Mind the Gap: Making Education Work Across the Globe - Détails, épisodes et analyse

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Mind the Gap: Making Education Work Across the Globe

Tom Sherrington & Emma Turner

Éducation

Fréquence : 1 épisode/18j. Total Éps: 134

Tom Sherrington and Emma Turner, UK-based and internationally-recognized education authors and consultants, have a lot on their minds. From best practices in classroom teaching to sustaining PD that makes an impact, they’re aware of the techniques that work, those that don’t, and the gaps that exist in education systems, within and across nations. In this podcast, they present proven strategies and interview experts from around the globe to share timely insights on K-12 trends; research-based approaches in need of greater reach; and innovative strategies to close global gaps.

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Données mises à jour le 07/11/2026

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https://haringeyeducationpartnership.co.uk/
112 partages
https://walkthrus.co.uk/
60 partages
https://edcircuit.com/mind-the-gap/
48 partages

https://twitter.com/teacherhead
163 partages
https://twitter.com/Emma_Turner75
130 partages
https://twitter.com/jon_hutchinson_
13 partages

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Oracy Across the Curriculum with Alice Stott and Amy Gaunt, Mind the Gap, Ep.132 (S7,E5)

Saison 7 · Épisode 5

vendredi 6 novembre 2026 • Durée 01:00:26

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Amy Gaunt and Alice Stott of Voice 21 to explore how schools can move from valuing talk in principle to building a genuinely coherent oracy curriculum. Drawing on their new book, Create an Oracy Curriculum, Amy and Alice make the case for oracy as both an essential part of effective teaching and a wider educational entitlement, helping pupils to become more accomplished speakers, listeners, and communicators across their journey through school. The conversation unpacks the difference between learning through talk and learning to talk, and explores how teachers can embed oracy within existing subject curricula rather than treating it as another initiative bolted onto an already crowded timetable. They discuss the Voice21 Oracy Framework and its physical, linguistic, cognitive, and social-emotional strands; progression from primary into secondary school; the importance of explicit teaching, modelling, and shared expectations; and how schools can balance everyday exploratory talk - the messy, tentative talk through which pupils develop ideas - with more polished presentational talk. Along the way, they consider linguistic diversity, the relationship between talk and assessment, transition at Key Stage 3, safeguarding, and why creating a strong oracy culture is a collective curriculum endeavour rather than the responsibility of a single enthusiastic teacher.

Alice Stott is an education consultant, working with schools, trusts and charities on oracy, programme design and strategy. She was Director of Programmes at Voice 21 and prior to that taught English in secondary schools in London. She is a Churchill Fellow.

Amy Gaunt is Director of Education at Voice 21, the national oracy charity. She began her career as a primary teacher, working in schools in London and internationally. She holds an MA in Education from the UCL Institute of Education. Both Amy and Alice are co-authors of Transform Teaching and Learning through Talk: The Oracy Imperative.

Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75

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Inclusion Is the System, Belonging Is the Experience with Dr Nicole Ponsford, Mind the Gap, Ep.131 (S7,E4)

vendredi 23 octobre 2026 • Durée 01:02:35

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Dr Nicole Ponsford, teacher-turned-researcher, EdTech founder, and Founder & Director of Research & Impact at Kaleidoscope, for an exploration of what inclusion and belonging really look like in schools, and how we can move beyond good intentions to understand pupils’, staff members’, and families’ lived experiences. Drawing on six years of doctoral research and data gathered from tens of thousands of people, Nicole challenges the limitations of traditional measures such as attendance, attainment and behaviour, arguing that they often tell us what has happened without explaining why. The conversation unpacks her five lenses for inclusion - identity, experience, voice, social capital and environment - and explores how schools can use them to make something as apparently intangible as belonging more visible, measurable, and actionable. Along the way, they discuss hidden voices, socioeconomic disadvantage, representation, trust, transitions, staff retention, and the danger of tokenistic approaches to inclusion. Rather than offering simplistic checklists, Nicole makes the case for listening carefully to the people in our communities, interrogating the differences hidden beneath headline data, and designing schools around what people actually experience rather than what leaders assume they need.

