Research School Network: Meet the Team

James is the Director of Lincolnshire Research School and has been part of the Research Schools Network since its inception in 2016. James is in his 14^th year as a headteacher of St Margret’s CE Primary School in Lincolnshire and was previous an Associate Education Advisor on behalf of Lincolnshire Local Authority. James has a very strong interest in teaching and learning, in particular the teaching of reading and James’ dissertation for his master’s degree at the University of Exeter was focused on the explicit and implicit teaching of vocabulary in Key Stage One. James has delivered training for over 100 schools on the teaching of vocabulary including for the DfE’s Accelerator fund work. 

James was on the EEF’s advisory panel for their guidance report on using technology to improve learning, and is a contributing author about using technology in schools, with Professor Steve Higgins from Durham University, in the book A Guide to Early Years and Primary Teaching, and co-author of a chapter on the development of evidence-based education in Stephen Gorard’s book Getting Evidence into Education.

I am currently serving as Interim Headteacher at a small rural primary school, bringing with me a depth of experience from my role as Deputy Director of Lincolnshire Research School over the past four years. My work has centred on supporting schools to engage meaningfully with the evidence base, identify shared priorities, and co-develop effective, context-sensitive solutions.

I have delivered a wide range of EEF training programmes and have had the privilege of contributing to Early-Stage Programme development, particularly in the areas of vocabulary and writing. My commitment to professional development is reflected in my role as an experienced NPQ facilitator and regular contributor to training for Early Career Teachers and their mentors.

With 20 years of international teaching experience, including the unique opportunity to help establish a new school in Rome, I bring a global perspective and deep expertise in EAL and the development of language and communication. During my leadership roles and throughout my career, I have remained passionate about teaching and learning, grounded in evidence and focused on making a meaningful difference in the lives of pupils and staff.

I have been a teacher for nearly 20 years now and I have worked in different primary school settings (large urban schools, small rural schools). My areas of expertise are Evidence Based Leadership, Professional Development and Lesson Study. 

As my leadership journey has progressed, I have been interested in the design of professional development. My recent Masters study focussed on remote professional development and its use during the Covid pandemic. I have had the opportunity to work with colleagues locally, nationally and internationally to collaborate and support each other’s knowledge focusing on different forms of professional development and how to evaluate their impact.

Outside of school I am a keen participant and watcher of sport. I also like to travel and I enjoy planning trips from scratch to lesser known places.

Following the completion of my BA Business Management degree at Durham University, I took a complete U‑turn on my career path and made the decision to go into education. I spent a year gaining experience working in an SEND school before gaining a place on the Graduate Teacher Program. Since gaining QTS I have worked for 15 years in Primary Education, across EYFS and Key Stage One.

My passion is phonics and reading, and I have lead phonics for 14 years in my school, mentoring, coaching and monitoring teaching and intervention to ensure the best possible outcomes for all children, especially disadvantaged children. I have also supported several other schools in the implementation of their phonics programmes, using technology to aid the instructional coaching process.

For the past few years I have been working as an Evidence Lead in Education, supporting in the explicit teaching of vocabulary research in EYFS and KS1 as part of the DfE accelerator fund. In addition to this I have supported the development of diagnostic assessments in maths for an EEF programme. I have also worked on two collaborative projects between the Research School and the University of Lincoln designing lessons around ​‘concept orientated reading instruction’ and producing science planning in Key Stage 1 and 2 to support trainee teachers, funded by the Wellcome Trust.

Whilst I have a wealth of proven leadership experience, and am currently Headteacher of a large (470+ children) primary school, I still teach where I can, especially if we are introducing significant new policies.

As an experienced professional, I have always been heavily interested in using research to improve the probability of our teaching leading to improved outcomes for children.

I am passionate about embedding an evidence based approach across all aspects of decision making. It is fundamental to ensuring we make the ​‘right’ decisions at the ​‘right’ time. This can be seen within our change cycle for school improvement, as well as our daily assessment for learning practises within lessons. Whilst this is still a work in progress, as a school we are much more confident about the decisions we make at all levels.

