Our members’ research focuses on:

• Improving teaching and learning
• Supporting collaboration
• Encouraging staff to develop their specialist subject knowledge
• Extending and enthusing pupils, within and beyond the curriculum

School leaders

Primary and Secondary Leadership Programme members begin to define their projects at our Leadership Residentials. They then embark upon a three-year research project linked to one of the research areas.

Subject leaders

Subject leaders begin the Subject Leadership Programme at our Subject Enrichment Residentials. They set annual objectives across the four areas in order to achieve the PTI Mark each year.

Subject leaders are then invited to begin the Subject Leadership Research Programme after three years of Subject Leadership Programme membership. They sent annual milestones, and tend to build on an aspect of departmental work that has already been identified as particularly interesting or pressing.

Primary research projects

• Using the skills taught through talk for writing to produce quality foundation curriculum outcomes (Ark Academy, London)


• To develop teachers' confidence and subject knowledge in Geography, focusing especially on outdoor learning, which will impact on and deepen children's love of learning (Bishop Winnington-Ingram CofE Primary School, London)


• To measure the impact of using video editing (film making) as a means to raise standards in writing skills and enthusiasm (Brady Primary School, London)


• To research the impact of a Reflective Inquiry Coaching Model on the quality of teaching and learning, leadership and subject knowledge in Maths (Stanley Grove Primary Academy, Manchester)


• To measure the impact of using science as a means to raise standards in writing skills and engagement of Year 5 pupils (Burbage Primary School, Wiltshire)


• By using ‘IRIS’ to empower teachers to take ownership of CPD in order to reduce variation in teaching quality between subject/year groups/ key stages (City Academy Whitehawk, Brighton)


• To improve standards in writing through using drama as a vehicle for learners to develop creative ideas (Colvestone Primary School, London)


• To improve the quality of pupil learning in Geography through developing teachers’ subject knowledge and subject-specific pedagogies (Elmhurst Primary School, London)


• Extended writing in history: teaching pupils how to structure their writing to answer a question and apply their historical knowledge to reasoned argument (Millbank Academy, London)


• To improve the quality of Mathematics teaching through developing teachers' subject knowledge and raising the profile of the subject with all stakeholders; whilst developing a 'mastery' maths curriculum (Handsworth Primary School, London)

• To improve children's attainment and attitudes to writing through a review of approaches to writing and support strategies (Histon and Impington Infant School, Cambridge)


• How do we support teachers to improve their pedagogical knowledge in teaching geography to ensure passion? (Histon and Impington Junior School, Cambridge)

• To develop the use of creative teaching strategies as a means to improve the children's ability to express themselves effectively through language (Holland Park Primary School, Essex)


• Reading for pleasure and its impact on achievement –initially focussing on Year 5 (Lena Gardens Primary School, London)


• To develop subject (excellence) based teaching in science area in order to fulfil SIP Area of development - improve teaching and learning in science (Our Lady of Lourdes RC Primary School, Brent)


• To plan and use an authentic enquiry project as an intervention that will deepen childrens’ understanding of learning power and accelerate progress and develop staff knowledge and confidence in the teaching of science (Overton C of E Primary School, Hampshire)


• To build on young children's natural enthusiasm for learning through immersive projects in science and history (Pashley Down Infant School, Eastbourne)


• The impact of scientific enquiry on pupil learning and on their ability to transfer this way of learning to other areas (Powers Hall Academy, Essex)


• To develop specialist art teaching to raise engagement and enjoyment for children and adults (Sheringham Community Primary School, Norfolk)


• To improve the quality of pupils’ learning experiences in science through developing teacher subject knowledge and subject specific pedagogy (St Mary Magdalene Academy, London)


• All children to reach 75% mastery of a maths concept each time it is taught (St Mary's Primary School, Jersey)


• By increasing the teachers confidence and competence, they will secure better outcomes for pupils whilst ensuring enjoyment in Maths and Science (Twydall Primary School, Nursery and Children's Centre, Medway)


• Using Religious Education as a driver for improving children’s ability to reflect deeply on their learning and ask reflective and meaningful questions (Wonersh and Shamley Green CofE Aided Primary School, Surrey)


• To measure the impact of embedding Singapore Maths principles to secure mastery and raise standards (Woodlands Primary School, Cheshire)