researchED Blackpool 2019

BLACKPOOL
SATURDAY 23rd MARCH 2019

Blackpool Research School At St Mary’s Catholic Academy | St Walburgas
Road | BlackpooL | FY3 7EQ
#rEDBlackpool
Blackpool
Blackpool | SATURDAY 23/03/2019 Research
School
Contents
1: Contents
2: Wlcome from researchED
3: Welcome from Blackpool Research School
4: Sponsors:
5: Site Map Level 0
6: Site Map level 1
7: Schedule
8: Sports Hall
9: Sports Hall
10: 0CO4
11: 1CO4
12: 0MI4
13: 1MI4
14: 0HU4
15: 1HU4
16: 0SP4
17: 1SP4
18: Who’s Who: Ruth Rosalind Walker & Robin Machpherson
19: Who’s Who: Sam Twiselton & Stephen Tierney
20: Who’s Who: Wendy Symes & Tom Needham
21: Who’s Who: Amy Forrester & Rob Petrie
22: Who’s Who: Rebecca Foster & Oliver Caviglioli
23: Who’s Who: Robbie Coleman & Philippa Cordingly
24: Who’s Who: Nick Rose & Matthew Hood
25: Who’s Who: Mark McCourt & Dr Elizabeth Farley-Ripple
26: Who’s Who: Lauren Stephenson & Katy Theobald
27: Who’s Who: Jonathan Haslam & Jon Hutchinson
28: Who’s Who: John Tomsett & John Collier
29: Who’s Who: Gary Jones & David Weston
30: Who’s Who: Prof Daniel Muijs & Colin Foster
31: Who’s Who: Clare Sealey & Prof Pete Boyd
32: Who’s Who: Ben Gordon & Jess Walmsley
33: Who’s Who: Prof Anne Watson & Alex Quigley
34: Who’s Who: Craig Barton & Simon Eccles
35: Who’s Who: Rebecca Jones & Lisa Perrifer
36: Who’s Who: Pritesh Raichura & Phil Naylor
37: Who’s Who: Simon Cox & Aly Spencer
38: Who’s Who: Mark Lehain & Tom Rees
39: Who’s Who: Deep Ghatura & Vivienne Porritt
40: Who’s Who: Tom Bennett & Victoria O’Farrell
41: Wireless Access
researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 1

Blackpool
School
researchED
Welcome from researchED
It is with the greatest pleasure that we welcome you here today; Blackpool is part ofthe new Research Schools
Network, an exciting development for the future of education. The network is a collaboration betweek the
Education Endowment Foundation (EEF) and the Institute for Effective Education (IEE) created to support
the use of evidence to infrom and improve teaching practice. Its aims are closely aligned with those of
researchED which is why we are delighted to host a series of conferences at Research Schools up and down
the country this year. We are grateful to the amazing team at Blackpool for putting together such a stimulating
programme.
Once again, we are grateful to all our speakers for contributing their time, experience and enthusiasm, and
to all of you for joining in the conversations. You will experience sessions which aim to draw from research
evidence and open the dialogue about some of the ways in which we can put evidence into practice. Many
of the sessions also incorporate the important concept of evaluating the impact of what we do, even when
things do not pan out as we had hoped: the lessons learnt are always invaluable. researchED seeks to play
an important role in providing a platform for teachers to present their work, for all parties involved in the
education sector to talk to and ask questions of each other in a mutually beneficial way. researchED has
always aimed to bring together and empower practitioners. So do ask questions; do ask for sources; do
challenge constructively; do ask for further reading. Have a great day!
Hélène Galdin-O’Shea
researchED
Our aims and values

1. To raise the research literacy of educators, in order for 4. To help educators become as aware as possible
them to possess the critical skills necessary to challenge of signigicant obstacles - e.g. biases - in their own
and understand the quality of research they encounter. understanding of learning and education, and to locate the
best methods of empirical enquiry and analysis in those
2. To bring together as many parties affected by fields.
educational research - e.g. teachers, academics,
researchers, policy makers, teacher trainers - in order 5. To promote, where possible, research of any discipline
to establish healthy relationships where field-specific that has been shown to have significant evidence of impact
expertise is pooled usefully. in education, and to challenge research that lacks integrity,
or has been shown to be based on doubtful methodologies.
3. To promote collaboration between research-users
and research-creators so that educators become more 6. To explore ‘what works’ in the field of education, and to
involved in the questions posed for research to answer, the explore what the concepts contained in that statement
data generated in that process, and in the consideration of might mean, as well as to consider the limitations of
the meaning of that data. scientific enquiry in this area as well as the opportunities.

Blackpool
School
Welcome
Welcome from Blackpool Research School
researchED Blackpool is back for its second year, and is bigger and better than last year in almost
every way! We are delighted to welcome well in excess of 500 delegates and speakers to Blackpool
today for the biggest education conference the town has ever seen - we hope you have a fantastic
day.
Having the opportunity to work with researchED has been a real privilege; their reputation for
bridging the gap between research and practice has meant we have been able to attract so many
high calibre speakers to our conference today. The day ahead will be thought-provoking and
packed with ideas to help you translate research into your own practice.
As one of 22 Research Schools across the country, our role is to support the use of evidence to
improve teaching practice. We work with schools across Blackpool, Lancashire, and Cumbria to
disseminate what we know about putting research into practice and offer training programmes,
newsletters, twilight sessions, conferences and much more. Please see the flyer in your conference
bag for further information about our work, and don’t hesitate to chat to a member of our team
Simon Cox.
today if you’d like to know more.
Director of Blackpool Research School
May I take this opportunity to thank our speakers (none of whom are being paid) for giving up
their time to be here today and to you for supporting what we hope will become an annual event
in the calendar. Please take every opportunity to ask questions, to challenge, to ask for further
reading, and to share the day with those not lucky enough to be here via Twitter using the hashtag
#rEDBlackpool.
Have a great day!
Phil Naylor.
Assistant Director of Blackpool
Research School
The Research Schools Network is a collaboration between the Education Endowment Foundation (EEF) and the Institute for Effective
Education (IEE) to create a network of schools that will support the use of evidence to improve teaching practice.
Research Schools act as regional hubs for the Research Schools Network. Through the network, they share what they know about putting
research into practice, and support schools to make better use of evidence to inform their teaching and learning so that they really make a
difference in the classroom.

Blackpool
School
Sponsors
We would like to thank the following sponsors
who have generously supported todays event!
The Eric Wright Group can trace its roots to the original construction company founded in Fleetwood in 1923 called Brown & Jackson. A number of
transformations since then has resulted in the present structure. As an award-winning leader in the UK property and construction industry, The Eric Wright
Group demonstrates a culture of excellence in civil engineering, construction, facilities management, property development, property management and Health
& Care that ensures long-term relationships with our partners and clients.
GL Assessment is the leading provider of formative assessments to UK schools, as well as providing assessments for overseas ministries and British,
bilingual and international schools in over 100 countries worldwide.
For over 30 years, we have provided assessments for children’s education, mental health and wellbeing. Recognising that technology is a driver for
educational change, we have pioneered a powerful digital assessment system, which has delivered over 7 million online tests across the globe. We continue
to innovate with adaptive testing and tablet-based assessments.
We believe in working with the largest possible pool of experts, to ensure that our assessments are rigorous, academically sound and in line with current best
practice in education. As a result, we can list King’s College London, the University of York and the Australian Council for Educational Research among our
partners.
Crown House Publishing is a rapidly growing publishing house specialising in the areas of Education, Coaching, Business Training and Development, Neuro-
Linguistic Programming (NLP), Hypnotherapy, Psychotherapy, Counselling, Self Help, Mind Body Spirit and Personal Growth.
In February 2014, for the second year running, we won the Independent Publishing Guild Education Publisher of the Year Award. The judges said:
“Crown House Publishing is the Publisher of the Year in this category for the second year in a row. It grew its business again in 2013 with rising sales in ebooks and
rights in particular. Judges liked the way it exploited these and other sales opportunities, especially at events, and its efforts to ramp up social media work. They also
admired Crown House’s moves beyond education into the trade. “There’s a great breadth of publishing here, and an understanding of the many channels it can sell
through.”
The publishing business is now thriving under a team of highly skilled and creative people who love working with authors to create highly informative,
instructional, fun and often life-changing books. Our authors are our strength and together we have published bestsellers, award-winning titles and ground-
breaking work in all our specialist areas.

