On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Mike Hobbiss - teacher, researcher, and author - to dive into the science of attention and what it means for everyday teaching. Mike shares what he uncovered during his PhD and subsequent research about attention in real classrooms (and that its main detractors are peers, mind-wandering, background noise, and phones) and why seating, routines, and explicit expectations matter. The trio unpack how to cue attention in space (gestures and precise directions) and in time (test expectancy and the “forward testing” effect), arguing that managing attention is a social-justice issue that can help level the playing field. They contrast primary and secondary contexts, debate rows vs. groups, and explore how teachers can use research without drowning in excess workload, but mostly, they just want you to pay attention!
Mike spent 8 years teaching Psychology, both in the UK and abroad, before taking time out of the classroom to complete a PhD investigating attention and distraction in everyday environments, focusing especially on classrooms and other educational settings. He has published research on attention, distraction, memory and mood in educational settings, as well on teacher habit formation. Back in the classroom since 2020, he is currently Head of Psychology at a school in Lincolnshire. He is the author of How to Teach Psychology: An evidence-informed approach and you can find his blog at https://hobbolog.wordpress.com/
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75
This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at https://walkthrus.co.uk/ and https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Tom Sherrington is joined by Meg Lee and Jim Heal, co-founders of Learning Science Partners, to explore how to make evidence-informed practice live and last at scale. Meg and Jim share why learning science should be a lens rather than an initiative, how they build common language across large, complex districts, and the three-phase approach they use to build, deepen, and sustain change. They discuss Maryland’s move to embed foundational learning science in statute, practical facilitation moves (from cognitive-load demos to “transparent facilitation”), and the idea of instructional equity - asking “who gets to think?” in every lesson.
Dr. Jim Heal is a leading advocate for bridging the worlds of research and practice in education. His work seeks to develop expertise in evidence-informed instruction and leadership in K-12 schools, school districts, and higher education in the United States and Europe. Dr. Heal was a high school English teacher and principal for ten years in the UK before moving to the US, where he became Director of Practice at Harvard’s Research Schools International initiative. He currently serves as Professor of Evidence-Informed Education Leadership at Academica University of Applied Sciences in Amsterdam, served as a lecturer at the Harvard Graduate School of Education where he earned his doctorate in educational leadership, and is author of How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice and Mental Models: How Understanding the Mind Can Transform the Way You Work and Learn.
Meg Lee is a forerunner in implementing evidence-informed practice in schools and districts. A public school educator in a variety of roles from teacher to professional learning specialist to school-based administrator to central executive leader for over 25 years, Meg directed induction and professional learning for a large, innovative public district that implemented evidence-informed practice and worked to ensure every educator understands how learning happens. She serves as Core Teacher, Learning Science and Advisor, Professional Learning at Academica University of Applied Sciences in Amsterdam, is the author of Mindsets for Parents: Strategies to Encourage Growth Mindsets in Kids (2nd ed.), and has taught education and psychology courses at the graduate level.
Find out more about both Jim and Meg's work at https://www.learningsciencepartners.com/
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at https://walkthrus.co.uk/ and https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by cognitive psychologist and bestselling author Professor Daniel Willingham to explore how insights from cognitive science can transform classroom practice. The conversation ranges from his influential book Why Don’t Students Like School? to the enduring truth that “memory is the residue of thought.” Together, they discuss the power of narrative in learning, the balance between shallow and deep knowledge, and why repetition and practice still matter. Dan also unpacks key ideas like encoding, cognitive load, and the role of manipulatives, offering practical advice for helping students think deeply and retain what they learn. The episode is a rich, thought-provoking exploration of how the mind works, critical thinking, and their implications for education.