I have previously worked for Nottingham City Council as an EY Adviser, then as Assistant Head of Phase 1 in a Nottingham City Academy alongside the role of EY Lead Practitioner for a local MAT, and I have worked for the last 8 years as the Early Years Senior Education Adviser for GAT. 

I plan and deliver on the GAT Early Years Strategy to ensure the implementation & monitoring of a high quality, inclusive EYFS curriculum for all EY pupils in all GAT academies through; ·
Providing brokered support to Principals and their EY teams to develop and implement effective provision.
Evaluating & monitoring the effectiveness of EY curriculums, and for priority pupil groups and additionally funded areas.
Supporting the moderation process through EY & Y1 Assessment Accuracy Checks.
Developing and disseminating curriculum expertise across GAT.
Supporting adult facilitation of learning through the annual EY & Y1 Conferences.
Leading on many early years research projects including: The impact of real-life experiences on vocabulary, the impact of a book-led approach on vocabulary, The Creative Project, the Fine Motor toolkit and the EY Maths toolkit. Facilitating the collation of the EY Skills Progression toolkit, the Y1 Linked Learning toolkit and the Outdoor Learning toolkit.

Throughout my 15 year career in secondary education, I have ensured collaboration and evidence – based research, to support student learning, has been at the centre. Although I have undertaken a range of whole school leadership roles, my passion lies in addressing the disadvantage gap within schools, and curriculum design structure to support this, including ​‘making things stick’.

Through collaborative ventures, I have worked closely with schools from all settings and Key Stages in Lincolnshire and Leicester, facilitating PLCs, SLE work and conferences. I thrive on these synergetic experiences; reinforcing and discussing the most current research and sharing contextual interpretations.

My core values lie in ensuring every student has access to the highest quality classroom learning, as standard. This means spending a lot of time in my favourite place – the classroom – working with pupils and colleagues to address misconceptions and use evidence-based approaches to evaluate, interrogate and improve outcomes for all.

I have been a teacher for over 25 years and have worked in a wide variety of different types of primary school – from a school with one class in the Scottish Highlands to a 3‑form entry school in Streatham. I’ve spent most of my time in upper KS2 but have taught in all year groups at one time or another. I’m currently a DHT at a 2‑form entry school in Market Harborough and I’ve been a Senior Leader since 2016.

I am also Assessment Lead across Learn Academies Trust and have a long-held interest in ensuring that assessment systems are manageable and drive learning forward for all pupils through collaboratively agreed and rigorously applied formative assessment systems.

Other areas of interest include the design and delivery of effective CPD, the implementation of change and the development of leaders.

Fe taught English across several secondary schools in Leicestershire and Derbyshire for 15 years before moving to working in Initial Teacher Training full time. During her time teaching English, she taught mainstream and non-mainstream from Entry Level 1 to A‑level, and spent a number of years in department leadership. Now full-time in ITT, Fe works across Primary and Secondary phases leading on mentoring, and the secondary phase curriculum. 

I currently work as Deputy Head in a large, three-form entry primary school in Leicestershire with responsibility for the curriculum, teaching and learning and personal development. I have previously taught in Leicester City, where I was also a Leading Maths Teacher.

Maths is a particular passion for me; I am a Primary Teaching for Mastery Specialist, NCETM PD Lead and an Assistant Maths Hub Lead for the EMS Maths Hub. I am also facilitating on the NPQLPM programme that has launched this year.

I hold the NPQH qualification and 2 years ago, had an opportunity to be seconded for a year for 3 days a week as an acting co-headteacher in a small rural school with 5 mixed-age classes.

Being research-informed is vital in my roles; I am an Evidence Lead in Education, Fellow of the Chartered College of Teaching (with the Certificate in evidence-informed practice) and I am in the process of gaining accreditation for the Research Mark. I like to read educational books and attend ResearchEd events where I can.

I am Assistant Principal at Macaulay Primary Academy in Grimsby, which is placed in an area of high deprivation. I have been teaching for 12 years and have always been passionate about closing the disadvantage gap, and providing opportunities for all pupils to achieve and excel.