Blackpool
School
Site Map
LEVEL 0
Tap on each room for full details of the programme.
DINING
HALL
MAIN HALL
0CO4
0MI4
SPORTS
HALL
0HU4
0SP4

Blackpool
School
Site Map
LEVEL 1
Tap on the room you would like to see the agenda for if you are using a digital programme.
SIGN IN
1C04
1MI4
1HU4
1SP4

LIT GENERAL MATHS GENERAL GENERAL GENERAL SCIENCE GENERAL
researchED Blackpool 23 March 2019

TIME Sports Hall 0CO4 1CO4 0MI4 1MI4 0HU4 1HU4 0SP4 1SP4
KEYNOTE 09:30 - 10:20 Daniel Muijs
SESSION 1 10:25 - 11:05 Tom Bennett Oliver Matthew Hood Mark Philippa Katy Tom Rosalind Wendy
Caviglioli McCourt Cordingley Theobald Rees Walker Symes
BREAK 11:05 - 12:15

SESSION 2 11:35 - 12:15 David Rebecca Gary Jones Craig Stephen Mark Vivienne Lauren Elizabeth
Weston Foster Barton Tierney Lehain Porrit Stephenson Farley-Ripple
& Victoria
O’Farrell
SESSION 3 12:20 - 13:00 Alex Quigley Amy Forrester Jeremy Anne Jon John John Pritesh Phil
& Rob Petrie Hodgen Watson Hutchinson Tomsett Collier Raichura Naylor
http://www.researched.org.uk
LUNCH 13:00 - 13:45
SESSION 4 13:45 - 14:15 PANEL
SESSION 5 14:20 - 15:00 Nick Rose Tom Oliver Colin Clare Robbie Robin Jess Aly
Needham Caviglioli Foster Sealy Coleman Macpherson Walmsley Spencer
Schedule
SESSION 6 15:05 - 15:50 Sam Simon Cox Cherryl Ben Jonathan Lisa Simon Eccles Deep Vivienne
Twiselton Drabble Gordon Haslam Pettifer & Rebecca Ghataura Porritt
Jones
#rEDBlackpool
CLOSE 15:55 - 16:00 Simon Cox
Blackpool | SATURDAY 23/03/2019
School
Research
Blackpool
7
Blackpool
School
Sports Hall
Research
Can education be evidence-based?
KEYNOTE
In this presentation I will look at the role of evidence for practice in education. I will address a number of questions. Can
education be evidence-based? What do we have evidence for, and what don’t we? How can we ensure that evidence
informs what we do as teachers and leaders, and what does the system need to do to allow evidence to be disseminated
more effectively? I will also discuss the role of policy and Ofsted in an evidence-informed system.
Creating a culture: What evidence tells us about good

behaviour in schools
Session
Many teachers and school leaders have little training in how to run a room - or a school. The assumption is that we pick it
1
up on the job. But this is a terribly under structured and haphazard way to approach one of our most important funtions:
keeping children safe and building environments where they can flourish and learn. Tom shares what evidence can tell us
about the well-run classroom and school.
Better teaching: the recipe for improvement

Session
In this session, David Weston will draw on key international research and leading practice in the UK and around the world
to identify the building blocks that every team and school should be addressing in order to ensure that teaching is getting
2
better over time.
Tackling the challenge of academic reading

Session
With the renewed focus on curriculum, teachers at both primary and secondary phases need to careful consider the
3
challenge of reading academic texts. So what does every teacher need to know about teaching reading? What phase and
subject specific differences are meaningful for the teaching of reading. Alex explores the research evidence that attends
reading, with practical strategies for developing reading in the classroom and in designing curricula.

Blackpool
School
Sports Hall
Research
Evidence in Education: where next? The panel answer questions from the delegates and from Twitter
Panel
Mark Lehain Sam Twiselton Clare Sealy David Weston Pritesh Raichura
Remember, pupils will forget!

Session
Nick Rose explores some of the psychological research into memory and forgetting, examining the distinction between
‘storage strength’ and ‘retrieval strength’ in long-term memory and some of the research into what makes techniques like
4
retrieval practice effective.
Recruiting Developing and Retaining Expert Teachers –

Session
conditions, contexts and implications - reflections on

government policy and teacher education
5
This workshop will draw on research on the development of teacher expertise and the impact of both internal and
external factors on this. It will relate this to the findings of the Carter Review of ITT and the DfE Recruitment and
Retention Strategy with a particular focus on the importance of early career support and development.
Closing Remarks
Remarks
Closing
Simon Cox, Director of Blackpool Research School

Blackpool
School
0CO4
Research
Memory and Meaning
Session
This is an investigation into the Daniel Willingham’s quote “Understanding is memory in disguise”. It looks at the fight
between retrieval and meaning-making, designed into Baddeley’s model of memory, and links it to Sweller’s cognitive
1
load theory. The role of organisation of thoughts is developed in light of structures that aid retrieval and, finally, we relate
this to the hierarchy of language used to order ideas into a coherent shape.
Leading the research-informed English Department

Session
Rebecca has led her English Department for three years and will be sharing how she’s taken ideas from research and
applied them to the classroom setting. She will demonstrate how Bjork’s desirable difficulties, retrieval practice and
2
cognitive load theory can be used to inform effective lessons, resources and curriculum design, offering practical
suggestions for making your classroom and department more research-informed.
Changing the culture of teachers’ performance

Session
management: an evidence-based approach.

In many schools, teachers’ performance management is a bureaucracy-filled nightmare consisting of subjective lesson
3
observations, multiple forms to be completed and pay awards related to student outcomes. At Cockermouth School,
we have implemented a different approach that enthuses and engages staff, minimises bureaucracy and treats our
teachers as professionals who are intrinsically motivated to develop their own practice. Instead of jumping through
hoops, teachers at our school are supported to have autonomy over their development, mastery of their craft and have
reconnected with their core purpose of being in the classroom. In this session we will present our model through the
lens of whole-school change at a senior level, as well as featuring the experiences of our classroom teachers.
Standing on the shoulders of giants: how to build and

Session
sequence a research informed curriculum

Standing on the Shoulders of Giants-how to build a curriculum from scratch that not only matches the increased
4
rigour of the new GCSEs, but also attempts to tackle the main barriers to student success. These barriers include low
reading ability, the vocabulary/background knowledge deficit and substandard written expression. Drawing on research
and techniques from Cognitive Science, Direct Instruction and practical teaching guides, I will explore how we have
synthesised these ideas into a semi-coherent whole.
Mobilising Metacognition
Session
‘Metacognition’ is a buzzword currently: but what actually is it and what does it look like in the classroom? Simon will
5
explore the evidence contained within the recent Education Endowment Foundation guidance report on ‘Metacognition
and Self-regulation’, tackle some of the myths about metacognition, and explore how teachers can mobilise
metacognition in their classrooms and schools.

Blackpool
School
1CO4
Research
Making Bets – How should we teach teachers?
Session
Too often we’re unintentional when it comes to teacher education. If we’re going to do a better job, we’ve got to make
better, clearer bets. We’ve been around the world asking the best providers about the bets they make. This session will
1
get you thinking about the bets that *you* would make given the opportunity. You’ll then have those tested against those
who might disagree!
What’s so different about disciplined inquiry.

