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Research Informed Teaching and Learning
Our Research‑Based Approach to Teaching and Learning
At Danesfield, we want to ensure that every child makes the best possible progress. One of the ways we achieve this is by using a research‑based approach to pedagogy and this has formed a key part of the teacher’s performance management cycle over recent years. This means that some of our teaching practices and classroom strategies are guided by high‑quality educational research and evidence about how children learn best.
Why We Use a Research‑Based Approach
By exploring and trialling approaches supported by educational research, we develop teaching strategies that respond to our pupils’ needs. Projects at Danesfield have explored ways to deepen children’s understanding, create calm and purposeful learning environments, and develop their confidence and oracy skills.
Staff share their findings with colleagues, reflecting on what worked well and what could be improved. This allows successful approaches to be adapted for other classrooms, taking account of the needs of each cohort.
Through this work, our teachers engage regularly with educational research and professional development. This encourages reflection, supports collaboration and helps us continually improve teaching and learning for our pupils.
Explore the examples below to see how we have used research to develop teaching and learning at Danesfield.
White Rose Maths Reception Jigsaw: EEF-Funded Research
During the 2025 - 2026 academic year, Danesfield took part in the White Rose Maths Reception Jigsaw research trial, funded by the Education Endowment Foundation (EEF) and independently evaluated by the National Foundation for Educational Research (NFER).
The programme focuses on developing teachers’ subject knowledge and teaching approaches to support children’s early mathematical understanding. Through training and support from an Early Years maths expert, teachers explored how to put this professional learning into practice.
Following our involvement in the trial, we adopted the approach across our Early Years Foundation Stage, using the learning gained to strengthen our maths provision. This is one example of how our participation in educational research informs classroom practice and supports wider development across the school.
Developing Oracy Through Show and Tell in Year 1
In Year 1, children love to take part in ‘Show and Tell,’ which helps build their oracy and listening skills. The teachers found that the range of language used when children carried out these activities was very limited and they were not particularly prepared with information to share about their item. Following some academic research, the Year 1 team introduced a structure to show and tell sessions, supported by a prompt sheet and prop, in the form of different coloured multilink cubes. The children would take this home and spend some time thinking about what they want to tell their peers. They used the prompt sheet to practise at home and held on to the multilink cubes to guide them through the information they had prepared.
After introducing this, the children were much more prepared for their show and tell presentation and staff noticed that the amount of detail given, vocabulary used and variety of information they shared, significantly improved. As a result, the children became more confident in the delivery of their presentation which inspired other children to participate. Whilst not all children could instantly remember what information to tell for each colour cube, their peers supported them and reminded them what each colour referred to.