Daniel Willingham is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He is the author of several books, including the best-selling Why Don't Students Like School?, and most recently, Outsmart Your Brain. His writing on education has appeared in twenty-three languages. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences. View his website at http://www.danielwillingham.com/
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at https://walkthrus.co.uk/ and https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Anna Stokke, mathematician, professor at the University of Winnipeg, and host of the Chalk and Talk podcast. Together they explore the so-called “math wars,” the persistence of flawed research claims, and the crucial role of strong foundations in mathematics education. Anna shares her advocacy work, from challenging myths about times tables and timed tests to championing explicit teaching, fluency, and teacher training. The conversation ranges from the importance of number facts and algorithms to the cultural acceptance of “I’m not good at maths,” making for a lively and passionate discussion about how to ensure more students experience success and enjoyment in mathematics.
Dr. Anna Stokke is mathematics professor at the University of Winnipeg. She is an active advocate for strong math education for Canadian children, who volunteers in many different capacities to help children improve their math skills. Anna runs a non-profit organization, Archimedes Math Schools, devoted to helping kids with math, and previously co-founded a math advocacy group, WISE Math. Additionally, she has given around 200 media interviews and written numerous articles on math education. Anna served as Chair of the Department of Mathematics & Statistics, University of Winnipeg, from 2017 to 2022. Find out more about Anna at https://www.annastokke.com/
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at https://walkthrus.co.uk/ and https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by John Tomsett, former school leader and educational author, to talk about his latest two books, This Much I Know About Truly Great Primary/Secondary Teachers (and what we can learn from them). The episode is a celebration of teaching, which is messy, complex, and can't always be quantified. That being said, John has a list of nine principles of great teaching, and using those principles, as well as their combined years of experience, the three share stories of great teachers and teaching.
John Tomsett taught for 33 years in state schools and was a teaching headteacher for 18 years. Until August 2021 he led Huntington School in York, one of the first Research Schools in England. He writes a blog called "This Much I Know", and has written extensively about school leadership. He has published thirteen books including the 'Huh' series with Mary Myatt and 'Leadership 55' with Haringey Education Partnership. You can find his latest books as well as his blogs at his website: https://www.johntomsett.com/
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at https://walkthrus.co.uk/ and https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Patrick Cozier, long-serving headteacher of Highgate Wood School in Haringey, London and author of the forthcoming book Calm Leadership. Patrick shares insights from nearly two decades in headship, and the conversation explores the tension between personal identity and professional responsibility, the evolving role of school leaders in their communities, and why representation matters. Patrick introduces the “CALM” framework - Confront, Adapt, Lead, Mature - designed to help leaders develop perspective, build resilience, and lead with confidence and humanity. He discusses how embracing vulnerability, seeking support, and accepting complexity have shaped his approach to leadership over time. “You can be confident about the things that you're good at,” Patrick says, “but you have to always know that you're still learning.”
Patrick Cozier is a successful and experienced secondary school leader. He has been a Headteacher of a large comprehensive school for 19 years. He is also the chair of the Haringey Secondary Heads Forum. Patrick sits on the Racial Equity Steering Committee as part of Haringey Education Partnership and leads the HEP Racial Equity Conferences. In addition to being a Co-Vice Chair of trustees at Show Racism the Red Card, he also serves as a trustee of Horizons, which is the charitable arm of the Haringey Education Partnership. As a member of the black community he is passionate about seeking equality, justice and fair outcomes for people of colour. His upcoming book Calm Leadership will be released in October 2025. You can find more about Patrick on https://uk.linkedin.com/in/patrickcozier-calmleadership
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Bruce Robertson, Scottish school leader and author of The Teaching Delusion series. Bruce shares his path from chemistry teacher to system leader, and what led him to write a trilogy of books on improving teaching in schools. Together, they explore the gulf between intention and implementation in school improvement, the dangers of gimmick-led practice, and the STAR framework. Bruce argues that genuine school improvement comes from a culture of deliberate, collective, and well-informed effort. The conversation covers everything from professional learning and teacher confidence to behaviour, consistency, and the power of a shared language around teaching.
Bruce Robertson is the director of Next Level Educational, which focuses on high-quality professional development for teachers and school leaders. His best-selling and acclaimed books include The Teaching Delusion trilogy, Power Up Your Pedagogy, and Power Up Your Questioning. Bruce led Berwickshire High School as Headteacher from 2020 to 2024. Find out more about Bruce and his work at https://www.nextleveleducational.com/
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
We've reached the 100th episode of Mind the Gap! In this special anniversary episode, Tom and Emma look back at five years of making the podcast, reminiscing about interviews with a multitude of guests. They also talk about what they're doing now and where the podcast is headed next.
