Evidence into Action

Maths: prioritising problem solving

In this episode, Alex Quigley and Grace Coker explore problem solving in maths and why it is a priority.  

They are joined by Professor Camilla Gilmore (Professor of Mathematical Cognition at Loughborough University and Curriculum Specialist at Maths Horizons), Dr Helen Drury, (Dean of Maths Education at Purposeful Ventures and Co-Lead at Maths Horizons), and practitioners Tom Pole (Director of Tudor Grange Research School and Associate Principal at Tudor Grange Academy) and Mike Williams  (Maths lead and Year 6 teacher at Alexandra Park primary school).

Together, they draw on insights from research and the classroom to unpack what effective problem solving looks like, and why giving all pupils opportunities to tackle rich mathematical tasks is important. 

Guest speakers:

• Professor Camilla Gilmore (Professor of Mathematical Cognition at Loughborough University and Curriculum Specialist at Maths Horizons) LinkedIn: www.linkedin.com/in/camilla-gilmore 
• Dr Helen Drury (Dean of Maths Education at Purposeful Ventures and Co-Lead at Maths Horizons) LinkedIn: https://www.linkedin.com/in/helen-drury/ ; https://www.linkedin.com/company/maths-horizons/ 
• Tom Pole (Director of Tudor Grange Research School and Associate Principal at Tudor Grange Academy) LinkedIn: LinkedIn - @Tudor Grange Research School; Bluesky - @tgresearchsch.bsky.social
• Mike Williams (Maths lead and Year 6 teacher at Alexandra Park primary school) LinkedIn: https://www.linkedin.com/in/mike-williams-2021bb413/; X: https://x.com/mikewteach?s=21

Resources

• Education Endowment Foundation (2021) Improving mathematics in Key Stages 2 and 3 Guidance Report. London: Education Endowment Foundation. Available at: EEF-Improving-Mathematics-in-Key-Stages-2-and-3-2022-Update.pdf
• Education Endowment Foundation (2021) Improving mathematics in Early Years and Key Stage 1 Guidance Report. London: Education Endowment Foundation. Available at: EEF_Maths_EY_KS1_Guidance_Report.pdf
• Education Endowment Foundation (2025) Metacognition and Self-regulated Learning: Guidance Report. London: Education Endowment Foundation. Available at: Metacognition and Self-Regulated Learning - Guidance report | Education Endowment Foundation

Further resources:

• Maths Horizons problem-solving and reasoning resources
• EEF blog, Using worked examples to support mathematical problem-solving
• EEF blog, Thinking Aloud to support mathematical problem-solving

Episode Transcript

Maths: prioritising problem solving | Evidence into Action

 

Exploring disadvantage in 16–19 settings

In this episode, co-hosts Alex Quigley and Helen Urbanowicz explore socioeconomic disadvantage in 16-19 education.

Joined by David Robinson (Education Policy Institute), Ruth Kendrick (Group Director of Teaching and Learning, New City College) and Emma Mills (Head of Teaching and Learning Development, Truro and Penwith College), they unpack what the evidence says about widening attainment and participation gaps, including the growing post-16 participation gap and what leaders can do in different contexts.

The conversation focuses on practical actions that highlight high-quality, evidence-informed teaching and professional development, remove hidden costs and structural barriers, and prioritise belonging so learners can access and thrive.

Guest speakers:

• David Robinson (Director of Post 16 and Skills, Education Policy Institute   EPI)
• Ruth Kendrick (Group Director of Teaching and Learning, New City College)
• Emma Mills (Head of Teaching and Learning Development, Truro and Penwith College)

Resources:

• EPI (2024) Closing the Forgotten Gap: Implementing a 16-19 Student Premium. London: Education Policy Institute. Available at: Closing the Forgotten Gap: Implementing a 16-19 Student Premium - Education Policy Institute 
• EPI (2025) Annual report 2025: Disadvantage. London: Education Policy Institute. Available at: Education Policy Institute | Annual report - Disadvantage  
• EPI (2025) Annual report 2025: Regional Gaps. London: Education Policy Institute. Available at: Education Policy Institute | Annual report - Regional gaps 

 

Further resources:

• Find the EEF’s 16-19 hub
• Sign up to EEF’s 16-19 newsletters. 
• Explore EEF’s Effective Professional Development guidance. 
• Find out more about the EEF’s Evidence Partner Colleges. 

