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Learn more about ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ - www.alta-education.com/tsom-overview and www.acel.pro

Episode 287: Formative assessment is one of those phrases everyone in education seems to recognise, but far fewer people define in the same way.

In this episode, I’m joined by Stuart Welsh to explore a recent systematic review of formative assessment in mathematics education and what it might mean for the classroom. We discuss why formative assessment should be understood as more than checking for understanding, why mini whiteboards and exit tickets only become formative when they lead to action, and why good assessment is less about gathering more information and more about making better decisions.

We also consider the role of questioning, feedback, written marking, peer discussion and digital tools, asking what it really takes to uncover students’ mathematical thinking and respond in ways that move learning forward.

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Learn more about ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ - www.alta-education.com/tsom-overview

Finding my voice - https://findingmyvoice.co.uk/

Episode 287: This week I’m joined by Rachel Higginson for a wide-ranging conversation about what it might mean to offer children a genuinely human education in an increasingly artificial world.

We discuss why the rise of AI should prompt us to think not only about how technology might be used in schools, but about what kind of human capacities education now needs to protect and develop. Rachel argues that schools need to pay renewed attention to purpose, self-awareness, relatedness, autonomy, competence, dialogue and the conditions that allow young people to find and use their voice.

Along the way, we explore the relationship between oracy and self, the ideas behind Finding My Voice, the dangers of reducing oracy to a set of performative speaking techniques, and the importance of listening as a serious educational act. We also discuss cognitive science, professional judgement, disciplinary language, inclusion, social mobility, code-switching, authenticity and the role of schools as places where children can experience the kinds of human connection they may not always find elsewhere.

It is a conversation about oracy, but it is also about much more than oracy. It is about what education is for, what teachers can protect, and why the human work of schooling may matter more than ever.

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Jen and Donny - www.luminaryliteracy.co.uk

Episode 286: In this episode of Thinking Deeply about AI for Schools, James Radburn and Neil Almond explore one of the most heavily discussed areas of AI in education: AI tutors.

But before asking whether AI tutors work, they begin with a more important question: what do we actually mean by an AI tutor? Is it a pupil using ChatGPT for homework help? A carefully designed intelligent tutoring system? A curriculum-aligned tool with structured prompts and guardrails? Or a human-in-the-loop model where AI supports the work of expert teachers?

Across the conversation, James and Neil consider the promise, the evidence and the risks. They discuss research into AI-supported tutoring, the particular appeal of tutoring systems in mathematics, the importance of feedback, diagnosis and spaced retrieval, and whether AI might help pupils consolidate learning more effectively. At the same time, they raise serious questions about safeguarding, cognitive offloading, personalisation, equity, motivation, teacher expertise and the danger of treating all AI tutors as if they are the same thing.

This is not a simple pro-AI or anti-AI conversation. It is a thoughtful attempt to ask what AI tutors might actually be good for, where the hype may be running ahead of the evidence, and what schools should be thinking about before placing too much faith in the next big educational technology.

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Jen and Donny - www.luminaryliteracy.co.uk

Episode 285: In this episode of Thinking Deeply About Primary Education, Kieran is joined by Jen Sutherland and Donny Morrison to explore metacognition in writing and why it matters so much for developing young writers.

The conversation begins by clarifying the difference between cognition and metacognition before moving into what metacognitive strategies in writing actually look like in practice.

They also examine why these strategies deserve more attention in classrooms. Too often, writing becomes a product-driven exercise where students focus on finishing a piece or cramming in features rather than understanding the process of writing itself.

This is a thoughtful and practical conversation for anyone interested in improving writing instruction and helping more students see themselves as writers.

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Learn more about ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ - www.alta-education.com/tsom-overview

Episode 284: In this episode of Thinking Deeply about Primary Education, Stuart Welsh delivers a session on ways to develop deep mathematical understanding. An example of the sessions available as part of the TDaPE Online Conference, Stuart outlines the high-quality PD available by clicking on the link above or visiting here. All proceeds will be donated to Velindre Cancer Centre.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe

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Episode 283: More than a year after their last conversation, Kieran is joined again by Dominic Bristow and Hannah Gillott to revisit one of the most important questions in education right now: what is AI actually proving useful for in schools, and where should we still be very cautious?

