Belonging schools: how do relatively more inclusive secondary schools approach and practice inclusion?

JENNY GRIFFITHS, TEACH FIRST, UK TOBY GREANY, UNIVERSITY OF NOTTINGHAM, UK JODIE PENNACCHIA, UNIVERSITY OF BIRMINGHAM, UK JENNY GRAHAM, THE DIFFERENCE, UK ELEANOR BERNARDES, UNIVERSITY OF NOTTINGHAM, UK Background Teach First’s work on whole-child development (Griffiths, 2023) suggests that individuals in inclusive settings, particularly pupils from disadvantaged backgrounds, attain better academic and other outcomes (Gray et al., 2021). However, […]

Why whole-child development is essential for schools

JENNY GRIFFITHS, RESEARCH AND KNOWLEDGE MANAGER, TEACH FIRST, UK Background In the wake of two years of disruption of learning due to the pandemic, there are increasing concerns about the wellbeing of children and young people beyond the narrative of the need for academic ‘catch-up’ (DfE, 2023). Reports of greater numbers of children performing below […]

Teacher development: Measuring what matters

Chris Larvin, Research Specialist, Teach First, UK Jenny Griffiths, Knowledge & Research Manager, Teach First, UK Luke Bocock, Head of Research & Learning, Teach First, UK Recent research suggests that the impact of high-quality teacher development on pupil outcomes can be equivalent to a pupil taught by a teacher with 10 years of experience compared […]

Cognitive load theory and the design of ITT curricula

Douglas Fairfield and Jenny Griffiths, Teach First, UK I have a very clear memory of a physics lesson that I taught to a GCSE class in the first few weeks of my initial teacher training. It did not go according to plan. I had studied biomedical sciences at university, and the last time I had studied physics was in my GCSE year at school. But there I was, trying […]

Addressing the challenges of using evidence in education

Lorne Stefanini and Jenny Griffiths, Coalition for Evidence-Based Education (CEBE), UK In 2013, Ben Goldacre called for a greater use of evidence in education to improve outcomes for children and increase professional independence, and ResearchEd was born. In just a few years, changes to initial teacher education (ITE) have reinforced this message (Carter, 2015; Bennett, […]