Session
There is currently a great deal of interested in ‘disciplined inquiry’ as something that can be incorporated into
performance management systems for teachers. In this session, Gary will examine the background to disciplined inquiry,
2
what it is, and how it could be applied within schools. Gary will also explore the evidence about disciplined inquiry and
how you would go about a disciplined inquiry about disciplined inquiry.
Lesson Study for Research-Informed Curriculum

Session
Development
This workshop focuses on leadership of curriculum development through ‘lesson study’ as a form of professional inquiry.
3
A short input on ‘ten inquiry steps’ sets out the process of inquiry and distinguishes between pragmatic evaluation,
professional inquiry and practitioner research. Lesson study has been used by teachers in Japan since 1870 and is now
an internationally widespread form of professional inquiry which provides an alternative to action research. A small
team of teachers modify an existing lesson to create a ‘research lesson’ which one of the team then teach and through
observation and gathering of data its impact on learners is analysed. In this workshop the key features and steps of
lesson study are introduced using a handout. To provoke discussion we will consider short video clips of a case study
of teachers working on a mathematics ‘research lesson’ through two cycles of development. We will also consider
the lessons learned, so far, from a current LED lesson study research and development project in a secondary school
in Cumbria that is focusing on development of dialogic teaching. The workshop will conclude by considering the key
principles underpinning successful leadership of research-informed curriculum development projects.
Dual Coding With Teachers

Session
This session is centred around dual coding and its implications for cognitive load theory. It starts with two immersion
activities and then investigates the multiple theories and research behind them, finishing off with practical guides
4
teachers can use in their own dual coding practices the following week.
Isolation Booths, useful or not?

Session
During the session I will look at different isolation booths and rooms and discuss their different uses. I will be looking at
5
contrasting evidence from those who want them banned outright and to thos who are more tolerant. I will contrast the
difference in mainstream school and special school in the way the booths are used.

Blackpool
School
0MI4
MATHEMATICS
Phasing Learning
Session
In this session, Mark McCourt will discuss the phases that both teacher and pupil pass through as the pupil encounters
a novel idea, acquires flexible knowledge, moves to fluency and is able to practise and finally builds to understanding the
1
idea. Drawing on a century of research in mastery approaches and the field of cognitive science, we will consider what
learning is, how it comes about and the developmental stages that human beings pass through in acquiring knowledge.
Low-stakes quizzes and the Quiz-Homework-Quiz CombO

Session
Last academic year I became a little obsessed with low-stakes quizzing. I describe my process in my book, How I wish I’d
taught maths (subtle plug!). Since the books release, I have had chance to refine my approach and build in new features.
2
I have also had chance to see how a particular application - the Quiz-Homework-Quiz Combo - actually works when
introduced to students and their parents! Whilst all the examples given here are secondary maths, I hope the principles -
and mistakes! - will apply across other subjects and age ranges.
A reflection of the relationship between research and

Session
practice in mathematics education

First I will report on a research project involving ten UK mathematics teachers, their practice and success. Then I will
3
comment on how research can inform and misinform teaching, and the importance of reading the ‘small print’. My aim is
to reinstate the value of teachers’ professional knowledge.
Using Confidence Assessment in Low-Stakes Tests

Session
In this session, I will describe the potential benefits of ‘Confidence Assessment’ (CA) when used in low-stakes, in-class
tests. In CA, students give a confidence rating alongside each of their responses to indicate how sure they are that each
4
of their answers is correct. Their total mark is then weighted by their confidence ratings, rewarding students for accurate
confidence ratings and penalising them for over-confidence or under-confidence. The intention is to promote better
‘calibration’ (i.e., students’ confidence more accurately matches their competence), so as to support future learning.
I will summarise research on the use of CA, including my own pilot study with about 300 mathematics students across
five secondary schools. This suggested that the approach was easy for teachers to implement and for students to
understand. The vast majority of the students were positive about CA, with some believing that it encouraged deeper
thinking and increased confidence. I am currently exploring what happens when students use CA over an extended
period of time, seeking to find out whether students do become better calibrated and whether their overall attainment
improves.
Rise ‘N’ Shine to Rosenshine - Awaken your teaching

Session
practice using the Principles of Instruction

5
Too often we’re unintentional when it comes to teacher education. If we’re going to do a better job, we’ve got to make
better, clearer bets. We’ve been around the world asking the best providers about the bets they make. This session will
get you thinking about the bets that *you* would make given the opportunity. You’ll then have those tested against those
who might disagree!

Blackpool
School
1MI4
Research
Powering teachers’ professional identities –
Session
Government policies and what teachers make of them

from around the world
1
Join this interactive session to explore the practical implications in England of a study of how teachers internationally
respond to key Government policy levers for shaping their professional identities. This evidence explores teachers’
experiences of the approaches of governments to teacher status, recruitment, retention, CPD, autonomy, workload and
values in Scotland, Singapore, Kenya, Chile, Sweden, Ontario and Berlin. Despite huge social, economic and historical
differences there are strong similarities where you might least expect them - and striking differences between countries
that look similar on the surface.
Evidence Informed Curriculum Planning: Cognitive Load

Session
Theory 2.0
The session will build on the recent updated Cognitive Load Theory paper by Sweller et al (2019) to explore the
2
implications of our cognitive architecture and a body of research for teachers, teaching and longer term planning of the
curriculum and schemes of learning.
Implementing a knowledge-rich curriculum: what, why,

Session
how?
With Ofsted’s recent framework placing curriculum at its heart, many leaders are currently reviewing their own curricula.
3
There is a renewed focus on historically neglected areas, such as foundation subjects in praised and across the board at
key stage 3. Jon has led the implementation of a knowledge rich curriculum at Reach Academy Feltham, an outstanding
free school in London. During this session Jon will review the research that underpins the curriculum, and share the
resources which translate these findings into practice. There will be an opportunity for delegates to reflect on their own
curriculum, and reflect on what it guarantees for all pupils, especially the most vulnerable.
Why your curriculum should be like a box set

Session
A curriculum is a sequence that unfurls in time. If that curriculum is to be knowledge rich rather than knowledge random,
it needs a coherent narrative arc. In this session we will look at how to ‘tell a good story’ box set style, when planning
4
your curriculum
Tips and tricks for evidence-informed practice

Session
Ideas you can use in the classroom on Monday. Hmm. This session considers experience from the IEE’s innovation
evaluation projects, run as part of the Research Schools Network. What were the challenges of implementing popular,
5
research-based techniques (knowledge organisers, retrieval practice, etc) in small-scale evaluations? What does this
tell us about how to implement the tips and tricks you hear today and about making more complex changes to teaching
practice?

