Miss Estruch Teach & Tell

Lesson observations are one of the most daunting aspects of teaching.

When done poorly, they can destroy morale, create performative lessons, and erode trust within a school.

But when done well, observations can become one of the most powerful professional development tools a school has.

In this episode of Miss Estruch Teach & Tell, I’m joined by Craig Randall from Trust Based Observations to unpack how lesson observations should actually work and why so many systems get it wrong.

We explore the difference between observations designed to judge and observations designed to learn. Craig explains how trust is built slowly through repeated observations and why one-off high stakes observations rarely give an accurate picture of teaching.

Instead of creating pressure for teachers to perform a “perfect lesson”, the Trust Based Observations model focuses on building professional trust, improving teaching through dialogue, and supporting teachers rather than evaluating them.

We also discuss the fears many teachers have when being observed and the challenges leaders face when trying to observe staff in a way that builds trust rather than anxiety.

If lesson observations in your school feel stressful, performative, or unfair, this conversation will give you a completely different perspective on how they can work.

What we cover in this episode

• Why traditional lesson observations often damage trust in schools
• The problem with judging teachers based on one or two observed lessons
• Why teaching cannot be accurately evaluated through snapshots
• The psychology of trust and the “marbles in the jar” analogy
• Why the first several observations should focus only on positive feedback
• When and how constructive feedback should be introduced
• Why feedback should focus on just one improvement at a time
• How observations can shift from evaluation to professional learning
• The different concerns of the person observing vs the teacher being observed

The key idea behind Trust Based Observations is simple: observations should be about learning, not judging.

When schools focus on building trust first, observations become a powerful tool for professional growth rather than a source of anxiety.

Guest

Craig Randall
Founder of Trust Based Observations

Learn more about the approach here:
https://trustbased.com/ 

If you enjoyed this episode, please subscribe, leave a review, and share it with a teacher who might need to hear it.

In this episode, I’m joined by Bukky Yusuf, an experienced senior leader and coach, to talk about the real path into school leadership.

We cover what progression actually looks like in practice, how to prepare for senior leadership roles, and the mindset shifts that matter just as much as your CV.

Bukky shares her leadership journey from mainstream science teacher to senior leadership, including her time as a local authority secondary science consultant, and how those experiences accelerated her trajectory into whole school leadership.

We discuss:

Leadership pathways are rarely linear
Bukky explains how broad experience, including consultant work, can build credibility even if your job titles do not look like a typical ladder.

What to do now if you want to progress
How to build evidence of leadership through whole school projects, working groups, leading CPD, and influencing beyond your department.

Leadership presence and leadership speak
Why your communication style, language, and how you show up matters, especially when you are trying to be seen as senior leadership potential.

Leadership style and school fit
Democratic leadership, coaching style leadership, pace setting leadership, and why different settings require different approaches.

Why mindset can make or break your application
We talk imposter syndrome, self perception, and how doubt can show up subliminally, even when you think you are masking it.

The role of coaching, especially for women
How coaching can help you rehearse, craft your narrative, build confidence, and step into leadership without trying to become someone you are not.

What to look for before you take a leadership role
How to read a job advert for clues, why visiting a school matters, what to notice in reception, routines, and culture, and which questions to ask in interview.

Salary conversations and negotiation
Why it matters, why many teachers never do it, and how to prepare to ask confidently and professionally.

What leadership interview days actually involve
Teaching a lesson, data analysis tasks, safeguarding and complaints scenarios, presentations, student panels, governor panels, and the “marathon” nature of two-day leadership interviews.

If you are a middle leader, aspiring leader, or considering a move into senior leadership, you will come away with practical next steps and a clearer understanding of what schools are really looking for.

Essential Links Discussed:

Expression of interest for Leadership Coaching: https://forms.gle/oNNhCgSTkMYA9zmm9

My website link: https://teachleadcoachofficial.com/

Confidence-building toolkit: offer details

At BETT 2026, I met Sarah Cooper and Curtis Scott from The Sixth Form Bolton, and I was blown away by what they are doing at their sixth form.