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Bronwyn Ryrie Jones, teacher educator, instructional coach, and creator of The Playbook Project. Bronwyn shares her journey from music teacher to one of Australia’s leading voices on instructional practice, reflecting on what it really takes to support effective teaching in context. Together, they explore the power and pitfalls of codifying teaching techniques—what works, when, and why—and why it’s not about rigid scripts but thoughtful adaptation. Bronwyn explains how her Playbook Project helps schools articulate the “big ideas” behind their practice, turning them into clear, shared routines that make sense for their settings. The conversation ranges from mini whiteboards and modelling to the emotional realities of coaching and the hard truth about participation: it doesn’t just happen—it has to be engineered.
Bron Ryrie Jones supports teachers and instructional leaders to develop their expertise. She has worked with over 20,000 teachers and leaders around Australia and abroad, and is a sought-after designer of professional improvement programs. Bron is a published author on teacher learning and has has designed and delivered large-scale bespoke professional development programs for varied organisations throughout Australia. Follow Bron on X @BronRyrieJones and find her website at https://bronwynryriejones.com/
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Jon Hutchinson is joined by journalist and author Jenny Anderson to discuss her acclaimed new book The Disengaged Teen—a powerful exploration of why so many young people are tuning out of school and what we can do about it. Drawing on extensive research, real-world stories, and her own experience as both a parent and reporter, Jenny introduces her framework of four learner modes—passenger, achiever, resistor, and explorer—and explains how these shifting states shape young people's engagement. Together, Jon and Jenny delve into the mental health crisis, the limitations of hyper-achievement, and why motivation and agency matter more than ever in the age of AI. Jenny argues that school systems must evolve to reflect the world students are entering, without sacrificing depth or rigour. “How you feel about learning,” she says, “is inseparable from how well you learn.” This conversation is both a wake-up call and a hopeful invitation—for educators, parents, and policymakers alike—to reimagine what it means to truly engage today’s children and young people.
Jenny Anderson is an author and an award-winning journalist who spent over a decade at The New York Times before pioneering coverage on the science of learning at Quartz. She contributes to TIME, The New York Times and The Atlantic, among other publications. Most recently, she has written The Disengaged Teen, which you can find at https://www.thedisengagedteen.com/. You can find Jenny on LinkedIn here.
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Emma Turner and Jon Hutchinson are reunited with co-host Tom Sherrington, returning from an extended break with fresh insights, global experiences, and a surprising new passion: yoga. Together, they reflect on what’s changed—and what hasn’t—in education during Tom’s time away, diving into international comparisons, curriculum development, and the evolving culture around professional development. Tom shares what struck him on visits to schools around the world, and why he believes the UK remains a world leader in research-informed practice. The conversation zooms in and out, from cold calling and classroom talk routines to reimagining school leadership and restoring teacher autonomy. Emma and Jon also explore the growing tension between digital delivery and what Emma calls “analogue teaching”—real-time modelling, physical resources, and authentic interactions. “Modelling is the bridge,” Emma says, “between great curriculum content and what we know about how we learn.” In a rich and wide-ranging discussion, the trio call for a renewed focus on professionalism, collaboration, and the power of collective learning—reminding us all why great teaching still matters.
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X @teacherhead
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Emma Turner is joined by Shareen Wilkinson, Executive Director of Education at LEO Academy Trust, and author of books for both children and teachers. Shareen shares insights from her new book, Disciplinary Literacy in Primary Schools, offering a fresh, practical lens on reading, writing, and speaking across the curriculum. Together, they explore what it really means for primary pupils to “write like historians” or “speak like scientists,” and why disciplinary literacy isn’t just a secondary school concern. Shareen explains how rich talk, purposeful writing, and deep subject knowledge can—and should—start in Early Years, and reflects on how flexible working and thoughtful use of edtech can empower teachers and support inclusion. From phonics to AI, this episode is packed with wisdom, warmth, and practical strategies for educators leading literacy across the curriculum.