Blackpool
School
0HU4
Research
How to future-proof your school
Session
How well are we preparing our young people for their future?
National and international evidence says we’re not doing well enough. Our education system needs to evolve if we want
1
to go beyond building young people’s knowledge to ensure they are also critical thinkers, digitally literate, collaborative
and capable of using their knowledge to solve real-world problems. It’s easy to recognise we have a problem, but much
harder to know how to solve it. Katy spent three months in Singapore, Australia and New Zealand investigating how
leaders and teachers in these countries are transforming their schools. She visited high performing schools in isolated
and low income communities, to see how educators are re-designing teaching and learning for the 21st century. In this
session, Katy will share case studies of innovative and effective practice from schools in all three countries. Synthesizing
lessons from the literature and her research, Katy will talk step-by-step through the process of creating a future-focused
school.
Everyone’s banging on about a “knowledge-rich

Session
curriculum”, but what does it actually mean, and what

does it look like in practice?
2
Everyone’s banging on about a “knowledge-rich curriculum”, but what does it actually mean, and what does it look like
in practice? This session will cover the key things to consider when planning your curriculum, and examine what we can
learn from how different schools in different contexts – primary/secondary, big/small, England/elsewhere – have gone
about putting knowledge back at the centre of learning, giving practical guidance for anyone looking to do the same in
their own school.
This Much I Know About... Leading an Evidence-In-

Session
formed School
For the first 25 years of my career I didn’t really know what I was doing, I just got by in the classroom through force of
3
character and enthusiasm. But six years ago I began learning about teaching through reading research and attending
conferences. Consequently, I have changed both the way I teach and the way I lead Huntington School. Since 2012, my
students have made greater progress and the school has blossomed. In this session, I explore the coherence between
culture, CPD, performance management and evidence which is required to improve the quality of teaching and learning
in schools. I also get underneath my students’ examination results to reveal in stark terms the primacy of disciplinary
knowledge in improving student attainment.
Maximising the impact of the pupil premium

Session
In this talk, Robbie will provide practical suggestions for maximising the impact of the pupil premium. He will argue that
the pupil premium should not be seen simply as a pot of money used to fund discrete add-ons, driven by spurious data
4
analysis or reporting requirements. Instead, the premium should largely be used as a resource to improve whole class
teaching, which is the single biggest determinant of pupil outcomes, and disproportionately important for disadvantaged
students.
Check Your Research Privilege – professional well-being

Session
depends on it
5
Some schools and their leaders are forward-thinking, outward-looking, research-aware and evidence-informed. Teachers
in these schools reap the rewards of their leaders’ learning and reflection. In other schools, I argue that teachers – and
so pupils and communities – are suffering because poorly-informed leaders are clinging to myths, outdated ideas and
inappropriate practices. For teachers in more isolated areas, these problems can be compounded by distance, lack of
connectedness and limited CPD opportunities.

Blackpool
School
1HU4
Research
Is Culture Really King?
Session
Readers of leadership self-help books and those on social media will be familiar that as well as culture being king, it eats
strategy for breakfast. But what does this really mean in the context of school leadership? And does the research agree?
1
This session will explore different models of leadership commonly found in education and consider the arguments for
more domain-specific or ‘expert’ leadership in schools. It will explore the challenges of defining and measuring school
culture and the implications for training and developing school leaders of the future.
----------
Session
-------------
2
Developing a CPD Excellence Hub

Session
The session will provide delegates with a case study on how to build a learning network community that focuses
3
on effective professional development and uses the very latest evidence-based research. Delegates will have the
opportunity to explore what is meant by teacher collaboration and consider how networks can be best facilitated.
Ask a stupid question…

Session
There is a strong evidence base showing the importance of effective classroom discussion, questioning and elaboration
in pupil development, but these can be very hard to get right. What makes the difference between hitting the mark and
4
missing valuable learning opportunities? This session will look at recent reading and research on questioning and then
explore specific examples to help teachers enhance their practice..
Developing a Reading Culture - St Mary’s Literary Canon

Session
St Mary’s Catholic Academy is part of the Blackpool KS3 Literacy Project. This project aims to systematically enhance
the reading abilities of students in Key Stage 3, by focusing on a series of interventions and whole school approaches to
5
increasing reading fluency, enhancing students’ vocabulary and improving comprehension. Using the EEF implementation
logic model to plan the school based project, we have implemented a series of literacy interventions, including a literary
canon. In this session, we will explore the implementation and fidelity of the project to date and the challenges we have
encountered on our journey to developing a reading culture.

Blackpool
School
0SP4
Science
Reach Out And Touch Knowledge” : using Legitimation
Session
Code Theory to understand the nature of science

curriculum
1
Declarative - Procedural; Organised - Scattered; Substantive - Disciplinary: how can we understand the many faces of
something so abstract as knowledge in curriculum? Legitimation Code Theory provides a framework for analysis, insight,
and action.
Metacognition in the Science classroom

Session
The EEF toolkit suggests that using metacognition and self-regulation approaches with our students can add up to
7 months additional progress. Additionally, ‘Self-regulation: Helping pupils to direct their own learning’ was a key
2
recommendation in the latest Improving Secondary Science Teaching guidance report. Self-regulation comprises of
three parts: cognition, metacognition and motivation. This session will look in depth at what both self-regulation and
metacognition are and explore a variety of evidence informed strategies that can be used to build both metacognitive
skills and motivation within your students.
Making the Abstract Concrete: examples & non-examples

Session
in science
Science is a unique discipline since its ideas hold great explanatory and predictive power; its theories neatly tie together
3
a plethora of observations. The strength of this elegance comes from abstract ideas and generalisations. But teaching
the abstract is tricky. How can we best harness the power of examples and non-examples to help our pupils navigate
between the concrete and the abstract? We all use them, but do we use them enough? Do we sequence them optimally?
Do we miss opportunities to use them? I’m on a journey to getting better at answering these questions and would like to
share what I’ve learned so far.
‘Typical Blackpool Kids’ and the Challenge to Change

Session
the Stereotype
‘A child’s life chances should not be determined by their postcode’. In this session I will explore the challenges of working
4
with our most disadvantaged children and discuss strategies that classroom teachers can use to raise attainment and
aspirations.
Decision making and acting on those decisions is at the

Session
heart of what we do in schools.

5
Decision making and acting on those decisions is at the heart of what we do in schools. This session aims to give
classroom teachers and heads of department the tools to make defensible decisions from assessment data. The
foundations of assessment theory will be reviewed followed by actionable suggestions for improved assessment
practice.

Blackpool
School
1SP4
Science
dentifying and Supporting Students with Exam Anxiety
Session
1
How do students feel about exams, such as GCSEs? Are they a stressful and anxiety-provoking experience for students
and, if so, for how many? Why do some students find taking exams highly anxiety provoking, whilst others do not? Do
students’ levels of anxiety impact on their grades? And is there anything that can be done about it?
The aim of this session is to explore these issues and to introduce a recently designed screening tool that can be used by
school practitioners to identify students with levels of exam anxiety that present a risk academically and/ or emotionally.
Furthermore, relatively inexpensive and quick interventions that schools can use to help students gain a sense of control
and reduce their anxiety will be discussed. Whilst much of the research presented will have been conducted with GCSE
students, teachers preparing students for other exams, such as SATs or A-levels, should also find this session helpful.
Unpacking the “Use” in Using Research: Tips and

Session
Strategies for Being an Evidence-Based Educator

Attending ResearchEd is a great start for becoming an evidence-based educator. But “using” research is, well,
2
ambiguous. This session will feature an interactive discussion about what it means to use research in practice. Drawing
on more than 30 years of research on knowledge utilization and best practice in education, we’ll talk very pragmatically
about the ways in which research can be used conceptually, instrumentally, and tactically to improve educational practice
in schools. We’ll also look at common barriers to use as well as strategies for dismantling them, as well as opportunities
to build individual and organizational capacity to use research.
Make CPD the main target for teachers pay

Session
Based on my TES article “Make CPD the main target for teachers pay” , I will be looking at the evidence behind effective
appraisal. I will be discussing dropping the data targets and proposing teacher development as the main target. I will
3
outline the evidence base on how this will create a high quality teacher environment and ultimately lead to improved
outcomes for pupils. I will share case studies of schools in Blackpool using this approach
Creating curriculum journeys via memory milestones

Session
Aly has designed and delivered the Fylde Coast teacher training courses for the past 4 years and will be exploring how
a macro approach to planning learning can support long term changes in memory. Referring to the work of Daniel
4
Willingham, Dylan Wiliam and earlier theorists, she will explore how the process of planning lessons has evolved over
time and how teachers can reduce their workload by planning for memory milestones as opposed to lessons.
How #womaned used research to grow to an

Session
international grassroots organisation

5
WomanED started as a grassroots organization only four years ago to support existing and aspiring women leaders in
education- with a particular goal of addressing the gender imbalance in headship, the gender pay gap and finding flexable
and creative reruitment and retention solutions for schools. We now have 17,000+ Twitter followers, 4000 have attended
our events and 17 Twitter tams covering the UK and international teams. We achieved this phenomenal growth by
meeting women’s needs: find out how we drew on research and contribute to research to do this.