 

See here for the episode transcript - Exploring disadvantage in 16–19 settings | Evidence into Action

 

Metacognition: Moving forward with new evidence

In this episode, co-hosts Alex Quigley and Corinne Settle (EEF’s Teaching and Learning Specialist) discuss the implementation of metacognition strategies. Experts and practitioners from various phases and subject areas join us to unpack these approaches, exploring what they look like in practice and the impact they have on learners.

Guest speakers:

• Dr Beverley Jennings (EEF Programme Manager)
• Tom Colquhoun (Director of Somerset Research School and Assistant Headteacher at The Blue School, Wells) BlueSky: @somersetrs.bsky.social; Instagram: @somersetresearchschool; LinkedIn: https://uk.linkedin.com/in/somerset-research-school-134400386
• Emily Smeaton (Director of North Yorkshire Coast Research School and Lecturer in ITE at York St John University) X: @NYCResearchSch; LinkedIn: https://www.linkedin.com/company/north-yorkshire-coast-research-school
  
  

Further resources:

•  Education Endowment Foundation (2024) Metacognition and Self-regulated Learning: Guidance Report. London: Education Endowment Foundation. Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition
  - Education Endowment Foundation (2024) ‘Updated EEF guide to metacognition and self-regulation’, EEF News, 21 November. Available at: https://educationendowmentfoundation.org.uk/news/updated-eef-guide-to-metacognition-and-self-regulation

Resources:

• EEF’s Metacognitive strategies
• EEF’s Scaffold pupil’s use of metacognition
  EEF’s Promoting metacognitive talk

Transcript: Metacognition: Moving forward with new evidence | Transcript

 

Effective professional development in 16-19 settings

In this episode, co-hosts Alex Quigley and Katie Luxton (EEF’s Senior Programme Manager), dive into what effective professional development looks like in 16–19 settings. They're joined by Evidence Partnership colleagues to unpack the latest evidence, share practical tips on putting this into practice, and highlight what’s making a real difference in their setting.

Guest Speakers:

• Mandy Senior (Assistant Principal- Thomas Rotherham College, Trust improvement partner- Inspire Learning Trust)
• Sue Smith (Learning and Development Manager, East Lancashire Learning Group)

Further resources

• EEF’s 16-19 hub with the latest news and links to key resources, and for further insights into our Evidence Partnership colleges.  
• EEF’s Effective professional development guidance for 16-19 settings
• EEF’s KEEP framework (knowledge, engagement, execution, practice)
• EEF’s schools guide to implementation – very relevant also to 16-19 settings. 

Sign up for EEF’s 16-19 newsletter here. 

 

 

Sustaining your Pupil Premium strategy

In this episode, co-hosts Alex Quigley and Kirsten Mould talk to EEF’s Senior Policy Manager, Natalie Ohene, about the findings of a research project investigating how schools in England allocate spending on their Pupil Premium statements. They then discuss approaches to sustaining your Pupil Premium strategy with school leaders. 

Guest Speakers:

• Natalie Ohene (EEF Senior Policy Manager), LinkedIn 
• Lisa Wise (Headteacher of Wilbury Primary School and Executive Lead for School Improvement at Children First Academy Trust) @WilburyPrimary @ChildrenFirstAT
• Stuart Mayle (Headteacher of Brambles Primary Academy) LinkedIn Tees Valley Education LinkedIn

Further resources

• Verian project report, Understanding Pupil Premium spending in schools
• The EEF Guide to the Pupil Premium
• The EEF Guide to the Early Years Pupil Premium
• For more support, get in touch with your local Research School

Deployment of teaching assistants

In this episode, co-hosts Alex Quigley and Kirsten Mould discuss the EEF’s newly updated guidance on deployment of teaching assistants.

They are joined by expert Gary Aubin who discusses the role of TAs in supporting children with SEND, followed by practitioners who reflect on effective TA deployment in their settings:

Gary Aubin (EEF SEND Associate, co-author of the Deployment of Teaching Assistants Guidance Report, and the lead of Whole Education’s work supporting MATs in relation to SEND)  @SENDMattersUK @sendmattersuk.bsky.social Gary Aubin LinkedIn

 

Sam Smithies (Assistant SENDCo, Hathershaw College Oldham) Instagram: @hathershawcollege @THELINK.HATHERSHAW

 

Claire Akroyd (Head of School, West Vale Academy, Halifax) Facebook: West Vale Academy Instagram: @westvaleacademy1

Further resources

 

• EEF, Deployment of Teaching Assistants Guidance Report (Updated March 2025)
• EEF Teaching & Learning Toolkit strand on Teaching Assistant Interventions
• DfE, Use of teaching assistants in schools Research report (September 2024)
• RSN Blog by Claire Akroyd, Intentional deployment of Teaching Assistants; an integral component of inclusion
• RSN Blog by Sam Smithies, Supporting Independence: A Learning Support Assistant’s Reflection and Growth