Shareen is Executive Director of Education and leads on curriculum, teaching and learning and assessment across the LEO academy schools, as well as overseeing the central education team. Shareen has been in education for over 20 years and has fulfilled a wide range of senior leadership roles, including being an LA Lead Primary Adviser, English adviser and is still an education consultant to several organisations. Her subject specialisms are English, assessment, teaching and learning, and leadership. Shareen is an established educational author, writer and editor and has written educational resources and books for Hodder Education, DK children’s books, Oxford University Press, Letts, Harper Collins and Teach Primary magazine. Follow her on X @ShareenAdvice
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
On this episode of Mind the Gap, Jon Hutchinson is joined by educator, researcher, and author Neil Gilbride to explore the powerful concept of self-efficacy—and why it matters now more than ever in schools. Drawing from his new book, Neil delves into the psychological foundations of self-efficacy, its relationship to agency, and the practical ways it can transform classroom practice. He shares insights from his own diverse career, from play schemes to academia, and explains how educators can help pupils—and themselves—navigate complexity, build resilience, and believe in their capacity to succeed. Together, Jon and Neil discuss Bandura’s legacy, the critical importance of managing failure, and why effective modelling is about more than just showing how—it’s about lending belief. “If we’re not proactively thinking hard about using our capacity to share knowledge and ways of being and working,” Neil says, “then we're not using one of the most powerful weapons in our arsenal.” This episode offers a compelling and deeply human lens on what it means to teach, lead, and learn in today’s education landscape.
Dr Neil Gilbride CPSychol is an Honorary Senior Research Fellow at University of Worcester and Associate Dean at Ambition Institute, one of the largest professional development providers in England. He has amassed 20 years of experience working across education as an academic, practitioner and knowledge mobiliser. Neil’s research interweaves adult developmental psychology and complexity theory to better understand educational leadership and practitioner development. His most recent book is Bandura's Self-Efficacy Theory in Action. Follow him on Bluesky @neilgilbride.bsky.social
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Jon Hutchinson and Emma Turner are joined by Saeed Atcha MBE, social entrepreneur, charity leader, and former Social Mobility Commissioner. Saeed shares his remarkable journey from growing up in care to founding Youth Leads UK at just 15 years old, creating a platform to amplify young voices and drive social change. Together, they explore the power of purpose, the role of schools as community hubs, and how educators can foster social action and entrepreneurship in students. Saeed reflects on the impact of mentors, the importance of resilience, and why schools must provide stability, happiness, and opportunity for all children. He challenges educators to think beyond academic success and equip students with the life skills that AI can’t replace. “Everyone craves a purpose,” Saeed says. “If we give young people that, we change everything.” The conversation also delves into the shifting landscape of higher education, the rise of apprenticeships, and what schools can do to prepare students for an evolving world of work.
Saeed Atcha MBE is the founding chief executive of Youth Leads UK, a charity he established aged 15 and has supported more than 7,000 disadvantaged young Greater Mancunians access volunteering opportunities and skills development programmes. He was made a recipient of an MBE in Her Majesty the Queen’s New Year’s Honours List, 2019, the youngest recipient that year. Saeed is a trustee of both youth employment charity Generation: You Employed, UK, and social mobility charity Migrant Leaders, a Non-Executive Director at social housing group Bolton at Home, an Associate Non-Executive Director at Pennine Care NHS Foundation Trust, an Advisory Council Member to the Care Tech Foundation and Vice-Chair of Governors at his former secondary school, Ladybridge High School in Bolton. Saeed also serves as Deputy Lieutenant of Greater Manchester. Follow him on X @saeedatcha
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Jon Hutchinson and Emma Turner are joined by Zach Groshell, educator, consultant, and author of Just Tell Them: Explicit Teaching and the Science of Learning. Zach shares insights from his book, which challenges traditional assumptions about instruction and advocates for a structured, interactive approach to teaching. Together, they explore the misconceptions surrounding explicit instruction, the balance between guidance and independence, and the pitfalls of ineffective professional development. Zach argues that too often, schools fail to provide teachers with concrete, actionable strategies, leaving educators to "figure it out" on their own. He emphasizes the need for clarity in teaching, saying, “The most empathetic, kind thing a teacher can do is to be crystal clear with their students.” The conversation touches on the importance of formative assessment, engagement techniques, and how primary and secondary educators can apply explicit teaching principles in age-appropriate ways.