Blackpool
School
Who’s Who
Ruth Rosalind Walker
Science
Twitter: @Rosalindphys
BIO:
Ruth is a lead practitioner and physics teacher at a Telford school and blogs at: https://rosalindwalker.wordpress.com/
Robin Macpherson
Research
Twitter: @robin_macp
BIO:
Robin Macpherson is an Assistant Rector at Dollar Academy in Scotland where he teaches History and is a houseparent in a girls’
boarding house. He has worked in Scotland, England and the UAE, spent 7 years as a Head of History and has been an examiner for the
SQA, Edexcel and the IBO. He was content director of the Telegraph Festival of Education and is an organizer of researchED Scotland. He
co-authored “What does this look like in the classroom? Bridging the gap between research and practice” with Carl Hendrick. He has also
published history textbooks for Cambridge University Press. He is a board member of the educational charity Remembering Srebrenica
Scotland and chairs the Education Committee.

Blackpool
School
Who’s Who
Sam Twiselton
Research
Twitter: @samtwiselton
BIO:
Professor Samantha Twiselton is the Director of Sheffield Institute of Education at Sheffield Hallam University. She uses her research
and practice in the development of teacher expertise, and curriculum design to develop school embedded approaches to teacher
development.
Sam has been heavily involved in influencing Government policy on teacher education and was recently a member of the advisory panel
for the Department for Education Carter Review of ITT and the DfE Expert Behaviour Management Panel chaired by Tom Bennett. She
currently sits on the OFSTED expert advisory group for the OFSTED curriculum research project, the DfE expert research and recruitment
advisory group and the Harrow International Schools Expert Advisory Group. She is a Founding Fellow of the Chartered College of
Teaching and has recently been elected as its Vice President (external). Her role has exposed her to so many sources of evidence that
the teaching profession needs a powerful and authoritative voice that she is very pleased to support this important organisation.
In June 2018 she was named in the Queen’s birthday honours as a recipient of an OBE for services to Higher Education.
Stephen Tierney
Research
Twitter: @leadinglearner
BIO:
Stephen was Headteacher of St. Mary’s an 11-18 school for thirteen years before becoming the Executive Headteacher of the school and
of a one form entry primary school. He now leads the cross phase multi-academy trust. Working in Blackpool he’s rooted in the daily
practicalities of teachers’ and leaders’ lives.
He is Chair of the Headteachers’ RoundTable Group; he speaks at a number of conferences and events. Joining the Teacher
Development Trust from their launch, he is working to develop a culture in which staff, children and young people can flourish; at the
heart of this is work on the professional development of teachers. St. Mary’s has recently been designated an EEF Research School in
the Blackpool OA.
As a prolific blogger (www.leadinglearner.me) he writes on a range of topical educational issues. The core school business of teaching &
learning and leadership are the main themes on his blog. He’s on twitter as @LeadingLearner and author of Liminal Leadership.

Blackpool
School
Who’s Who
Wendy Symes
Research
Twitter: @WendySymes
BIO:
Dr. Wendy Symes is a Psychology lecturer in the School of Education at the University of Birmingham. Her research focuses on
psychological predictors of achievement such as motivation, self-efficacy and emotion. She is particularly interested in the impact of
high-stakes testing on teacher and student behaviour.
Tom Needham
English
Twitter: @Tom_Needham_
BIO:
Tom is Head of English and Whole School Literacy Lead at Trinity School, Lewisham. Before his current role, he taught in International
Schools in Penang, Malaysia and Lagos, Nigeria. He has previously taught EFL in Thailand and Harrogate as well as history, citizenship,
sociology, geography, media studies and RE in Croydon. His teaching interests include Grammar, Cognitive Load Theory, memory,
Engelmann’s DI and knowledge-rich curricula.

Blackpool
School
Who’s Who
Amy Forrester
Research
Twitter: @amymayforrester
BIO:
Amy has been teaching English for 9 years and is also Head of Year at Cockermouth School, West Cumbria as well as a governor at a lo-
cal primary school in the area. Having completed an MA in Teaching and Learning early in her career, Amy is now an avid explorer of the
ways in which evidence can inform what we do to change lives in schools. A regular conference speaker, she has worked as Research
Officer for NATE as well as delivering INSET and training, both locally and nationally.
Rob Petrie
Research
Twitter: @HTcockermout
BIO:
Rob Petrie is Headteacher of Cockermouth School, an 11-18 comprehensive school situated just outside the Lake District National Park.
After completing a PhD in quantum physics at Cardiff University, he worked in industry for eight years moving atoms around to make
complex semiconductor structures for companies such as Apple, Samsung and Motorola. In 2003, Rob decided that there was more to
life and changed direction, retraining as a Maths teacher before starting his teaching career in 2004 in Cumbria, where he has taught at a
number of schools. He is passionate about developing leadership at all levels within schools and exploring how ideas in leadership and
management can be transferred from business and applied in an educational context.

Blackpool
School
Who’s Who
Rebecca Foster
English
Twitter: @TLPMsF
BIO:
Rebecca is Head of English and Associate Senior Leader at Wyvern St Edmund’s Learning Campus in Salisbury. Currently on maternity
leave with baby number three.
Oliver Cavigioli
Research
Twitter: @olicav
BIO:
Oliver was once a special school headteacher, had decades of close cooperation with educational psychologists and is the son of an
architect. Put that together and you understand his curiosity in dual coding. He now spends his time translating research into new
formats that are suited to busy teachers, as well as leading training sessions on dual coding in the classroom. He is nearing the end of
his book, Dual Coding With Teachers to by published by John Catt in May.

Blackpool
School
Who’s Who
Robbie Coleman
Research
Twitter: @robbiehcoleman
BIO:
Robbie Coleman is Head of Policy at the Education Endowment Foundation (EEF), an independent grant-making charity dedicated to
challenging educational disadvantage, sharing evidence and finding out what works. Prior to this, Robbie worked as an English teacher
in East London. In an earlier role at the EEF, Robbie co-authored the Teaching and Learning Toolkit, an accessible summary of education-
al research. All of the EEF’s resources, including the Toolkit and guidance on literacy, mathematics, science and a range of other topics
are available at:http://educationendowmentfoundation.org.uk/.
Philippa Cordingley
Research
Twitter: @PhilippaCcuree
BIO:
Philippa Cordingley is the Chief Executive of CUREE and an internationally acknowledged expert in using evidence to develop education
policy and practice. She leads CUREE and has a hands on role in many of its projects including the development of the evidence based
National Framework for Mentoring and Coaching; the creation of innovative practical resources to engae practitioners with research
(e.g. Research for Teachers, The Research Informed Practice (TRIPs) web site and of a bank of micro enquiry tools for the Economic and
Social Research Council’s Teaching and Learning Programme and for the General Teaching Council. She also leads CUREE’s research and
evaluation projects ranging from a three year large scale, multi disciplinary evaluation of the implementation of the National Curriculumto
the evaluation of in school development projects. She has particularly enjoyed designing and leading CUREE’s innovative and rigorous, yet
user friendly, approach to evaluation that has proved very successful in the creativity and education field through for example, CUREE’s
work for the National Gallerym the Sage Gateshead and Sing Up.

