Spotlight on Teacher Research
We have developed a lively and engaged research community in school and we are proud that our work in this area has been recognised at the highest level with the prestigious Research Mark Plus accolade from the Chartered College of Teaching.
We invest in professional development management to increase the expertise, knowledge and skills of all staff which in turn has a very positive impact on the educational outcomes of all our pupils. The staff have increased their professional knowledge and understanding of the latest teaching theory and practice and routinely make decisions underpinned by recent research.
Every member of teaching staff engages in a programme of briefing workshops sharing technological and innovation strategies in their area of expertise amongst the staff community. This evidence-informed practice feeds directly into classroom teaching and educational outcomes for our all pupils. We are delighted to be able to share and shine a spotlight on some of latest research conducted by staff:
Enhancing Parental Engagement in Education Through Digital Platforms (Miss Murphy)
Miss Murphy, Director of Teaching and Learning, explored how the Seesaw digital platform enhances parental engagement in their children’s learning and supports student achievement.
Enhancing Writing Skills Through Vocabulary Enrichment in Oral Language Learning (Mrs Ackerman)
Mrs Ackerman, Form 1 Teacher, explored how vocabulary enrichment impacts oral language development and its subsequent influence on writing skills and enhancement of classroom engagement.
Mitigating Cognitive Load During Mathematical Problem-Solving (Mrs Lutz)
Mrs Lutz, Form 3 Teacher, explored strategies to reduce cognitive load in students during mathematical problem-solving to improve outcomes and students' independent reasoning and verbalisation of problem-solving processes.
Enhancing Writing Skills Through Visual Strategies and Story Planning (Mr Barton)
Mr Barton, Form 3 Teacher, investigated how visual representation and peer discussions increase engagement, creativity and ability to produce well-developed independent writing pieces among pupils.
Enhancing Mathematical Thinking with Effective Questioning (Mr Robbins)
Mr Robbins, Subject Lead for Mathematics, explored how effective questioning techniques can enhance mathematical thinking and understanding, and boost the ability of pupils to confidently articulate thought processes.
Improving Narrative Skills Through Reflective Discussions (Mr Solly)
Mr Solly, Form 2 Class Teacher, looked at techniques to empower young writers through dialogic teaching methods. Through shared enquiry and dialogue these methods help pupils verbalise constructive feedback and improve narrative writing quality.
Understanding Personality Dynamics to Enhance Learning in the Classroom (Mrs Burnett)
Mrs Burnett, Form 1 Class Teacher, investigated how personality types influence classroom dynamics and learning effectiveness. The research explored how grouping students with similar or diverse personality traits affects their engagement, confidence, and collaboration during team activities.
Empowering Young Writers: Mastering the Art of Editing (Mr Poultney)
Mr Poultney, Upper School English and Mathematics Teacher, researched ways to empower young writers and improve technical writing skills by mastering the art of editing to improve creativity and accuracy.
Cultivating a Love for Reading: Motivating Children to Read for Pleasure (Miss Chohan)
Miss Chohan, Reception Teacher, investigated strategies to motivate students aged 3 to 5 years to read for pleasure, emphasising its impact on holistic development, including oracy, vocabulary and comprehension.
Empowering Student Leaders: Teaching Children to Coach through a Peer Mentor Scheme (Mr Leonard)
Mr Leonard, Upper School Teacher, explored how teaching students to coach through a peer mentoring scheme fosters leadership, communication, and empathy, and creates an inclusive and supportive school culture, improves academic performance and builds confidence.
Distinguishing Between EAL and SEN: Effective Assessment Strategies for Targeted Support (Mrs Field)
Mrs Field, Learning Support Leader, explored how to accurately differentiate between English as an Additional Language (EAL) learners who require time to acquire English proficiency, and those who may have underlying Special Educational Needs (SEN).
TBC
Miss Shipley
Enhancing Science Assessment: The Impact of Self Assessment and Peer Marking on Student Learning (Mrs Sliney)
Mrs Sliney, Director of Pastoral Care and Subject Leader for Science explored how the integration of self-assessment and peer marking into Science assessment promoted student autonomy, reflective thinking and a deeper understanding of success criteria.
TBC
Mr Sliney