About Us


Research and Initiatives

Since 2015, as a school, we have carried out research through initiatives.

During 2015-2016 each teacher chose their own initiative to investigate based on personal interests. SLT also took part in Enquiry Cycle research into Maths, specifically pupil memory and peer tutoring.

This was refined in 2016-2017 with each year group being given a specific initiative taken from EEF research. SLT selected the initiatives that the research claimed ensured that pupils made the greatest progress. Initiatives lasted 6 months. Following feedback from staff several have been implemented across school in 2017-2018.

In 2017-2018 as a school we are involved in research for EEF into Philosophy for Children (P4C). This is a 2 year research project based on pupils in Y5 but P4C is being introduced across school to assess the impact on pupil attitudes and thinking/questioning skills.

Initiative 2017-2019

During 2017-2019 we are taking part in Education Endowment Foundation (EEF) research into the effects of teaching Philosophy for Children (P4C) on pupil progress.

‘P4C is an approach to learning and teaching, now a recognised worldwide movement and practice, that was founded by Professor Matthew Lipman.  P4C has developed over 35 years, and is practised in approximately 60 countries.

Children are taught how to create their own philosophical questions. They then choose one question that is the focus of a philosophical enquiry, or dialogue.  For example the question might be ‘is it ever ok to steal?  

The teacher, as facilitator, supports the children in their thinking, reasoning and questioning, as well as the way the children speak and listen to each other in the dialogue.  After the enquiry the children and facilitator reflect on the quality of the thinking, reasoning and participation, and suggest how they could improve; either as individuals or as a group (community). 

P4C is intended to be a regular activity so that the children develop their skills and understanding over time.  The role of the facilitator is crucial to ensuring quality dialogue and progress, as well as integration with the curriculum.

It is well documented that P4C has an impact on children’s cognitive, social and emotional development. P4C is about getting children to think and communicate well; to think better for themselves.’ SAPERE

Previous research carried out by EEF published in July 2015

‘The report shows that, the more disadvantaged pupils participating in the EEF trial saw their reading skills improve by four months, their maths results by three months and their writing ability by two months. Feedback from teachers throughout the trial suggests that Philosophy for Children had a beneficial impact on wider outcomes such as confidence, patience and self-esteem too.’

Further information can be found on SAPERE website


Evaluation of Education Endowment Foundation Research for Initiatives 2016-2017

Click here for an evaluation of the initiatives

Education Endowment Foundation Research for Initiatives 2016-2017

Click here for more information about the initiatives

Initiatives trialled 2015-2016

Teacher Year group Initiative
Sarah Cochrane N Strengthen parent partnerships
Anice Stephenson Rec Develop Jack in the Box for EY CW
Lauren Hobson Rec Change in environment
Heather Gatenby KS2 Create Collective Worship group
Lee Kentfield-Wells Y1 Add writing element to phonics session to ensure application
Jodie Wallace/Jill Rowney Y2 Smaller group (3-5 children) guided reading
Amy Clouston Y3 Improve rapid recall of times tables by active games
Joanne Stockdale/Jenny Singh Y3 A4L focussed questions in plenaries for Literacy and Numeracy-pupils to be independent reviewing progress
Chris Gell Y4 Improve handwriting through use of pens
Jon Gair Y5 Memo – to improve working memory
Mark Dipple Y6 Intervention/individual learning plan for all Y6
Rob Carass Y6 Peer mentoring in writing
Claire Sheridan/Sarah Beattie KS2 Increase numbers actively participating on yard


SLT Enquiry Cycle

Teacher Year group Enquiry
Sarah Cochrane N Working memory
Lee Kentfield-Wells 1 Working memory
Chris Gell 4 Peer tutoring
Mark Dipple 6 Peer tutoring