Blackpool
School
Who’s Who
Nick Rose
Research
Twitter: @Nick_J_Rose
BIO:
Nick Rose worked as a post-graduate researcher in psychology before he joined teaching in 2003. He taught science and later
psychology in secondary schools, eventually becoming a Leading Practitioner for Psychology and Research. He created the blog
Evidence into Practice and co-authored (with David Didau) “What every teacher needs to know about psychology”, published in July
2016. After working with TeachFirst as a research specialist between 2016-2018, he now works for the recently merged Institute for
Teaching / Ambition School Leadership where he is involved in helping to design the Expert Teaching Masters programme.
Matthew Hood
Research
Twitter: @MatthewHood
BIO:
Matt is Chief Education Officer at the Institute for Teaching/Ambition School Leadership. He was the founder at the Institute for
Teaching and is a former economics teacher, school leader and government policy advisor. Matt is also a trustee The Brilliant Club,
governor at Bay Leadership Academy and a Winston Churchill Memorial Trust Fellow.

Blackpool
School
Who’s Who
Mark Mccourt
Mathematics
Twitter: @EmathsUK
BIO:
Mark is the UK’s leading authority on teaching for mastery. He has trained over 2000 schools in mastery models for schooling in the UK
and overseas.
A leading figure in mathematics education, Mark has led many large-scale government education initiatives, both in the UK and
overseas. Mark was a Director at the National Centre for Excellence in the Teaching of Mathematics (NCETM) and has also been a
school leader, an Advanced Skills Teacher, a school inspector and a teacher trainer. He founded and was Chairman of the Teacher
Development Trust.
Mark has extensive experience of mathematics teaching and learning across all age and ability groups, having taught students from age
3 to PhD!
Dr Elizabeth Farley-ripple
Research
Twitter: @FarleyRipple
BIO:
Dr. Elizabeth Farley-Ripple is an Associate Professor of Education and Public Policy the University of Delaware. Her research exper-
tise is in policy analysis and evidence-based decision-making, and she has worked on a range of educational and social policy issues,
including research use in at all levels of the system, administrator mobility, school and teachers’ use of data, teacher quality and effects,
and issues of equity in a variety of student outcomes. Currently, Dr. Farley-Ripple serves as the Director for the University of Delaware
Partnership for Public Education and co-leads the IES-funded Center for Research Use in Education. She is also an active member of the
policy and practice communities through partnerships with the Delaware Department of Education, districts, schools and community
organizations as well as coordinating and advising in education leadership programs.

Blackpool
School
Who’s Who
Lauren Stephenson
Science
Twitter: @LST_Physics
BIO:
KS3 Co-ordinator and Research Lead at St Mary’s Catholic Academy, the Blackpool Research School. Physics specialist and MA Ed stu-
dent at University of Bath. I was an expert adviser for the EEF Improving Secondary Science Guidance Report. I have a keen interest in all
things metacogntion and memory and I believe that research should be at the heart of all that we do in Education!
Katy Theobald
Research
Twitter: @KatyTheobald
BIO:
Katy is a 2018 Winston Churchill Fellow, who has traveled to Singapore, Australia and New Zealand to learn about the leadership of
future-focused schools. In the course of her trip she visited 14 schools and five development providers to learn how leaders can support
innovation and improvement. When she’s not overseas exploring other education systems, Katy is the Associate Director for Research
and Evaluation at Ambition School Leadership. Her team has researched topics including the strategy and operations of multi-academy
trusts, sustainable school improvement and headteacher retention. Katy has an MPhil in Educational Research from the University of
Cambridge, is co-author of Education and Learning: an evidence-based approach (Wiley-Blackwell) and is a Fellow of the RSA.

Blackpool
School
Who’s Who
Jonathan Haslam
Research
Twitter: @Jonathan_Haslam
BIO:
Jonathan Haslam is the Director at the Institute for Effective Education and has been working for the last ten years to help practitioners
and policy makers use research evidence in practice.
He is the editor of Best Evidence in Brief, the IEE’s e-newsletter, which is published each fortnight, and goes to 5,000 subscribers in the
UK, nearly 15,000 subscribers in the US, and now has editions in Spanish and Chinese. On the IEE’s behalf he manages the Research
Schools Network, 22 schools in England which aim to lead the way in the use of evidence-based practice.
Other editorial roles include Better: Evidence-based Education, the IEE’s magazine, and the two books that Better spawned, Proven
Programs in Education: Science, Technology, and Mathematics (STEM) and Proven Programs in Education: Classroom Management and
Assessment. He is a member of the secretariat of the Coalition for Evidence-based Education, and has led the development of the Best
Evidence Encyclopedia website, building on the success of its US counterpart.
Jon Hutchinson
Research
Twitter: @jon_hutchinson_
BIO:
Jon Hutchinson is a teacher and the Head of Curriculum Development at Reach Academy Feltham, as well as a tutor on the Institute
for Teaching’s Masters in Expert teaching programme. Before teaching, Jon worked for a number of children’s charities, including as a
counsellor for the NSPCC’s Childline. After training through Teach First in 2013, Jon spent five years teaching across both key stages
in primary, and is currently teaching Religious Studies at A Level. In 2017, Jon received a Masters in Education from the University of
Cambridge, in which he focussed his studies on the intersection between educational effectiveness research and school improvement.
More recently, Jon has been leading the design and implementation of a knowledge-based curriculum project at key stage two and three,
which was awarded funding from the DfE’s Curriculum Fund and is being piloted in over ten schools across the country. He has acted as
an independent advisor to the Department for Education, the Standards and Testing Agency, and Ofsted. Jon currently sits on the expert
group developing an early career framework for newly qualified teachers. Jon writes about education for the TES, Schools Week and
Teach Primary. You can find him on twitter @jon_hutchinson_

Blackpool
School
Who’s Who
John Tomsett
Research
Twitter: @johntomsett
BIO:
For the first 25 years of my career I didn’t really know what I was doing, I just got by in the classroom through force of character and
enthusiasm. But six years ago I began learning about teaching through reading research and attending conferences. Consequently, I
have changed both the way I teach and the way I lead Huntington School. Since 2012, my students have made greater progress and the
school has blossomed.
John Collier
Research
Twitter: @FriendsUnitedUK
BIO:
John is Director of Teaching and Learning at Britannia Teaching School Alliance in Stoke-on-Trent where he leads on CPD from Initial
Teacher Training through to Headship. He was designated as a Specialist Leader of Education in 2012 and has a proven track record of
supporting schools in difficult circumstances. John is also the Training and Development Officer for the St. Bart’s Multi Academy Trust
and has spoken at national conferences and on BBC Breakfast about educational issues. He was recently asked to be a member of a DfE
working group looking at recruitment and retention. John is currently seconded to the Teacher Development Trust in London as one of
five national CPD Expert Advisers overseeing the DfE funded CPD Excellence Hubs project.

Blackpool
School
Who’s Who
Gary Jones
Research
Twitter: @DrGaryJones
BIO:
Dr Gary Jones is the author of Evidence-based School Leadership: A practical guide. Prior to his recent work – in blogging, speaking and
writing – about evidence-based practice , Gary worked in the further education sector and has over 30 years of experience in education
as a teacher and middle/senior leader. Gary is currently engaged by the University of Portsmouth as a researchers on project looking at
area-based reform.
Information:
www.garyrjones.com/blog
David Weston
Research
Twitter: @informed_edu
BIO:
David Weston is the founder and Chief Executive of the Teacher Development Trust, the national charity for effective professional
development. He Chaired the Department for Education’s Teachers’ Professional Development Expert Group and, alongside Bridget Clay,
wrote Unleashing Great Teaching: the secrets to the most effective teacher development. David is a secondary school governor and
taught maths and physics for nine years in two schools in London and the South East. He is a Founding Fellow of the Chartered College
of Teaching. David speaks and writes frequently for the education sector and national media and has had a number of radio and TV
appearances on the subject of teaching, teacher development and LGBT issues.

