The Arch

The Arch

By Northern Arch Learning PartnershipEducation
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The Arch episodes

  • Ep 6 - Understanding the impact of poverty on learning, with Sean Harris

    In this episode I'm joined by Sean Harris. Sean is a national voice on education and poverty. His work explores how disadvantage shapes the lives of children and young people, and what schools can do to respond with empathy, evidence and impact. He’s also the co-author of Tackling Poverty and Disadvantage in Schools, a book that has become an important guide for educators who want to better understand these issues and make a real difference.

    In this episode, we explore what poverty really looks like in our classrooms and communities, what this means for the children and families we serve, and most importantly, what practical steps we can take to make learning as accessible as possible.

    We discussed the following questions:

    1. Tell us a little about your background and what led you to focus your work on poverty in education?
    2. What are some of the biggest misconceptions teachers and leaders may have about poverty and the families experiencing it?
    3. How does poverty affect children’s readiness to learn, their engagement in school life, and their longer-term outcomes. What does it actually look like in the classroom? Are there any examples or lived experiences that particularly bring this to life?
    4. What is the single most important thing that classroom teachers can do tomorrow to make learning more accessible for children experiencing poverty?
    5. What are some of the bigger-picture considerations (such as policies, culture, or systems) that school/college leaders can do that can help support disadvantaged families more effectively?
    6. You’ve recently been involved in the Child of the North report on poverty. Could you outline its purpose, and highlight the key findings or recommendations that every school or college (regardless of phase) should pay attention to?
    7. Finally, what gives you hope that schools can play a meaningful role in addressing the challenges of poverty?
      8. 43 min
    8. Ep 5 - Designing a curriculum that is rich and ambitious, with Mary Myatt

      In this episode I sat down with the wonderful Mary Myatt to talk about designing a curriculum that is rich and ambitious. Mary is a leading thinker in curriculum design, intent, and implementation. With extensive experience working with schools, leadership teams, and policy makers, Mary has dedicated her career to ensuring that education is both rigorous and enriching, for all students. She has authored several influential books on curriculum, including The Curriculum: Gallimaufry to Coherence; Back on Track: Fewer Things, Greater Depth; and Huh: Curriculum Conversations Between Subject and Senior Leaders. 

      We discussed the following:

      1. In an era where curriculum intent is scrutinised, how can schools balance accountability measures with ensuring meaningful, deep learning experiences for students and not just teaching for examination success?
      2. What are the risks of narrowing the curriculum too early, and how can educators protect breadth while maintaining rigor?
      3. What role do subject specialists play in shaping ambitious curricula, and what should this look like at the various key stages?
      4. Why is it crucial to ensure curriculum coherence rather than a ‘gallimaufry’ of disconnected topics, and how does this impact student learning over time?
      5. How can schools maintain ambitious curriculum principles through key transition points, such as moving from primary to secondary or secondary to post-16?
      6. What can all phases learn from one another when it comes to curriculum design and implementation? Are there shared principles that apply universally?
        7. 33 min
      7. Ep 4 - Getting students 'bothered' about their learning, with Hywel Roberts

        In this episode I spoke to Hywel Roberts about how we can get students bothered about their learning and get them invested in what we're teaching them. Hywel has a background in drama and creative pedagogy and has spent years helping teachers bring the curriculum to life through storytelling, imagination, and what he calls ‘botheredness’ - the art of getting students truly invested in their learning. He has authored influential books such as Oops! and Botheredness, and his work focuses on making learning meaningful, engaging and unforgettable.

        In this episode we explored the following questions:

        1. Getting teachers to move beyond surface-level engagement and create learning experiences that students genuinely care about is a key part of your professional focus. Why is it so important to develop a sense of ‘botherdness’ in our students?
        2. What are the signs that a student is truly engaged rather than just going through the motions? And how can teachers shift their classroom culture from one of passive compliance to active participation?
        3. You often talk about the importance of storytelling in education and how it can be the catalyst for curiosity. Why is this and how can teachers use storytelling to design lessons that spark curiosity rather than just deliver content?
        4. The older children become, the harder it can be to get them to let go of their inhibitions and use their imagination in front of their peers in the classroom. How can teachers frame tasks so that students feel safe to be imaginative?
        5. One of the biggest challenges in education is bridging the gap between curriculum content and students’ real-world experiences. How can teachers create meaningful contexts that make learning feel relevant and purposeful, especially for students who struggle to see the relevance of the curriculum to their own lives?
        6. What are the long-term benefits of getting students invested in their learning, both academically and personally?
        7. What advice have you got for teachers who have really enjoyed listening to this and want to get creative in the classroom with storytelling and imagination, but are keen to ensure they have the right balance between being engaging and academically rigorous?
          8. 47 min
        8. Ep 3 - Talent, teamwork and leadership: Coaching strategies for school leaders with Graeme Murty

          This episode is the 2nd of a special 2-part interview with Graeme Murty. Graeme is a former Premier league footballer and current Sunderland Under 21s manager. In this episode we’re going to shift our focus from developing young performers to developing adults, and from nurturing talent on the pitch to building high-performing teams off it. Graeme’s experience leading elite level coaching teams offers powerful insights for school leaders, whether you’re managing a department, a phase or an entire school. We’ll explore how leaders can cultivate collaboration, place the right people in the right roles, and create an environment where staff thrive professionally while feeling supported personally.

          We discussed:

          • What strategies do you use to ensure that everyone in a coaching team shares the same vision and is open to collaboration, whilst also bringing their individual strengths to the table? What lessons can school leaders take from this?
          • Striking the right balance between giving autonomy and providing clear direction is a key skill for leaders. How do you build trust and confidence among your coaching staff, so they feel empowered to take initiative? How might school leaders adopt a similar approach with their teams?
          • Building strong talent identification processes are key to finding hidden potential in people. What key attributes or behaviours can signal untapped potential, and how can teachers and leaders apply these insights to identify and nurture talent within their own staff teams?
          • In any high performing organisation, placing the right people in the right roles is critical. How do you assess individual strengths within a coaching team so that you get the right people in the right seats in the bus, and how can school leaders use similar methods to ensure staff are in roles where they thrive?
          • How do you support experienced professionals in continuing their growth and development, even when they’ve been in the game for a long time? How can school leaders apply this to long-serving staff?
          • What strategies do you use to help adults or experienced players to unlearn bad habits or outdated practices, and how might this apply to education when supporting teachers in refining their craft?
          • In elite sport, physical and mental wellbeing are critical to sustaining high performance and avoiding burnout. How do you ensure coaches and staff maintain their energy and motivation, whilst also looking after their wellbeing?
            • 57 min
          • Ep 2 - Lessons from the dugout: Insights from elite coaching to transform classroom practice with Graeme Murty

            In this episode I sat down with former Premier League footballer and current Sunderland Under 21s manager Graeme Murty to explore the parallels between elite coaching and teaching, and how educators can apply these principles to their own classroom practice.

            We discussed the following:

            • How do you cultivate a high-performance culture within a football academy, and what lessons can teachers and school leaders take from this to create an aspirational and ambitious learning environment?
            • Effective planning is essential for progression in both the short term and the long-term development of young players. How do you ensure that skills and knowledge build in a logical sequence over time, and what parallels exist between structuring football training and curriculum design in schools?
            • How do you introduce desirable difficulties in training without overwhelming young players, so that they embrace failure as part of their development? And how might teachers apply this to classroom challenges by reframing failure as a tool for learning rather than a setback?
            • How do you coach young players to develop mental resilience and prepare them to perform at their best under stress, and how can teachers help students develop similar composure in high-stakes academic situations like exams?
            • Confidence can often be fragile for some teenagers. What role does feedback play in elite coaching and how do you build self-belief while maintaining high expectations for both players and staff?
            • What strategies do you use to keep young players engaged and motivated, especially through setbacks? What can teachers learn from this when supporting students who might struggle academically?
            • Many people assume that talent identification is simply about spotting raw ability at face value, but in reality, it's a complex process that requires looking beyond immediate performance. How does this deeper approach to evaluating potential shape talent identification in football, and in what ways might similar misconceptions affect how teachers assess student ability in schools?
              • 59 min

            About The Arch

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            Bridging the gap between educational research and classroom practice by connecting people with pedagogy.