Whole school impact

last updated:January 2006

Amongst the core principles of being a research-engaged school are that it is focused on school improvement, it is shared among all staff and is focused on improving teaching and learning.

Whole-school impact is easier to achieve in smaller schools than in larger ones. But even large secondary schools can carry out research that has departmental impact and application to the whole school.

One example of whole school impact comes from Colmore Infant and Nursery School in Birmingham. All the staff were involved in an action research project to improve children's reading. They introduced 'the big read' (a day devoted to group reading activities), set up reading and book browsing areas all around the school and recruited parents to supervise and support reading activities for children who needed additional support. One of the teachers also created a new system of using book marks to record reading progress and provided adult helpers and parents with information about the targets each child was working towards. Each book mark had a reading target written on it. These helped children, parents and teachers keep track of children's targets more easily.

Through evaluating their new approach to teaching reading, the school learnt about how the children saw themselves as readers. Children said that they enjoyed reading in class and at home. The 'Big Read' was well received by children and staff alike. One child said: 'I like reading day, it's my favourite, favourite day!' Teachers said that it had enabled them to focus more clearly on teaching children to read, as one said: 'It's less pressurised and gives quality time to each group.'

After the research project was complete, the staff at Colmore Infant and Nursery School were keen to continue using research to improve their school and to further their professional development. Research activities were discussed as part of staff appraisals. Staff have continued to use research to improve the teaching and learning they provide in their classrooms and one of the nursery nurses has gone on to use research to complete her BA (Hons) degree. The headteacher is acting as a critical friend to a local action research network involving a number of primary schools across Birmingham.

Colmore Infant and Nursery School, Birmingham

Colmore Infant and Nursery School is a three-form entry school on the outskirts of Birmingham, taking about 270 children. Although they had little previous experience of research, all staff became involved in an action research project to improve the way they taught reading. Staff talked to colleagues in other schools about good practice, introduced different reading activities and recruited parents to help support children who were struggling with reading.

The school's research showed that their new approach to reading was having a positive effect on children, staff and parents. The research identified communication as an issue and so they invented a new 'book mark' scheme to improve communication with parents and helpers. Their experience of being research engaged was so positive that it has become part of the school's identity. Several members of staff have gone on to use research as part of studies for professional qualifications and the school is supporting a local research network among primary schools.