The Arch

This is the 2nd part of a two part episode with Al Kinglsey MBE. In this part of the episode, we discuss: People often say they ‘use ChatGPT’ or that they ‘just Google it,’ but the reality is that there’s a huge range of AI tools out there - a bit like people saying they have a Hoover when really they own a Dyson. How important is it for teachers and leaders to understand the different types of AI, and not just the ones that have become household names? Why does prompting matter so much? And what makes a good prompt versus a weak one? What simple structure should teachers use when talking to AI? How are Schools and colleges using AI to become more efficient? How are teachers using AI to reduce planning time? How can it support differentiation and accessibility without just dumbing things down? What about feedback and report writing? Where does it genuinely help? What can senior leaders use it for day to day? How can leaders use AI to streamline admin? How can it be used to streamline information for governors? What are the most impressive uses of AI you’ve seen in the classrooms of schools or colleges? Examples that improved learning, not just novelty? Where has it genuinely changed teaching practice? Where are you seeing trusts use AI strategically to become more effective? How can AI support school improvement, data analysis or communication? Which categories of tools should educators explore first? Are there a few platforms you’d recommend people trial? What should teachers look for when evaluating new tools? Free vs paid - what’s worth it? What red flags should schools avoid? I’ve got 3 quick fire questions for you to finish with: One workflow tip every teacher should try? One leadership move that makes a big difference? One myth about AI in schools you’d love to kill off? And finally, what excites you most about where this is heading?

This is a 2 part episode with Al Kinglsey MBE. - In this part of the episode we discuss: People compare AI as we see it now, to the early days of the internet. Do you agree with that analogy? And if this really is like “day one of the internet”, what does the potential fast paced nature of technological progress in the next few years mean for schools and colleges? What are the risks for schools that ignore this or move too slowly? Conversely, what are the dangers of rushing in without thinking? How do you strike that balance between curiosity and caution? Schools don’t want to feel left behind, but equally they don’t want to be pushing boundaries towards dangerous and unknown territories. What’s already here that educators haven’t clocked yet? What are the biggest ethical questions education needs to wrestle with? What does responsible adoption actually look like? People struggle to grasp exponential change. How is AI a good example of that? What’s something that felt impossible two years ago that’s now routine? How quickly is it being baked into everyday software? How does AI challenge what we currently mean by “independent work”? What happens to homework, coursework and essays? Does AI force us to rethink assessment models? Could AI widen gaps or help close them? What’s at stake for disadvantaged pupils? If we fast-forward five years, what will classrooms actually look like? And what will teachers still be doing that machines can’t? What skills will matter more than ever? What becomes more important in teachers’ roles? What do you think we’ll laugh about that currently scares us? What should worry us? What’s the one assumption about education that AI is about to break? What excites you most right now? What’s one question every school should be asking itself? What prediction about AI would sound ridiculous now but might be normal in five years?

In this episode I sit down with Simon Blower (Co-founder of Pobble) and we discuss: What first made you so passionate about writing? And what did you notice about pupils who did enjoy writing compared to those who didn’t? We talk a lot about “reading for pleasure”, but what does “writing for pleasure” mean to you? And why does enjoyment matter so much in writing? Why do so many pupils decide early on that they’re “not a writer”? and what mistakes do adults sometimes make when trying to motivate reluctant writers? You often talk about experiences being the spark. Why are experiences such a powerful starting point? How can subject teachers use their own disciplines as writing catalysts? What differences do you see in attitudes to writing at different ages? And where do schools unintentionally squeeze the joy out as pupils get older? Why does writing matter so much beyond exams? What would you want every teacher, whatever their subject or phase, to rethink about writing

In this episode I sat down with Northern Arch Learning partnership's DSL Lead Marcus Dickinson and I asked: What’s changed in safeguarding over the last five or six years since Covid? What concerns are you seeing more often now than before the pandemic? Are pupils coming to school with different needs? How did lockdown change children’s digital worlds? Are weekends and holidays now more complex digitally than before? What makes school sometimes the only stable or safe place in a child’s life? Why do routines and predictability matter so much for vulnerable children? What is it about predictability that helps children feel safe? How does uncertainty show up emotionally or behaviourally in school? Why are some pupils far more sensitive to change than others? What role does trauma or instability play here? What is it about the run-up to holidays that can increase anxiety and vulnerability for some pupils? We often see holidays as a positive thing — but why can that feel very different for some pupils? What changes in behaviour might staff notice in the final weeks of term? What’s happening beneath the surface for some children as a break approaches? Are there other points in the year that raise safeguarding risk? (Christmas, long weekends, exam season, summer holidays, transitions between schools) Why do events like the World Cup or Euros change family dynamics for some households? How can alcohol, gambling or financial pressure escalate risk? How do schools prepare for periods that historically bring greater safeguarding demands without alarming students? What do you wish every listener truly understood or appreciated about the home pressures that some of our students live with? How has your safeguarding work changed the way you understand pupils’ lives beyond school, and your role as a professional?