Dr Nicole Ponsford FCCT is an award-winning educator, researcher and EdTech innovator, and Founder & Director of Research & Impact at Kaleidoscope, an independent research and innovation organisation supporting schools, trusts and education systems to strengthen inclusion, belonging, equity and participation through lived-experience insight. She is also Founder & CEO of the Global Equality Collective (GEC), a global inclusion community and Kaleidoscope’s knowledge partner. Previously an Advanced Skills Teacher and national Achievement Coach with Achievement for All, Nicole has spent over two decades working across Early Years to Post-16 education supporting leadership teams with school improvement, inclusion strategy, and digital innovation. Her work sits at the intersection of education, technology, and equity, with a particular focus on how data can be used more ethically and effectively to support students and staff. Nicole is the creator of Kaleidoscopic Data™, a doctoral research framework designed to help education leaders interpret lived-experience insight alongside more traditional datasets. Find out more about Nicole and Kaleidoscope at

Behaviour, Belonging, and Better Schools with Michael Chiles, Mind the Gap, Ep.130 (S7,E3)

vendredi 9 octobre 2026 • Durée 58:33

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Michael Chiles, headteacher and author of several educational books, for a candid and practical conversation about what school improvement really looks like from the headteacher’s chair. Michael reflects on the work of building change with an established staff, from listening carefully to teachers and pupils before setting priorities to creating teaching labs and practice labs where staff explore classroom techniques and then rehearse them through deliberate practice. The discussion explores the realities of whole-school leadership: improving attendance, strengthening behaviour and belonging, supporting SEND, working with families, sustaining improvement over several years and keeping multiple plates spinning at once. Michael also speaks openly about the pressures of inspection and accountability when headline data can lag behind the changes leaders and teachers are seeing every day, and why context, culture, and the trajectory of a school matter.

Michael Chiles is an experienced senior leader and principal examiner who previously taught geography in the North West. Alongside his headship role, Michael supports teachers and leaders nationally and internationally, as well as writing literature for leading subject publishers. He enjoys walking and exploring the British countryside with his Border Collie, Daisy. His books include The CRAFT of Assessment, The Feedback Pendulum and The Sweet Spot. Follow Michael's experiences of the classroom and leadership at @m_chiles.

Keeping Great Teachers with Dr Haili Hughes, Mind the Gap, Ep.129 (S7,E2)

Saison 7 · Épisode 2

vendredi 25 septembre 2026 • Durée 57:27

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined once again by Dr Haili Hughes, Associate Professor at La Trobe University in Melbourne, for a wide-ranging conversation about teacher development, retention, professional identity, and the conditions that help teachers thrive. Drawing on her recent books Coaching for Adaptive Expertise and Love the One You’re With, Haili explores why retaining experienced teachers requires more than recruitment initiatives or performative wellbeing, arguing instead for cultures built on strong relationships, professional trust, meaningful development, and leadership that removes barriers so teachers can focus on teaching. The conversation also tackles the de-intellectualisation of teaching, asking what happens when consistency becomes prescription and teachers are reduced to simply following techniques rather than understanding principles and making informed decisions. Haili makes the case for professional agency rather than unfettered autonomy: shared mental models, playbooks and codified practices matter, but they should provide the knowledge teachers need to think, adapt and exercise judgement in their own subjects and contexts. Along the way, they explore mentoring and coaching, the importance of making expert teacher thinking visible, the value of purposeful rehearsal, and what Haili’s move from England to Australia has taught her about different education systems.

Haili Hughes is a distinguished figure in the field of education, currently serving as an Associate Professor at La Trobe University and formerly the Director of Professional Development at All Saints Multi-Academy Trust. With a rich background that spans over 16 years as a teacher and leader in secondary schools, Haili has contributed significantly to UK education. Her work extends to advising on Initial Teacher Training (ITT) policy for the Department for Education (DfE) in the UK, facilitating programs like the Early Career Framework (ECF) and various National Professional Qualifications (NPQs). Haili has also authored several educational books and is a recognised speaker at educational conferences worldwide, where she shares her expertise on mentoring and teacher retention. You can subscribe to her substack for free here: https://hailihughes.substack.com/

Making Coaching Work in Schools with Matt Stone, Mind the Gap, Ep.128 (S7,E1)

Saison 7 · Épisode 1

vendredi 4 septembre 2026 • Durée 01:01:24

On this episode of Mind the Gap, Tom Sherrington and Emma Turner open a brand new season with Matt Stone, Director of Education at Teaching Walkthrus and lead author of Coaching Walkthrus, for a deeply practical conversation about what it really takes to make coaching work in schools. Matt traces his journey from secondary English teacher and senior leader and how those experiences led to him wanting to develop a coaching culture rooted in trust, shared language and genuine professional growth, moving away from high-stakes lesson observation and accountability towards something more useful, humane, and sustainable. The discussion explores Matt’s three domains of coaching - personal, cognitive and technical - and why effective professional development has to help teachers see the value of change, understand the thinking behind it, and actually practise the techniques that will make a difference in classrooms. Along the way, they unpack how schools can design coaching systems that are realistic for their context, from whole-staff approaches to team-based models and one-to-one support; why training sits at the heart of good coaching; and how “theory, see it, name it, do it” can help teachers move from ideas to action.

