Siobhan Meredith is Executive Director of Education at the Ted Wragg Trust. In this case study, Siobhan shares how the trust of 16 schools has transformed the quality of teaching and learning and in turn, seen significant improvements in the outcomes for their pupils.

Raising the Bar

Since we set foot on this path in 2017, we've seen remarkable p...

Caroline Sherwood is Deputy Headteacher at Pilton Community College. In this case study, Caroline shares her school's experience working with Steplab and the impact this has had on her school community.

This is part 2 of a blog post series in which Elliot, a coaching lead at Manchester Communication Primary Academy, shares the five lessons he learnt when building a TA coaching programme, and the positive impact Instructional Coaching has had on TA practice.

In Part 1, Elliot outlined how he:

• Built a positive culture around coaching
• Reduced TA co...

In UK schools, contracting, timetabling and budgetary constraints often mean that Teaching Assistants (TAs) do not always have access to the same high quality professional development (PD) as teachers. TAs support learners with the most complex needs, and therefore ongoing training is key to their effectiveness. According to the EEF, having suppo...

If we want instructional coaching to make a real difference to teachers and pupils, we need to focus on getting the implementation right. Importantly, this is likely to mean adapting the programme to fit our school’s unique context. How can we tackle existing school pressures of workload and time, to make space for high quality coaching? At Ridgeway High School, Kate Hytner’s relentless enthusiasm for instructional coaching, coupled with a carefully designed, context-specific coaching programme is having a