Blackpool
School
Who’s Who
Prof Daniel Muijs
Research
Twitter: @ProfDanielMuijs
BIO:
Daniel is Deputy Director with responsibility for Ofsted’s research and evaluation programme. This includes oversight of Amanda
Spielman’s new multi-year research programme into the curriculum across all phases of education, 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. You can follow him on twitter @ProfDanielMuijs
Colin Foster
Mathematics
Twitter: @colinfoster77
BIO:
Colin Foster is a Reader in Mathematics Education in the Mathematics Education Centre at Loughborough University. His research
interests focus on the learning and teaching of mathematics in ways that support students’ conceptual understanding. He is particularly
interested in the design of classroom tasks that enable students to develop the necessary fluency in mathematical processes that will
support them in solving mathematical problems.
Contact:
colin@foster77.co.uk
www.foster77.co.uk

Blackpool
School
Who’s Who
Clare Sealy
Research
Twitter: @ClareSealy
BIO:
Clare Sealy is the head teacher of St Matthias Primary School in Tower Hamlets in the East End of London, where she has been
working – in one capacity or other – since 1991. She is interested in the application of cognitive science in the classroom; what it tells
us about memory and how this might influence how we plan for long term learning. This in turn influences her thought on curriculum
development which she writes about in her blog and various articles. Her contribution to the debate on curriculum development was
recognised when she was named by the TES as one of the ten most influential people in the world of education in 2018. She blogs at
www.primarytimery.com
Professor Pete Boyd

Research
Twitter:
BIO:
Pete Boyd is Professor of Professional Learning at the University of Cumbria in England. He contributes to undergraduate programmes
in teacher education and education studies and supervises masters level and doctoral level educational research by teachers and
lecturers. He was a high school teacher for fifteen years, mainly of Geography but including some mathematics and outdoor education,
before moving into higher education as a teacher educator and academic developer. His research interests include assessment in higher
education, the pedagogy of teacher education and close to practice collaborative research with school teachers.

Blackpool
School
Who’s Who
Ben Gordon
Mathematics
Twitter: @mathsmrgordon
BIO:
I am a maths SLE and I have been teaching maths on the Fylde Coast my whole career. I am currently a senior leader in Blackpool -
Assistant Principal line managing maths. Previously I was a Pupil Premium Co-ordinator and Lead Practitioner of maths, supporting
the most disadvantaged children and coaching teachers to improve their practice. In 2015, I was part of the team that won the National
Pupil Premium Award out of around 3000 secondary schools and in 2016 won Inspirational Teacher of the Year for the Blackpool Gazette
Awards. I gained SLE status through a secondment to the largest SSIF project in the country which focusses on maths academic
transition between years 5 and 8 in Blackpool. This role involved using the EEF guidance report to develop an “all throughness” to
helping students master important concepts in these year groups and connect teachers from primary and secondary school.
My session will appeal to those teachers and leaders who want to learn more about Rosenshine’s Principles of Instruction and what this
looks like in the class room. There will be lots of generic elements, as well as specific maths applications. Futhermore, I will attempt to
include other research around cognitive load theory, formative assessment and feedback or anything else that has helped me to develop
my practice.
If you are teacher or a leader and want to see how these principles can help scaffold a framework for teacher excellence in a practical
way, then this is the session for you. There may also be an exclusive release for the maths community too - watch this space!
Jess Walmsley
Research
Twitter: @mrsjw93
BIO:
Jessica has been a Science teacher at St George’s Church of England Academy for 18 months. Blackpool born and bred, she is passionate
about raising standards and improving the life chances of the children that grow up here. Interested in psychology, dogs and crime-related
TV series. Jessica has written for TES runs a personal blog (itsalwayssunnyinblackpool.wordpress.com).

Blackpool
School
Who’s Who
Prof Anne Watson
Mathematics
Twitter: @annemathswatson
BIO:
‘Professor Anne Watson has two mathematics degrees and a DPhil in mathematics education. She taught mathematics in compre-
hensive schools for 13 years before becoming an academic. As an academic she has published nearly 100 refereed research papers
internationally, as well as a similar numbers of articles, chapters and books for teachers about teaching and learning. She has had
several advisory roles including for the mathematics national curriculum for England and similarly for Wales. Having educated hundreds
of secondary mathematics teachers she taught a year 7 class during her first retirement year to check that what she thought she knew
made sense. It did.
Alex Quigley
English
Twitter: @AlexQuigley
BIO:
Alex is a Senior Associate at the Education Endowment Foundation (EEF), in a role that supports the development of evidence-informed
leadership in schools. He was an English teacher for 15 years. In the corner of evenings, he writes books for teachers, including ‘Closing
the Vocabulary Gap’ and ‘The Confident Teacher’, as well as being a columnist for TES and Teach Secondary.

Blackpool
School
Who’s Who
Craig Barton
Mathematics
Twitter: @mrbartonmaths
BIO:
Craig Barton is an Advanced Skills Teacher, the Maths Adviser for the TES, the author of the best-selling How I wish I’d taught maths, the
host of the Mr Barton Maths podcast, and the creator of several popular maths websites.
Simon Eccles
English
Twitter: @Head_stmarys
BIO:
Simon Eccles is the Headteacher of St Mary’s Catholic Academy in Blackpool where he has been Headteacher for almost five years.
Simon is a TDT CPD Associate and has led St Mary’s during its journey as a research school, to develop an evidence informed strand of the
Academy’s CPD looking at Rosenshine’s principles of instruction, cognitive load theory and knowledge recall. The Academy has embarked,
under his leadership, on a journey to raise levels of reading and literacy through a “Literary Canon”.
Simon is fascinated by educational leadership and is a busy Headteacher, husband and dad of four children ranging from 3 to 18 years old.

Blackpool
School
Who’s Who
Rebecca Jones
English
Twitter: @ResearchSchSMCA
BIO:
Rebecca is an Assistant Head Teacher at St Mary’s Catholic Academy with responsibility for Key Stage 3 Reading. She is also the school’s
Evidence Informed Practice Lead. As part of Blackpool’s Key Stage 3 Literacy Project she has implemented an innovative reading pro-
gramme across the academy, embedding reading time into every school day.
She is passionate about developing a reading culture.
Lisa Pettifer
Research
Twitter: @Lisa7Pettifer
BIO:
Lisa Pettifer has worked as Head of Professional Development, Teaching School Coordinator and Head of English. She has been involved
in a number of initiatives in developing teaching as an evidence-based and reflective profession. Lisa has twice appeared on the
Guardian Teach expert panel and has written for TES, Schools Week, BERA, NAHT Edge and the Chartered College of Teaching.

Blackpool
School
Who’s Who
Pritesh Raichura
Science
Twitter: @Mr_Raichura
BIO:
Pritesh Raichura is 2i/c in Science at Michaela Community School. He wishes to challenge the misconception that direct instruction is
boring and zaps creativity. He blogs on bunsenblue.wordpress.com about cognitive science (#cogscisci), curriculum and school values.
Previous researchED talk: ‘Designing a Science Curriculum’ (Rugby, 2018).
Phil Naylor
Research
Twitter: @pna1977
BIO:
Phil is in his second Assistant Headship in Blackpool. He has taught Science for 18 years, is a Science SLE, an ITT and NQT professional
mentor, as well as a Primary School Governor. Phil is also Assistant Director of the Blackpool Research School, heads up the TDT CPD
Excellence hub and is currently studying for an MSc Science. He has written for TES, Schools Week and blogs for Teacher Toolkit.