Zach Groshell, PhD is a highly distinguished teacher, instructional coach, and education consultant. Zach is based in Seattle, Washington, USA, and works with schools nationwide and internationally to develop high quality instruction based on the science of how kids learn. Zach hosts the podcast, Progressively Incorrect, and his blog can be found at educationrickshaw.com. Follow him on X or Bluesky at @mrzachg
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Jon Hutchinson and Emma Turner are joined by Chris Such, primary educator and author ofThe Art and Science of Teaching Primary Reading and his newest book,Primary Reading Simplified. Chris returns to discuss his latest book, which moves beyond research principles to offer a concrete model for reading instruction. Together, they explore the challenges of teaching reading beyond phonics, the importance of fluency practice, and the pitfalls of small-group guided reading. Chris challenges the assumption that comprehension can be taught through isolated question types, emphasizing instead the role of fluency and language knowledge in understanding text. He says, "The idea that we can shortcut reading development by drilling comprehension questions is a fundamental misconception." Reflecting on reading pedagogy, Chris highlights the power of whole texts over extracts and the importance of meaningful discussions in developing young readers. The discussion concludes with a call to rethink primary reading instruction: prioritizing fluency, rich classroom talk, and a love of literature.
Christopher Such is a primary school teacher, school leader, teacher educator and consultant who has worked in schools since 2006. As part of Ambition Institute's learning design team, he co-designed their National Professional Qualification in Leading Literacy (NPQLL). He has contributed to the initial teacher training programmes for Teach East, Torch SCITT and Ambition Institute, focusing on reading instruction and mathematics pedagogy. In his work as an education consultant, he has worked with schools, multi-academy trusts, English hubs and wider organisations to develop teachers' understanding of reading and implement approaches to evidence-informed classroom teaching that prioritise meaningful experiences with texts. His first book, The Art and Science of Teaching Primary Reading, is required reading on many initial teacher training programmes and higher education courses. He is the author of the education blogPrimary Colour, and he can be found on social media platforms@Suchmo83.
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Emma and Jon reflect on a year of transformation in education and discuss the insights gained from their fascinating guests. This annual roundup dives into critical topics such as the growing recognition of Early Years education, flexible working in leadership, and the evolving challenges in recruitment and retention across the profession.Emma shares her delight at seeing Early Years gaining prominence, with voices like Julian Grenier, Dan Wuori, and Liz Pemberton championing the importance of play, lived experiences, and robust early education practices. Jon brings his perspective on the flexible working debate, emphasizing the need for bespoke approaches that prioritize sustainable career models for educators. Together, they discuss Emma Sheppard’s contributions on balancing parenthood and teaching, the nuanced challenges facing leaders in the education sector, and how these align with new government initiatives.The episode also revisits pivotal moments, like Leora Cruddas’s vision of schools as civic anchors and Aziza Ajak’s call for context-driven leadership development. As they look ahead, Emma and Jon encourage a collaborative and evidence-informed approach to shaping the next generation of educational leaders and addressing the complexities of modern schooling.
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind The Gap, Emma Turner and Jon Hutchinson are joined by Liz Pemberton, renowned as "The Black Nursery Manager" and a transformative voice in early years education. Liz reflects on her journey from managing family-run nurseries to establishing her anti-racist training and consultancy company. She delves into the significance of cultural safety, psychological safety, and her pioneering "Four Es" framework for embedding anti-racist practices in educational settings. Together, they explore how educators can foster belonging, challenge racial biases, and create joyful, inclusive spaces for all children. Liz also discusses her experiences navigating societal resistance, tackling "culture wars," and the importance of professional love in the Early Years Foundation Stage (EYFS). This thought-provoking conversation emphasizes the power of intentional practice, collective action, and unlearning in shaping equitable early education.
