 delegates on how to recognise the early warning signs of EBSA and how to reduce heightened emotional states, anxiety and 'toxic' stress. Tina also provided strategies for how to support students' transition back to the classroom and emphasised the importance of developing secure routines and identifying individual staff members as first points of contact for working with students experiencing EBSA.
8th March 2023 - Linking Neurodivergence and Physical Health: Implications for Student Welfare & Attendance.
Jane Green MBE raised awareness of the links between pain-induced hypermobility and neurodivergence in students. This co-occurring condition is poorly understood at present by many people in school settings, so we were grateful to be informed of how to notice its symptoms and the observed implications for students' mental health and attendance. Jane also outlined a number of adaptations which may be useful for improving the school experience and wellbeing for this group of students.
24th April 2023 – Supporting Students with Exam Anxiety: In Conversation with Natasha Devon MBE
Natasha shared her expertise in helping students to manage their anxiety as we approach exam season through explanation of its causes, the effects on associated brain function and useful stress-management techniques. Also on the table was a discussion of how students can prepare for exams effectively, making purposeful use of time for revision and how to avoid the pitfalls of (social media) distractions and procrastination. A highly insightful and timely webinar for all practitioners who are helping to prepare students for upcoming exams.
21st June 2023 – The Science of Learning: A Fresh Look at Retrieval
Bradley Busch explored the latest and greatest studies, combining seminal research alongside those articles just released. He explained how best to ask and acquire high quality retrieval responses from students, with a particular focus on how to produce an effective multiple-choice quiz for informing feedback and subsequent learning.
25th September 2023 – Ambition and Pride for All Learners: Stretch and Challenge
Haili Hughes discussed how we can use evidence-informed approaches from Rosenshine, Teach Like a Champion and Leverage Leadership to aim high for all the learners we teach. With an exploration of how we build the foundations, by developing strong subject knowledge and how we encourage students to think hard and challenging them conceptually rather than teaching to the test, Haili advocated a number of key strategies for providing effective stretch in the classroom.
29th November 2023 - Attendance and Neurodivergent Students: Tips for an Inclusive School Culture
In this talk, which included numerous practical suggestions, Dr Abby Russell discussed common neurodivergent traits and why it can be a challenge for neurodivergent students to attend and engage with school. She shared ideas from her research, which focusses on ADHD in primary school, as well as discussed how to address school attendance problems in neurodivergent young people.
31st January 2024 - How can I secure positive behaviour and address common behavioural scenarios in the classroom?
In this interactive session, Jamie Thorn outlined a number of helpful strategies for maintaining a positive classroom environment built on calmness and consistency. He postulated prioritising the honing our behaviour management skills based on the factors which are within our circle of influence.
6th March 2024 - Evidence-based approaches to improving outcomes for disadvantaged learners
In this talk, Jean Gross CBE set out how early intervention and low-cost, evidence-based, practical strategies can be used by teachers to transform outcomes for their disadvantaged students in their classrooms – essential for anyone working in education who is seeking equity for all their students.
24th April 2024 - Practical Solutions to Addressing Improvements to Student Belonging in Schools
This session by Angie Browne focused on enhancing DEI IQ, providing insights into theories, concepts, and vocabulary essential for fostering inclusive conversations about identity. Practical strategies for creating a school environment where every student feels they belong were also outlined, in order to gain some valuable tools for promoting inclusivity and engagement within school settings.
26th June 2024 - Seven Starting Points for Curriculum Conversations
In this talk, John Tomsett delved into the realm of curriculum development, shedding light on the potential of invaluable synergy between school leaders and subject matter experts. Attendees gained deep insights gleaned from experienced subject leaders, along with a wealth of effective strategies for empowering school improvement through curriculum enhancement.
Bristol Education Partnership
As founding members of the BEP, we work with a small group of state and independent schools, with a sixth form college, two universities and Bristol City Council to share best practice. The four areas that the BEP work on are:
- Overcoming disadvantage
- Raising aspirations
- Broadening education
- Inspiring staff
The annual BEP TeacherFest brings together schools across the city to benefit from each other’s expertise and to share ideas from national and international speakers.
In 2021 Dan Pitt from Orchard School and John Sullivan who works across the Trust, led a session for colleagues on Incremental Coaching.
In 2022, Steve Murray from Orchard School led a session on Using Cognitive Load Theory to make Impactful changes in the classroom, and Dan Pitt presented on Using Educational Research to Inform Classroom Practice.