I have been privileged enough to be apart of delivering training on the use of PP and closing the disadvantage gap, as well as focussing on the vocabulary deficit that so many of our children face when starting school from communities like ours. I have also been apart of training reading leaders on how to implement effective reading strategies for children. In addition, I supported many schools during the pandemic, providing support with remote learning and working with various trusts on how best to support children during this difficult time with a focus on those with disadvantaged backgrounds.

I am an Assistant Head at a primary school in Leicester and oversee Teaching and Learning in my current role. I have been an English Coordinator for 15 years and been involved in various aspects of developing the subject including oracy (Voice 21), spelling, handwriting, reading using metacognition and writing. Trying and implementing various approaches suggested by EEF has resulted in great success and progress. I am interested in research on metacognition and how pupils learn.

In my role as an Evidence Lead in Education at the Lincolnshire Research School, I apply my background in mathematics teaching and educational leadership to support and guide schools in adopting research-informed teaching practices. My work focuses on the practical application of evidence-based strategies, particularly in metacognition and self-regulated learning, to enhance student engagement and achievement. With a Master’s Degree in Educational Leadership, I have a keen interest in understanding and applying leadership principles that bring out the best in teaching teams.

Collaborating closely with educators across Lincolnshire, I aim to make research accessible and actionable, bridging the gap between academic studies and classroom practice. Through this role, I’ve had the opportunity to contribute to the professional growth of teachers and the academic success of students, aligning with my commitment to continuous improvement in education. My involvement with the Chartered Management Institute reflects a broader perspective on leadership and management, enriching my approach to educational challenges.

Laura is an ELE based in the East Midlands and is currently Director of Education for a multi-academy trust comprising of both primary and secondary schools. She has worked extensively in school improvement across all phases of education, as a headteacher, as a national consultant and leading school improvement in multi-academy trusts. Committed to the use of research and evidence, Laura ensures that it forms the basis of all of improvement efforts, at every level of the school and system. She has previously worked across the UK as a trainer, consultant and keynote speaker, where she enabled schools and systems to translate the findings from research into high-impact implementation strategies.

Rob is a class teacher at Monks Moor Park CE Primary. He has had various leadership roles including being a pedagogical coach, computing, curriculum and science Leads.

In a previous career, he spent 20 years in Retail and Sales related roles, including staff recruitment and development roles, PR and marketing.

Teacher progression and professional development have been a consistent part of my career. Within a career that has flown by, I have been a Consultant for Maths, Data, and assessment, worked within a Teaching School, across a Multi – Academy Trust, been involved in ITT, facilitated the NPQ qualifications, been an Advisory Teacher and a Lead Practitioner. As a mathematics teacher, I never tire of trying to understand how students learn mathematics and how mathematics teachers develop their knowledge. Education is a fantastic sector for being able to engage in, and with research. Designing and delivering professional development supports other teachers being able to enjoy and benefit from similar opportunities.

With over 20 years of teaching experience, I remain as passionate and committed to the profession today as when I began in 2003. I currently serve as Deputy Headteacher in a two-form entry primary school in Lincolnshire, where I lead on safeguarding, SMSC and teaching & learning.

As an NCETM PD Lead, I have had the privilege of collaborating with colleagues across a range of primary schools to make mathematics accessible for all students. I am deeply committed to embedding an evidence-based approach in all aspects of decision-making, ensuring that the strategies we implement are driven by research and best practice. My work is driven by an unwavering dedication to raising achievement for all learners and preparing our young people for a bright and successful future.

I have been working in Education for nearly 20 years, my first taste being in schools in China where students would applaud their teachers as they entered the room. Since then, I have worked across two secondary schools in Leicester and Leicestershire and am currently an Assistant Head. I have responsibility for Teaching and Learning as well as Reading and Literacy, so I have valued the EEF as a supportive evidence base to help schools make a difference to their pupils. My role as an ELE has been varied so far and I look forward to future opportunities to collaborate. I’m particularly interested in Literacy, Memory for Learning and Leadership.