As Director of Education and co-author of Coaching WalkThrus, Matt Stone shapes the strategic direction of WalkThrus’ training and support. He leads the training team, supports member schools, and oversees resource development, while providing in-school training, consultancy and coaching. Matt is a former English teacher and school leader in Wales.

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠

Why Executive Function Matters for Every Child with Sarah Oberle, Mind the Gap, Ep.127 (S6,E25)

Saison 6 · Épisode 25

vendredi 24 juillet 2026 • Durée 01:02:26

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Dr. Sarah Oberle, primary teacher, cognitive science advocate and co-author of Executive Functions for Every K–3 Classroom, for a rich and highly practical conversation about what the science of learning means for younger children. Sarah explains why executive functions - especially working memory, inhibition and cognitive flexibility - are not just specialist or SEND concerns, but fundamental cognitive processes that shape how all pupils attend, transition, regulate themselves, follow instructions and engage with learning. The discussion explores how teachers can design classrooms, routines and tasks that respect children’s developmental stage, reduce unnecessary interference, and increase automaticity so pupils can focus more of their limited cognitive bandwidth on the learning itself. Through examples such as “Betty and the Bats,” they unpack the hidden demands behind apparently simple classroom tasks, showing how small adjustments to resources, instructions and expectations can make a big difference.

Sarah Oberle is an educator, author, speaker, and professional learning designer with 18 years of experience as a primary classroom teacher. Her work centres on helping educators understand how learning happens and how that understanding shapes daily instructional decisions. Sarah designs and facilitates evidence-informed professional learning for teachers and school leaders, both in person and virtually. She works with national and international organizations to ensure professional learning is research-informed, practical, and responsive to the realities of teaching. Her most recent book is Executive Functions for Every K–3 Classroom. Find out more at https://sarahoberle.com/

Making Every Lesson Continue to Count (11 Years Later) with Shaun Allison and Andy Tharby, Mind the Gap, Ep.126 (S6,E24)

Saison 6 · Épisode 24

vendredi 10 juillet 2026 • Durée 59:34

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Shaun Allison and Andy Tharby from Durrington High School to revisit the enduring influence of their landmark book Making Every Lesson Count, 11 years on. Together they reflect on how the book’s six principles - challenge, explanation, modelling, practice, feedback, and questioning - emerged from real classroom and whole-school practice, and why they continue to offer such a powerful, practical language for improving teaching. Shaun and Andy discuss how their thinking has evolved over time, how the principles still shape practice at Durrington, and what it takes to build a culture where getting better never stops. They also consider what ideas and strategies they would include and exclude if the book were written now, given the strides that have been made in the last decade. Listen to find out whether we can expect a Making Every Lesson Count, Volume II.

Shaun Allison is the co-Headteacher of Durrington High School. He joined Durrington High School in 2010 as Deputy Headteacher and up until 2022, was also the Director of the Research School there. Throughout his career, he has worked in large, coastal strip comprehensive schools. Shaun's particular areas of interest are evidence informed approaches to curriculum, teaching and assessment and using strong evaluation, professional development and implementation to drive school improvement.

Andy Tharby is an English teacher and blogger with over a decade of classroom experience at Durrington High School. He is interested in how teachers can use the evidence from educational research to develop their professional expertise. Andy believes that the way students learn remains unchanged and that great teaching is timeless.