Blackpool
School
Who’s Who
Simon Cox
Research
Twitter: @MathsMrCox
BIO:
Simon Cox has been teaching mathematics in Blackpool secondary schools for 15 years, and has held a variety of middle and senior lead-
ership positions. He is currently Director of Blackpool Research School, part of a national network of schools who work with the Education
Endowment Foundation to make evidence accessible to schools and provide evidence-informed training around their key priorities. Simon
also sits on the Mathematical Association teaching committee.
Aly Spencer
Research
Twitter: @FyldeScitt
BIO:
I began my career in 2006 teaching A Levels in Blackpool and then in Southport. I came back to Blackpool Sixth Form College as a course
leader and was promoted to Curriculum Leader for the Fylde Coast Teaching School in 2012.
In 2013 I trained as an Outstanding Facilitator with Olevi and designed and delivered a suite of teacher training programmes across
several schools alongside my own teaching commitments. I went on to being responsible for designing and measuring impact of all staff
development, working collaboratively with all departments, and co-ordinated all placements for work experience or trainee teachers.
I was delighted to take on the role of Head of ITT in 2015 as we launched our own SCITT programme and at the same time I took
responsibility for the progress and wellbeing of early career teachers in our Academy Trust.
In 2017, after two years in operation, our SCITT was judged by Ofsted as Outstanding in every category and a national benchmark. I co-
chair a network of ITT providers across Blackpool, Blackburn and Lancashire and continue to manage the ITT provision in our region as we
aim to be the one-stop-shop for teacher training.

Blackpool
School
Who’s Who
Mark Lehain
Research
Twitter: @lehain
BIO:
After a brief period working in the City, Mark trained as maths teacher in 2002 and then taught at a state school in Bedford. Having
been Head of Department and then Assistant Head at Wootton Upper School, in 2010 he left to lead the campaign to open Bedford Free
School, one of the country’s first free schools. BFS opened in 2012, and he was Principal there until summer 2017.
Mark is now Director of Parents & Teachers for Excellence, a group encouraging schools across the system to adopt best practice in the
areas of behaviour, knowledge-rich curricula, rigorous and sensible assessments, and cultural enrichment.
When not advocating for educational reform, Mark can be found drinking copious quantities of coffee, running, and pretending that he
knows how to manage his four young daughters.
Tom Rees
Research
Twitter: @tomrees_77
BIO:
Tom is the Executive Director of School Leadership at Ambition Institute. He is also the Education Director of Northampton Primary
Academy Trust where he leads the strategy for school improvement and curriculum across 11 primary schools. He was a Headteacher for
10 years in two Northamptonshire schools, most recently at Simon de Senlis Primary in Northampton until September 2018.
Tom is trustee of a local MAT and leads various collaborative school leadership groups in Northamptonshire. He is a founding trustee of a
charity supporting families affected by Down’s syndrome.
Tom’s book, ‘Wholesome Leadership - the heart, head, hands and health of school leaders’, was published in 2018 by John Catt
Educational. He tweets at @tomrees_77.

Blackpool
School
Who’s Who
Deep Ghataura
Research
Twitter: @DSGhataura
BIO:
Deep Ghataura is in his sixth year of teaching leading on more able and talented in Key Stage 5 after finishing his PGCE. Currently Deep is
a physics and maths teacher at Heston Community School. Previously, Deep was a curriculum designer at The Crest Academy having also
taught computer science at Cottenham Village College for two years. For the 2016-2017 year Deep went to do a Postgraduate Certificate
in Educational Assessment and Examinations with the Cambridge Assessment Network. Deep is also a co-founder of the #cogscisci
(Cognitive Science in Science Education) group. Deep has written articles for the Chartered College of Teaching’s journal and Cambridge
Assessment’s Achieve magazine.
Vivienne Porritt
Research
Twitter: @ViviennePorritt
BIO:
I am an education and leadership consultant and I work with school leaders on impact, vision, strategy, professional learning and
development and leadership, especially women’s leadership. I’m an author, on the editorial board of School Leadership and Management,
and co-edited Effective Practices in Continuing Professional Development: lessons from schools. I’m also a coach for the Department of
Education in South East and London. Formerly, I was a secondary headteacher, and Director for School Partnerships at University College
London Institute of Education. I am the Chair of Governors in an inner London secondary school and, joyously, I’m a Co-Founder and
National Leader of #WomenEd.

Blackpool
School
Who’s Who
Tom Bennett
Research
Twitter: @tombennett71
BIO:
Tom Bennett has been teaching in the East End of London for thirteen years. Currently he is the Director and founder of researchED, a
grass-roots, teacher-led project that aims to make teachers research-literate and pseudo-science proof.
Since 2013 researchED has grown from a tweet to an international conference movement that so far has spanned three continents and six
countries.
In 2009 he was made a Teacher Fellow of Corpus Christi College, Cambridge University. From 2008-2016 ge write a weekley column for
TEST and TES online, and is the author of four books on teacher-training, behaviour management and educational research. In 2015 he
was long listed for the GEMS Global Teach Prize, and in that year was listed as one of the Huffington Post’s ‘Top Ten Global Educational
Bloggers’.
He recently chaired the Behaviour Management Group for the UK Department of Education (DfE) and is currently their Independed Behav-
iour Advisor. He coaches teachers and schools internationally in all aspects of behaviour management and research interfration.
In his previous life he ran night clubs in London’s Soho, which provided an obvious training ground in classroom management and pastoral
care.
Victoria O’farrell
Research
Twitter: @----
BIO:
-----

Blackpool
School
Event WiFi
Thank you for attending Blackpool!
We've included on this flyer access to our guest

wireless so feel free to browse and tweet
throughout the day using the hashtag:
#rEDBlackpool
wireless
Network: Guests Password: researched

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BLACKPOOL

SATURDAY 23rd MARCH 2019

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 1

Our aims and values

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 2

Have a great day!

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 3

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 4

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 5

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 6

researchED Blackpool 23 March 2019

BREAK 11:05 - 12:15

SESSION 4 13:45 - 14:15 PANEL

Creating a culture: What evidence tells us about good

Better teaching: the recipe for improvement

better over time.

Tackling the challenge of academic reading

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 8

Remember, pupils will forget!

retrieval practice effective.

Recruiting Developing and Retaining Expert Teachers –

conditions, contexts and implications - reflections on

Simon Cox, Director of Blackpool Research School

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 9

Leading the research-informed English Department

Changing the culture of teachers’ performance

management: an evidence-based approach.

Standing on the shoulders of giants: how to build and

sequence a research informed curriculum

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 10

What’s so different about disciplined inquiry.

Lesson Study for Research-Informed Curriculum

Dual Coding With Teachers

Isolation Booths, useful or not?

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 11

Low-stakes quizzes and the Quiz-Homework-Quiz CombO

A reflection of the relationship between research and

practice in mathematics education

Using Confidence Assessment in Low-Stakes Tests

Rise ‘N’ Shine to Rosenshine - Awaken your teaching

practice using the Principles of Instruction

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 12

Government policies and what teachers make of them

Evidence Informed Curriculum Planning: Cognitive Load

Implementing a knowledge-rich curriculum: what, why,

Why your curriculum should be like a box set

Tips and tricks for evidence-informed practice

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 13

Everyone’s banging on about a “knowledge-rich

curriculum”, but what does it actually mean, and what

This Much I Know About... Leading an Evidence-In-

Maximising the impact of the pupil premium

Check Your Research Privilege – professional well-being

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 14

Developing a CPD Excellence Hub

Ask a stupid question…

Developing a Reading Culture - St Mary’s Literary Canon

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 15

Code Theory to understand the nature of science

Metacognition in the Science classroom

Making the Abstract Concrete: examples & non-examples

‘Typical Blackpool Kids’ and the Challenge to Change

Decision making and acting on those decisions is at the

heart of what we do in schools.

researchED Blackpool 23 March 2019 http://www.researched.org.uk #rEDBlackpool 16

Unpacking the “Use” in Using Research: Tips and

Strategies for Being an Evidence-Based Educator