The discussion focuses on AI feedback for writing, how tools like Stylus have developed, and what schools now seem prepared to trust AI to do. Along the way, they explore a set of bigger issues too: the difference between outsourcing work and outsourcing thought, why better assessment data only matters if classroom practice changes, and why leaders should begin with the problem they are trying to solve rather than the technology itself.

This is not a conversation about gimmicks or easy answers. It is a thoughtful look at guardrails, teacher oversight, formative assessment, workload, implementation, and the enduring importance of human judgement in teaching. If you are trying to think clearly about AI in education, rather than simply react to the noise around it, this one is well worth your time.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe

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Learn more about ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ - www.alta-education.com/tsom-overview

Episode 282: What makes a team work in a school and what do leaders get wrong when they focus too heavily on individual leadership?

In this episode of Thinking Deeply About Primary Education, I’m joined by Sam Crome, author of The Power of Teams, to explore what effective leadership looks like when the focus shifts from heroic individuals to purposeful, well-run teams.

We discuss Sam’s move from secondary leadership into primary headship and what that transition has revealed about staff culture, team structure and the opportunities schools miss when meetings become informal, unfocused or overly dependent on one person. The conversation explores belonging, psychological safety, follow-through, and the importance of competence and consistency in building teams that actually move work forward.

We also dig into what schools can learn from beyond education, from sport to the military to healthcare, and why deliberate debriefing, long-term meeting design and small, focused improvements may matter far more than many leaders realise.

This is a practical conversation about leadership, culture and how schools become better places to work when teams are designed with care.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe

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Learn more about ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ - www.alta-education.com/tsom-overview

Episode 281: March was another strong month for Thinking Deeply About Primary Education. In this episode, I revisit the moments, ideas and questions from March 2026 that stayed with me longest.

This is not a clip reel for the sake of it. It’s a chance to slow down, connect threads across conversations, and surface the professional ideas that feel most live right now, from classroom practice to leadership, curriculum and professional development.

If you missed any March episodes, this is your way in. If you listened to them all, this is a chance to hear them differently.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - ⁠⁠⁠https://tdape.beehiiv.com/subscribe⁠⁠⁠

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Learn more about ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ - ⁠⁠⁠www.alta-education.com/tsom-overview⁠⁠⁠

Episode 280: Counting can look simple from a distance, but for many children it is anything but. In this episode, I explore one to one correspondence: the idea that each object counted must be matched to one number word, and one number word only.

I look at why this principle matters so much in early mathematics, what it can look like when it is not yet secure, and how careful scaffolding can help children move from fragile, inaccurate counting towards greater independence and confidence.

Drawing on classroom practice, I explore how teachers can use modelling, manipulation, arrangement, and formative assessment to make the structure of counting more visible. I also reflect on what this tells us about effective scaffolding more broadly: not as a way of lowering demand, but as a way of making important mathematics learnable.

This episode will be particularly relevant for early years and primary teachers thinking carefully about the foundations of number and how to support children when counting begins to break down.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - ⁠⁠https://tdape.beehiiv.com/subscribe⁠⁠

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Episode 279: In this episode of Thinking Deeply About Primary Education, Kieran Mackle is joined by Scott Wells, Professional Learning Lead at Windsor Academy Trust, to explore what it takes to design professional development that genuinely changes classroom practice.

Scott sets out a trust-wide approach to professional learning built around evidence, codification, coaching, rehearsal and careful diagnosis. The conversation explores how trusts can learn from bright spots within their own schools, how leaders can balance trust-wide clarity with school-level responsiveness, and why effective professional development must focus on more than knowledge alone.

Together, Kieran and Scott discuss instructional coaching, group rehearsal, knowledge building, professional development mechanisms, adaptive expertise, and the importance of routines, belonging and predictable classrooms. Scott also explains Windsor Academy Trust’s “rhythm of the year”, including alignment, improvement and transition phases, and shares how the trust uses drop-ins, spotlight tours and coaching data to inform its next steps.

This is a rich and practical episode for anyone interested in teaching and learning, school improvement, and how to make professional development meaningful at scale.