Comparative Judgement and the Future of Assessment with Daisy Christodoulou Mind the Gap, Ep.125 (S6,E23)

Saison 6 · Épisode 23

vendredi 26 juin 2026 • Durée 01:02:15

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Daisy Christodoulou, Director of Education at No More Marking, for a fascinating conversation about assessment, comparative judgement, AI and what makes writing better. Daisy explains how comparative judgement offers a more reliable alternative to traditional rubric-based marking, why humans are often better at comparing two pieces of writing than assigning absolute grades, and how AI is now being used to support - not replace - teacher judgement. The discussion explores the promise and limitations of AI in assessing extended writing, the importance of keeping teachers “in the loop,” and how national writing comparisons can help schools understand standards beyond their own context. Along the way, Daisy unpacks what underpins strong writing and challenges the idea that pupils improve simply by writing more. She makes the case for breaking writing down, building component skills over time, and designing assessment systems that give teachers better insight without drowning them in marking.

Daisy Christodoulou is the Director of Education at No More Marking, a provider of online Comparative Judgement software for schools. She is also the author of three books about education: Teachers vs Tech, Making Good Progress, and Seven Myths about Education. In November 2024, her first book about football was published: I Can’t Stop Thinking about VAR. Before joining No More Marking, Daisy was Head of Assessment at Ark Schools, and before that, she was a secondary English teacher in London.

Reclaiming the Ambitious Years with Mary Myatt, Mind the Gap, Ep.124 (S6,E22)

Saison 6 · Épisode 22

vendredi 12 juin 2026 • Durée 01:00:12

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined once again by Mary Myatt, education writer, speaker and author of The Ambitious Years, for a compelling conversation about reclaiming Key Stage 3 as a vital phase of education in its own right. Mary makes the case that Years 7–9 should not be treated merely as preparation for GCSEs, but as a rich, intellectually ambitious period where every pupil deserves access to challenging curriculum content, powerful vocabulary, high-quality texts and resources that spark curiosity. The discussion explores the importance of stronger primary-secondary curriculum understanding and why leadership decisions around time, staffing, and curriculum priorities matter so much. Drawing on the 'Faster Read' research, Mary also explains why reading aloud, beautiful texts, rich narratives and “above pay grade” material can have a transformative impact, especially for pupils with lower starting points. Along the way, they revisit Mary’s signature idea of 'high challenge, low threat', showing how teachers can name difficulty, reduce fear, and create classrooms where pupils are invited into demanding work with confidence.

Mary Myatt is an education adviser, writer and speaker. She curates Myatt & Co where she works with colleagues to develop work on curriculum and wider school improvement. She trained as an RE teacher and is a former local authority adviser and inspector. She has worked in small schools, for large trusts, national and international organisations. Mary has written extensively about leadership, school improvement and the curriculum: ‘High Challenge, Low Threat’, ‘Hopeful Schools’ and ‘The Curriculum: Gallimaufry to Coherence’ , ‘Back on Track’. Her most recent book, 'Key Stage 3: The Ambitious Years' is out soon. Her education philosophy is underpinned by several principles: that all children deserve rich demanding work, that high quality talk underpins learning, that human beings are curious and that they find deep work very satisfying. Find out more at https://www.marymyatt.com/

Where the Magic Happens: Inside an Exceptional EYFS Classroom with Dixie-Louise Dexter, Mind the Gap, Ep.123 (S6,E21)

Saison 6 · Épisode 21

vendredi 29 mai 2026 • Durée 57:53

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Dixie-Louise Dexter, Assistant Head, EYFS lead and English lead, for a rich and practical exploration of what high-quality early years provision really looks like. Dixie shares how her team creates the “magic” of reception through meticulous attention to detail: a carefully planned induction process, strong relationships with families, home and preschool visits, and a learning environment shaped around each cohort’s needs. The conversation explores why wellbeing, safety and involvement come first, how “going slow” at the start helps children go further later, and how continuous provision can be deliberately designed to build communication, language, independence and curriculum knowledge. They also discuss transition into Key Stage 1, mixed-age Year 1–2 classes, and why the question should not be whether children are “ready” for Year 1, but whether Year 1 is ready for them.

With over 15 years teaching experience in EYFS, Dixie-Louise Dexter has been successfully leading the Early Years Foundation Stage at Ashby Hill Top for the past 7 years. During that time, she has developed a highly skilled team and an inspirational learning environment in which children thrive, consistently achieving above national average outcomes. Dixie cultivates a research-based approach in daily practice and has provided support to EYFS practitioners in a range of schools both locally and further afield, guiding them to further develop their practice in curriculum development and continuous provision as well as the role of the adult in the EYFS. As well as this, she worked as an EYFSP moderator for the Local Authority, completed further qualifications in Early Years Speech & Language, and is currently undertaking an NPQH.

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