Their presentation on how they are using Canva Education was not theoretical. It was strategic, practical and entirely focused on improving teaching and learning while reducing teacher workload.

In this episode of Miss Estruch Teach & Tell, we unpack exactly how they are using Canva AI and Canva Code to transform traditional paper-based, time-heavy classroom activities into powerful, reusable digital tools.

We discuss:

• How static worksheets are being replaced with interactive digital activities
• The shift from manual marking to auto marked quizzes
• Creating interactive matching tasks, fill in the gap exercises and flashcards
• Building student websites
• Instantly collating and tracking assessment data visually
• Using data more intelligently to inform teaching

Most importantly, we explore how this approach:

• Reduces unnecessary repetition
• Improves student engagement
• Increases retrieval practice
• Makes formative assessment far more efficient
• Supports a data informed approach to teaching

This episode will challenge you to rethink what is possible with AI in education.

The future is not about replacing teachers. It is about equipping teachers with tools that amplify impact and reduce workload. 

Have you experimented with Canva AI or Canva Code in your setting?
Share your experience in the comments or send me a message.

Essential links discussed:

Presentation:
https://www.canva.com/design/DAHBGrj0M8o/HyHV_LNjvPOFOUSNEodysw/view?utm_content=DAHBGrj0M8o&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h95bf7ca8b0

Health and Social Care Coded Website: https://www.canva.com/design/DAGt0gxYXgY/btcqJLy2VFhQBNJT1u819Q/view?utm_content=DAGt0gxYXgY&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h4d6ddad5c8
Digital Hub:https://temp1234567.my.canva.site/digital-support-hub

The UK government is debating whether social media should be banned for under 16s.

Australia has already introduced restrictions. Spain is considering similar moves. This is no longer theoretical; it is a real policy discussion that could directly affect students, teachers, and schools.

In this episode, I sit down with Lewis Matheson from Physics Online to unpack what a ban would actually mean in practice.

We explore:

• What the Australian restrictions really cover
• Whether YouTube should be treated differently from TikTok and Instagram
• The impact on disadvantaged students who rely on free educational content
• Whether bans push young people towards less regulated spaces
• Why stricter mobile phone policies in schools may come first

As classroom teachers turned content creators, we examine both sides. The documented harms of social media and the genuine educational benefits that are often overlooked.

Is a blanket ban a solution?
Or is it a blunt policy tool for a complex issue?

Listen to the full discussion and decide for yourself.

If you work in education, your perspective matters, share your thoughts in the comments.

Struggling to set a mock exam that your students have not already seen?

In this video, I explain why I created brand new 2026 A-level Biology practice papers for AQA and OCR, and how they are built using detailed past paper analysis to mirror real exam structure.

For years, I have analysed every single AQA and OCR paper, linking every mark back to the exact specification point. I track:

• Topic frequency
• When topics last appeared
• AO1, AO2 and AO3 distribution
• Maths weighting
• Required practical assessment
• Paper 1, 2 and 3 structural patterns

I used this analysis to write completely unseen practice papers that behave like real exams, without students recognising questions or memorising mark schemes.

If you want access to:

The full past paper analysis spreadsheet
→ Email [email protected] 

The 2026 A-level Biology practice papers (AQA and OCR)
→ https://www.missestruch.co.uk/2026-A-Level-Biology-Practice-Papers 

If you are using these as mocks, make sure you use them before Easter to ensure students have not encountered them.

Drop any questions in the comments and let me know how you are using them in your department.

If a student fidgets, forgets equipment, interrupts, or fails to start work, we often label it as poor behaviour or low motivation.

But for many students, what you are seeing is ADHD.

In this re-release episode of Miss Estruch Teach & Tell, I break down what ADHD actually is, how it really presents in classrooms, and what genuinely helps without adding to teacher workload.

