Longer-term programmes that embed change across a whole school, from first exploration to lasting habit.
Training that changes what happens in class.
Strategic advice for leaders and teams, clear, evidence-informed and tailored to where your school is now.
Inspiring, evidence-informed keynotes for your conference, study day or event.
Many educational innovations don't fail because of the idea itself, but because an essential part was not thought through and important connections were never made. Drawing on insights from implementation science gives your innovation a far better chance of success. Our free, evidence-informed implementation workspace makes it easier, from exploration to embedding, across four clear phases.
Investigate the current situation, identify challenges and discover interventions that fit.
Plan every aspect of the implementation systematically and create a strong foundation.
Implement the intervention systematically, with attention to learning and adapting.
Embed the changes structurally and ensure lasting impact.
Every part of our approach, explained: what it is, why it works, and how we work on it with your school.
Formative action is a pedagogical process, not a test or an instrument: you gather information about where students stand, interpret it, and use it to make a better-informed decision about the next learning step. That works when you collect small, readable pieces of evidence rather than a whole practice exam, and when you genuinely change something on the basis of what you see and then check whether that step helped. Students carry part of that work themselves, and the whole thing is anchored in the curriculum through backward design and constructive alignment.
Self-regulation doesn't appear on its own; it is taught and carefully built. This isn't about handing students more freedom or more ownership, it's about them learning to plan, monitor and adjust their own learning. We help schools develop self-regulated learning in a way that respects the science of learning, not by assuming autonomy, but by deliberately using structure, practice and desirable difficulties.
AI is not good or bad in itself; what matters is whether it serves your learning goals. Learning means a lasting change in long-term memory, and that takes cognitive effort, so the real question is which knowledge and skills students have to build independently and where AI genuinely adds something. We work backwards from the goals, using constructive alignment, so using AI becomes a deliberate design choice rather than an afterthought.
We don't deliver a one-off training day; we build the capacity inside your school to carry the change yourselves. Grounded in implementation science and the four phases of explore, prepare, deliver and sustain, we work with you on a durable plan and approach, so the innovation ends up in policy, culture and daily routines. An interactive website keeps the work alive between sessions and makes progress visible.
Lasting change happens teacher by teacher, and study days rarely deliver it. We work in high-frequency, short cycles: a classroom visit of five to ten minutes that gathers objective information about the lesson, followed by a conversation of no more than thirty minutes in which we question the mental models underneath the practice and rehearse the new habit on the spot. Individual development stays tied to where the school as a whole wants to go. This can run entirely online too, with video recordings of the lesson and online coaching conversations.
Tell us what you're working on and we'll suggest the right starting point, no obligation.