Liz Pemberton is an award-winning educator, trainer, and advocate for anti-racist practice in Early Years education. She managed a Birmingham-based nursery that became a community hub, emphasizing anti-racist pedagogy and belonging through her "Four Es" framework. A qualified secondary teacher and lecturer with a Master’s in Early Childhood Studies, Liz has influenced countless educators, parents, and policymakers through her training, writing, and social media presence. Recognized for her contributions, Liz’s accolades include being named one of Serendipity Institute’s 100 Black Women Who Have Made a Mark and winning multiple awards for her commitment to equity and education. Check out her website https://www.theblacknurserymanager.com/
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind the Gap, Jon Hutchinson and Emma Turner are joined by Leora Cruddas, CEO of the Confederation of School Trusts. Leora shares her journey from teaching in apartheid-era South Africa to becoming a leading voice in educational policy and academy trust leadership. Together, they explore the evolution of academy trusts, the importance of stable leadership, and the challenges of teacher recruitment and retention. Leora highlights the role of trusts as civic anchors, emphasizing their capacity to foster collaboration and serve as pillars of community well-being. She says, "The point at which we start making decisions on behalf of our children from the vested interests of adults is the point that our education system will start to fail." Reflecting on her role, Leora underscores the need for educational leaders to balance stability with innovation, as well as the need for trust leaders to tell adopt a narrative around trusts that focuses on the moral purpose of education. The discussion concludes with a compelling vision for the future of education: building systems that prioritize public trust, equity, and human flourishing.
Leora Cruddas is the founding Chief Executive of the Confederation of School Trusts – the national organisation and sector body for school trusts in England. She has advised successive governments and sits on several Department for Education advisory bodies. She was recently the vice chair of the Head Teacher Standards Review Group, a member of the external advisory group for the Schools White Paper, SEND National Implementation Board and the Regulatory and Commissioning Review. Prior to founding CST, she was Director of Policy and Public Relations for the Association of School and College Leaders. Leora has six years of experience as a director of education in two London local authorities. She is a visiting professor at UCL Institute of Education, and was made a CBE in the 2022 New Year’s Honours. Follow her on X @LeoraCruddas.
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social.
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
On this episode of Mind The Gap, Jon Hutchinson and Emma Turner welcome Aziza Ajak, an influential voice in education leadership and curriculum development. Aziza shares her journey from classroom teacher to vice principal, offering insights into her impactful work on curriculum coherence and systemic equity. Together, they explore the challenges and rewards of bridging primary and secondary education, especially in all-through schools, emphasizing the need for unified leadership and consistent curricular goals. Aziza also discusses her initiatives to improve diversity in educational leadership, notably through her involvement with Mission 44 and as co-founder of 100 Black Headteachers. Reflecting on the complexities of representation and structural barriers, Aziza underscores the importance of mentorship and strategic professional development. This conversation provides an in-depth look at how purposeful collaboration and courageous decision-making can shape equitable and inclusive school environments.
Aziza Ajak is currently Vice Principal at Future Academies. She was part of the founding leadership team of a new school and has helped to establish the school as one of the best in the borough. Aziza’s recent voluntary experience includes being a trustee on the Teach First Board. Aziza also currently serves as a trustee for Mission 44 and co-founded 100 Black Headteachers. You can find out more about her and her work on her LinkedIn or follow her on X @missaaja
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X @emma_turner75.
Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social
Aziza has published three blog posts reflecting on the topics covered in this podcast. You can view them here:
https://venturingintoschoolleadership.wordpress.com/2024/10/27/fragile-ambition-part-1/
https://venturingintoschoolleadership.wordpress.com/2024/10/30/fragile-ambition-part-2/
https://venturingintoschoolleadership.wordpress.com/2024/11/03/the-trust-to-school-relationship/
This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/