This episode covers:

If you work with students who struggle to start tasks, regulate emotions, manage time, or cope with change, this episode will shift how you see their behaviour and your role in supporting them.

How much of your lesson is spent talking… and how much is students actually thinking?

In this episode of Miss Estruch Teach & Tell, I’m breaking down flipped learning in a practical, realistic way for busy secondary teachers.

This is not about reinventing your teaching or becoming a full time YouTuber. It’s about reclaiming lesson time from chalk and talk and using it where it actually makes the biggest difference.

I cover:

Why traditional lessons feel rushed and overloaded

What flipped learning actually is (without the buzzwords)

How flipping lessons increases challenge and feedback time

Why student independence improves rather than declines

The real fears teachers have and what actually happens in practice

How to use flipped learning sensibly without increasing workload If curriculum content keeps growing but lesson time doesn’t, this episode will give you a realistic strategy to make lessons work harder without burning yourself out.

Perfect for: Secondary teachers GCSE and A level teachers Science and content-heavy subjects Teachers short on time but high on expectations If you found this useful, share it with a colleague who feels permanently behind on content.

Home education is growing fast in the UK, and for many families, science is the subject that causes the most anxiety.

In this episode of Miss Estruch Teach & Tell, I’m joined by Amanda Childs, founder of Sparking STEM, to explore why more families are choosing home education, the challenges of teaching science outside a traditional school setting, and how high quality practical science can still be delivered safely, rigorously, and in line with exam expectations.

We talk about what parents are seeing on the ground post pandemic, common misconceptions schools have about homeschooling families, and where misunderstandings often arise.

Amanda shares why science is often the sticking point for families, what goes wrong when it is not properly supported, and how Sparking STEM bridges the gap through curriculum aligned, AQA endorsed practical science sessions.

We also look ahead to the future of science education, asking whether home education is a short term trend or a long term shift, and what flexible, skills based science learning could look like over the next five to ten years.

This episode is essential listening for teachers, parents, and anyone interested in how science education is evolving beyond the classroom.

Guest Amanda Childs, founder of Sparking STEM

www.SparkingSTEM.org

Inspire To Learn IGCSE Biology Hub https://www.sparkingstem.org/igcse-biology-hub.html 

For Home Educators https://www.sparkingstem.org/home-education.html  

Effective Outreach With Children - Training for STEM researchers https://www.sparkingstem.org/outreach-training.html 

Are students’ attention spans really getting shorter, or is something else happening in the brain?

In this episode of Miss Estruch Teach & Tell, I unpack the neuroscience behind student attention, executive function, and focus. 

I look at what research actually says about attention spans, the role of the prefrontal cortex, dopamine, and digital distraction, and why staying focused feels harder for young people than ever before.

More importantly, we tackle the question teachers are asking everywhere right now: should we be adapting lessons to shorter attention spans, or actively training students to focus for longer?

This episode explores:

• The neurobiology of attention and executive function

• Why novelty and distraction are rewiring attention habits

• The difference between catering for attention limits and training focus

• Whether more activities, images, and movement actually help

• Evidence-based strategies to build attention stamina in the classroom.

If you want neuroscience informed, realistic strategies that improve engagement without turning lessons into entertainment, this episode is for you.

Leaving teaching is often framed as a dramatic overnight decision.

That was never my reality.

In this episode, I share the honest, six year journey of how I built a business alongside full time teaching and why I stayed in the classroom long after I could have left financially.

I talk through my career from classroom teacher to Head of Science, how a flipped learning CPD accidentally led to a YouTube channel, how tutoring and small income streams added up over time, and why timing mattered more than money when it came to leaving teaching. This is not a quit your job episode.

It is a realistic, behind the scenes look at side hustles, multiple income streams, fear, identity, and what it actually takes to create financial and time flexibility as a teacher.

If you are interested in one to one coaching to explore side hustles, business ideas, or content strategy, details are linked below. https://www.missestruch.co.uk/coaching