Research Hub

The Research Hub is an area where staff from across SEEAT share research they have undertaken.  Here staff can also find supportive tools for undertaking research informed practice that will influence their own practice, and that of colleagues across and beyond  the Trust.  Teachers undertaking research are encouraged to experiment with their practice in order to develop their knowledge about what works best for our pupils. 

Staff at SEEAT are committed to staying informed with current education research.   Listed below are a sample of the research topics being explored for this academic term; an update of their findings will follow in the Spring term 2025! 

• Deanes: Exploration into the implementation of hard thinking skills 

• Westborough Primary School and Prince Avenue Academy and Nursey: Exploration into effective oracy development across the curriculum 

• Westcliff High School: Investigation into harnessing vulnerability when coaching 

Treasury efficiency in multi-academy trusts

Year End August 2023

Treasury efficiency in MATs May 2024

MAT treasury efficiency Ye Aug 23 trust performance spreadsheet

SEEAT Action Research 

 The Importance of Educational Action Research

1. Enhances Teaching and Learning
   By reflecting on their methods and gathering data, educators can refine instructional strategies, leading to more effective teaching and improved student outcomes.
2. Encourages Professional Development
   Teachers engage in a cycle of inquiry, learning from their own practice and from peers. This process fosters a culture of lifelong learning and continuous professional growth.
3. Supports Evidence-Based Decision Making
   Rather than relying on assumptions, action research enables schools to make informed decisions based on real classroom experiences and empirical data.
4. Empowers Educators
   Teachers take ownership of their professional development by actively seeking solutions to challenges they encounter. This empowerment boosts confidence and motivation.
5. Promotes Collaboration
   Schools that engage in action research often foster a collaborative culture, where teachers work together to share insights, strategies, and best practices.
6. Leads to Meaningful Change
   Since action research is directly tied to classroom practice, it results in practical, immediate improvements that benefit both students and teachers.
7. Adapts to Diverse Educational Contexts
   Every school and classroom is unique. Action research allows educators to tailor interventions to their specific contexts rather than applying generic solutions.
8. Supported Through a Coaching Relationship at SEEAT
   At SEEAT, we support action research through a dedicated coaching relationship. By working closely with individuals and schools, we help educators explore current research, reflect on their practice, and implement meaningful, proactive changes. This personalised approach ensures that research leads to real impact, aligned with the needs of both teachers and students.

Educational action research is a powerful tool for driving meaningful, evidence-based improvements in education. Through coaching at SEEAT, educators receive the support and guidance needed to make informed, research-driven decisions that enhance teaching, learning, and overall educational success.

 Here are details of some recent action research projects:  

 Charley Dron (WHSG): The Relationship between vulnerability and coaching 

Charley explored the links between coaching and well-being in educational settings.  This investigation aimed to explore the ways in which vulnerability can be displayed and harnessed to strengthen a coaching relationship. In doing so, coaches can gain deeper insights into the links between wellbeing and performance. Charley found that by encouraging greater reflection and by recognising vulnerability as a strength within relational practice, it is possible for greater transformation to occur.

 Rachael Butler (PAAN): Exploration into oracy for encouraging year 4s to 'speak up'

Rachael used a mix of secondary and primary research to explore the impact of oracy to support students in the primary setting to 'speak up'.  Rachael used talk tactics and talking roles as a tool to enable the students structure their talk in the classroom setting. It was found that debates were calmer, all students took an active role and students were more confident with verbal communication.

 Dominic Street (Deanes): How can questioning strategies deepen students' learning and activate hard thinking?

Dominic focused on how questioning strategies help to deepen students' learning and activate hard thinking.  The idea of Hard Thinking is a school wide initiative at Deanes, and he carried out his own research in combination with the school's CPD to find strategies that work effectively.  He used a mix of adaptive strategies around hinge questions and Socratic questions to enable deeper thinking. He found they by giving the students these questions, the students' evaluation was deeper, and they were able to work independently .

 Anna Stoneman (Westborough):  How can an oracy focus (talk tactics) be used to enhance reading and comprehension?

Anna's research focused on developing students' reading for pleasure and reading comprehension. Anna carried out primary and secondary research, to explore strategies which would enhance the already well-established reading buddy system at Westborough. Anna found that using talk Tactics and sentence stems, this gave the reading buddies greater confidence to support their peers and deepen students' reading comprehension.

 For more details about past or future research projects, please contact Katie Tyler on 

st-katie.tyler@whsg.info

seeat action research group newsletter 1 .pdf

Research Support Tools

A guide to research informed practice

SEEAT research informed practice 

Boys' Writing