 

Talking the talk: subject-specific talk across the curriculum

In this episode, host Alex Quigley and the EEF’s Literacy Specialist, Chloe Butlin, discuss the importance of subject-specific talk across the curriculum. They are joined by experts and practitioners from different phases and subject areas:

 

• Shareen Wilkinson (Education Adviser and Author, and Executive Director of Education, LEO Academy Trust) X: @ShareenAdvice BlueSky: @mrswilkinson.bsky.social LinkedIn: www.linkedin.com/in/shareen-wilkinson

• Alex Fairlamb (Assistant Principal (Teaching & Learning) at Kings Priory School, and WAT T&L Network Lead)  X: @lamb_heart_tea BlueSky: @lambhearttea.bsky.social  Website: alexfairlamb.com

• Rachel Dixon (Curriculum Area Leader for Science, Oldham Sixth Form College) @pinnacleLTRS ,  https://www.linkedin.com/company/oldham-sixth-form-college/

 

Further resources

• EEF, Improving Literacy in Key Stage 2 Guidance Report (November 2021)
• EEF, Improving Literacy in Secondary Schools Guidance Report (July 2019)
• EEF blog, What does the evidence base tell us about effective oral language practice?
• EEF blog, From talk to text: integrating oral language within writing instruction
• EEF blog, Building strong readers: why oral language is the foundation of the reading house

 

Why manipulatives matter in the maths classroom

In this episode, Host Alex Quigley and the EEF’s Maths Content & Engagement Specialist, Grace Coker, are exploring why manipulatives matter in maths.

They speak to Dr Sue Gifford to discuss the research evidence around the use of manipulatives and are then joined by practitioners from both primary and secondary schools to find out the benefits of using manipulatives in their settings.

• Dr Sue Gifford (Early Childhood Maths Group)
• Emma Barker (Assistant headteacher and maths lead, Amberley Primary School; Primary Mastery Specialist and Lead Specialist for Great North Maths Hub) @MissEBarker
• Guy Carpenter (Director of Research and Innovation, Dudley Academies Trust) @gcarp567 www.linkedin.com/in/guy-carpenter-192560305

Further resources

• EEF, Improving Mathematics in the Early Years and Key Stage 1 Guidance Report (October 2021)
• EEF, Improving Mathematics in Key Stages 2 and 3 Guidance Report (November 2022)
• EEF blog, Myth-busting mathematical manipulatives
• EEF blog, Five ways manipulatives can be used to develop mathematical understanding
• EEF guest blog by Emma Barker, Manipulatives: a window into pupils' mathematical thinking 

 

Teaching: an art or science - part 3

In the final episode of our three-part series, ‘Teaching: an art or science?’ host Harry Madgwick meets with Yamina Bibi to discuss how teachers can best exercise their professional judgment, with insights from a panel of experts.

 

Episode 1: Teaching: an art or science - part 1

Episode 2: Teaching: an art or science - part 2

 

Yamina Bibi (Project specialist at Chartered College of Teaching and freelance consultant) 

 

Panel:

• Dr Cat Scutt (Deputy Chief Executive, Education and Research, Chartered College of Teaching)
• Sarah Cottinghatt (Professional development consultant and instructional coach)
• Dr Sally Riordan (Associate Professor of Social Policy Research, Northeastern University London) 

Further resources

• Metacognition Guidance Report
• Engaging with Evidence report

Teaching: an art or science - part 2

In this second episode of our three-part series, ‘Teaching: an art or science?’, host Harry Madgwick meets with Sarah Stock, Director of Newcastle Research School, to discuss teachers’ use of research evidence, with insights from a panel of experts:

 

Sarah Stock (Director of Newcastle Research School, Primary School Improvement Lead NEAT Academy Trust)

 

Panel:

• Dr Cat Scutt (Deputy Chief Executive, Education and Research, Chartered College of Teaching) @CatScutt
• Sarah Cottinghatt (Professional development consultant and instructional coach) @scottinghatt
• Dr Sally Riordan (Associate Professor of Social Policy Research, Northeastern University London)

You can catch up on part 1 here. 

 

Further resources

• EEF, Teacher Feedback to Improve Pupil Learning Guidance Report (October 2021)
• EEF Blog, The ShREC approach
• EEF, Vocabulary in Action tool (based on Beck model)
• EEF, Using Research Evidence: A Concise Guide (January 2024)
• Research Schools Network Clips from the Classroom