In this episode I sat down with Rachel Johnson (CEO of PiXL) to discuss something she calls “the art of subtraction” - a leadership approach that challenges the instinct to keep adding more initiatives and more priorities, and instead asks: What if the most important work is deciding what to remove? What to stop? Or what to simplify? We talked about: What do we really mean by subtraction in leadership? Why do you think addition has become such a default mode in education, and what are the risks of constantly adding? For leaders who want to adopt a subtraction mindset, where should they start? How can a school or college begin identifying what is no longer serving its purpose, and what criteria should leaders use when deciding what to remove or stop? Subtraction can sometimes feel uncomfortable for teachers and leaders. What are some of the common fears or misconceptions you’ve seen when schools begin to strip back? And how can leaders manage these sensitively and effectively? You work with leaders across different sectors, not just in education. Could you share an example of where subtraction has been used effectively, whether in a school, a trust, or even from the world of business? What was simplified or removed, and what impact did it have? For leaders listening who feel overwhelmed by competing priorities, what practical steps can they take to shift towards a culture where subtraction becomes normalised not as a reaction, but as a deliberate leadership habit? As the educational landscape continues to grow in complexity, how do you see subtraction becoming even more important for schools in the years ahead? Finally, if leaders took just one key idea away from our conversation today to reflect on in their own setting, what would you want that to be? You can find Rachel at The PiXL Club - Home or Home | Rachel Johnson

In this episode I sat down with Jim Smith and chatted about how to create a strong culture that improves outcomes. We discussed: What does a strong school culture look and feel like in action?  What are some of the signs or red flags of a culture that might be struggling or misaligned? What lessons have you learned about how to build culture when you’re starting from scratch or trying to reset it? What are some practical ways that classroom teachers can help shape a positive culture in their own classrooms, even if they’re not in a formal leadership role? What advice would you give to leaders who feel they’re doing the right things but aren’t yet seeing the results they hoped for?

In this episode I spoke to Jamie Clark about how to take complex ideas, and distil them into clear visual representations, thereby minimising unnecessary load on teachers and students. In this conversation, we dig into how the principles behind information design relate to cognitive load theory and what lessons teachers can take when designing slides, worksheets or revision guides. We discussed: Why do you think good information design matters so much in education, and how does the way we present information link to cognitive load theory? What are the key principles you use when designing your 'One Pagers' that teachers could apply to their own lessons and resources? What are some of the common pitfalls you see in how teachers present information - in slides, worksheets, revision guides, that can often increase cognitive load for students? If a teacher wanted to make an immediate improvement in how they present information to their students, what would you suggest they focus on first?  What role can good information design play in supporting different learners - for example, those who may struggle with processing speed, or those aiming for higher levels of mastery? How do you see the same principles about information design applying to student learning materials? If you'd like to know more about Jamie's work and his wonderful 'One Pagers' series of books and infographics, head over to his website Jamie Clark Educational where you can see all of his work and also subscribe to his weekly DistillED evidence-informed weekly newsletter. You can also follow Jamie on Twitter/X @XpatEducator

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: Tell us a little about your background and what led you to focus your work on poverty in education? What are some of the biggest misconceptions teachers and leaders may have about poverty and the families experiencing it? 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? What is the single most important thing that classroom teachers can do tomorrow to make learning more accessible for children experiencing poverty? 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? 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? Finally, what gives you hope that schools can play a meaningful role in addressing the challenges of poverty?

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: 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? What are the risks of narrowing the curriculum too early, and how can educators protect breadth while maintaining rigor? What role do subject specialists play in shaping ambitious curricula, and what should this look like at the various key stages? Why is it crucial to ensure curriculum coherence rather than a ‘gallimaufry’ of disconnected topics, and how does this impact student learning over time? How can schools maintain ambitious curriculum principles through key transition points, such as moving from primary to secondary or secondary to post-16? What can all phases learn from one another when it comes to curriculum design and implementation? Are there shared principles that apply universally?

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: 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? 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? 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? 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? 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? What are the long-term benefits of getting students invested in their learning, both academically and personally? 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?

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?

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?

In our very first episode I sit down with our CEO at Northern Arch Learning Partnership, Tim Fisher. We discuss the vision behind our partnership and what helped shape this; how the specific makeup of our trust makes us different from others; and why our commitment to the development of people is key to our success.