Every month, Sandringham Research School sends out an electronic newsletter to subscribers which includes the latest research, opportunities for funding, blogs and a whole raft of other items. […]

In this blog, Caroline Creaby shares some highlights, insights and some of the research evidence examined on the first day of our effective feedback course which began on Friday 2nd February. […]

The half term’s Education Reading Group focused on a chapter from Visible Learning and the Science of How We Learn by Hattie and Yates (2013) entitled ‘What is your personality as a teacher? Can your students trust you?’ […]

Last week was the Year 13 trial exams and as we both teach a Year 13 heavy timetable, we found ourselves confronted by a pile of exams papers that needed marking […]

The EEF states that ‘meta-cognition and self-regulation approaches (sometimes known as ‘learning to learn’ approaches) aim to help learners think about their own learning more explicitly’ and that such approaches have consistently high impact with pupils making an average of eight months’ additional progress […]

We recently welcomed teachers from across the region to the first day of our Maximising Achievement in Linear Exams training course. With the introduction of more challenging GCSE and A Level courses, and a return to linear assessment, the aim of this course is to equip teachers and school leaders with evidence-based strategies to meet this challenge successfully. […]

The EEF has identified ‘Promising Projects’, these are strategies offering the most promise in helping to improve attainment and wider outcomes for children and young people, from the many trials undertaken. […]

On Tuesday 9th January, the Sandringham Research School welcomed teachers from across the region to the first of our three day course on ‘Maximising achievement in linear exams’. In this blog, I signpost some of the research evidence we examined and reflect on what delegates found helpful. When designing the course, the Sandringham Research School team wanted to provide teachers […]

Grit, as described in this article, refers to persistence and passion for a very long-term goal (that is, something that will take years of work). It wasn’t really a character trait that many of the group had considered before reading the article and our own interpretations of what grit looks like in reality differed to the definition provided by Willingham, which made for interesting reading and an interesting discussion! […]

This blog post is takes the form of an interview between me, Kate Mouncey, Research School Lead, and Gemma Harvey, teacher of Philosophy, Religion and Ethics, member of the school’s Professional Learning Team and Associate Assistant Headteacher at Sandringham School.  Gemma has been an integral part of the development of teaching and learning in our […]