In addition to my love of and enthusiasm for all things linked to reading and the subject of English, I have a deep understanding of the curriculum and the progression of learning within it. This comes from my varied experiences; teaching English firstly in Japan as an EAL teacher, and then leading the English and Media faculties at two schools in Nottingham City over 15 years. 

Since 2016, I have been Head of English at Priory Belvoir Academy in Leicestershire and, more recently, I have also been appointed as the Priory Federation of Academies Subject Lead for English, working as part of the Trust’s Education Team. Part of my ongoing work, at both my school and at Trust level, is to lead and work alongside colleagues, which include not only my department at Belvoir, but also the other Heads of English of our Trust schools and their departments. Together, we constantly review and develop the English curriculum. 

I also work with the Priory Trust’s Language for Learning Leads and Reading Leads to improve the delivery of reading strategies to ensure improved life chances for our students. Most recently, I have lead work on implementing diagnostic reading pathway interventions, and disciplinary literacy. 

Working as an Evidence Lead in Education for Lincolnshire Research School, I have also been able to work alongside and make an impact on improving reading strategies across other local and national Trusts. As Lincolnshire SCITT subject lead for English, I have facilitated subject specific training for English and whole SCITT cohort training on reading strategies.

Chinyere Magulike is pursuing her Doctorate in Education at the Department of Education Studies, University of Warwick. Her doctoral research focusses on examining the association between mental health (MH) in children and young people (CYP) at age 11 and their engagement in school and self-belief at age 14.

In addition to her academic pursuits, Chinyere is an experienced qualified science teacher who specialises in teaching Biology to students across Key stages 3 to 5. She is an experienced pastoral leader and currently serves as the Team Leader for Academic Excellence in her professional environment. In these roles she supports her school in using data-driven approaches to improve student achievement.

Her commitment to bridging the gap between educational research and classroom practice, and her role as an Evidence Lead in Education (ELE) with the Lincolnshire research school, allows her to actively contribute her expertise to support the professional development of educators within the East Midlands and across the country to enhance teaching and learning outcomes. Due to her passion in school improvement, she also dedicates her time in volunteering as a school governor in her local community.

Outside of work, she enjoys cooking, decoration and shopping, which helps to bring a well-rounded perspective to their professional endeavours.

I am an experienced headteacher, currently working as an executive
headteacher over two schools in Leicestershire and Rutland. I have worked in a range of settings in leadership roles, from an inner-city school to a small county primary schools. I have recently experienced being the school SENCO which has been an enriching experience and has developed my skillset.

I bring a strategic and evidence-informed approach to school
improvement. I am passionate about collaborative professional development and supporting colleagues to translate research into meaningful, measurable impact in the classroom. I have a specialism and passion for literacy and language development. I believe that strong language foundations are the key to unlocking learning across the curriculum, particularly for disadvantaged learners. As an ELE I have had delivered training on the use of Pupil Premium funding and closing the disadvantage gap.

Outside of school I enjoy spending time with my family- we like adventurous activities, but we also enjoy music festivals and travel.

Roisin is Curriculum Lead at Christ the King Primary School in Leicester as well as being an Associate Tutor for the University of Leicester PGCE; a Lead Mentor and Subject Lead on the Leicester and Leicestershire SCITT; and a Museum Educator for Leicestershire County Council.

She has previously been a Pupil Premium Lead and Deputy Head teacher alongside facilitating on the ECT and ECT Mentor programmes and being a Visiting Fellow for several cohorts of the NPQLTD, NPQLL and NPQLT.

Previous ELE work has included supporting Pupil Premium leads to develop their PP strategies; providing evidence briefing on the Effective Use of TAs and on Social and Emotional Learning; delivering an Explicit Teaching of Vocabulary programme; and involvement in a project looking at metacognition and self-regulated learning in primary science. Her particular area of interest is Foundation subject curriculum design alongside CPD for Primary subject Leads.

In a previous ​‘life’, a job teaching English in Japan led to a career in educational publishing and a MA in Publishing.