Mind the Gap: Making Education Work Across the Globe

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Sarah Cottinghatt and Adam Kohlbeck to explore the craft and complexity of instructional coaching, drawing on their widely shared Coaching Cuts series on Substack. The conversation unpacks how coaching can move beyond surface-level feedback to focus on teacher decision-making and mental models, and why the most powerful coaching conversations centre on surfacing goals, comparing versions of events, and working collaboratively towards better outcomes for pupils. Through concrete examples, they illustrate how shifts in language and mindset can transform the quality of coaching dialogue. Along the way, they tackle bigger questions about scaling coaching across schools, the balance between whole-school professional development and one-to-one work, and the importance of a shared understanding of how learning happens as the foundation for any meaningful improvement.
Sarah Cottinghatt is Research Lead at Steplab. She is a former English teacher, teacher educator, and Associate Dean at Ambition Institute. Sarah has an MA in Educational Neuroscience and writes books for teachers and coaches, including Ausubel's Meaningful Learning in Action, as well as co-authoring Coaching Cuts and Coaching for Adaptive Expertise with Adam Kohlbeck. Find her on Substack @https://substack.com/@cognitivecoach
Adam Kohlbeck is the Director of Teacher Quality at Chiltern Learning Trust. He has been teaching and leading in schools for 17 years and has an undimmed love for teaching. Adam was a finalist in the 2025 National Teaching Awards and is the author of three education books, including co-authoring Coaching for Adaptive expertise. He also holds Chartered teacher status and is a qualified executive and instructional coach.
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Professor Becky Francis, CEO of the Education Endowment Foundation, for a rich and wide-ranging discussion about the role of evidence in improving education - and the complexities that come with it. Becky unpacks how the EEF has evolved from a research-focused organisation into a trusted, sector-facing resource used by the vast majority of schools. The conversation explores the power - and limits - of randomised controlled trials, the importance of meta-analysis and implementation, and why teaching can be considered a “best bets” profession shaped by context and professional judgement. Along the way, they tackle big questions around social justice, student grouping and attainment, the risks of initiative overload, and how teachers can engage meaningfully with evidence without oversimplifying it. Looking ahead, Becky highlights key frontiers for research: AI, SEND, and school improvement at scale - making this an insightful and thought-provoking episode for anyone interested in how evidence can genuinely inform practice without losing sight of the realities of the classroom.
Professor Becky Francis CBE is currently CEO of the Education Endowment Foundation, and was previously Director of the UCL Institute of Education (IOE), which is ranked #1 in the world for education in the international QS rankings. Her prior roles include Professor of Education and Social Justice at King’s College London, Director of Education at the RSA and Standing Advisor to the Parliamentary Education Select Committee. Throughout her career, Becky has sought to maximise the impact of academic research by working closely with teachers and policy-makers. She has spearheaded high-profile research programmes assessing the impact of major reforms in the English school system on educational inequalities, and is sought out internationally as an advisor to Governments on education policy. Becky was the inaugural Charles Yidan Global Fellow at Harvard University. Her academic expertise and extensive publications centre on social identities and inequalities in educational contexts. She is best known for her body of research on social identities and educational attainment, including gender, race and social class.
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠
This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Craig Barton - maths teacher, podcaster, and co-founder of Eedi - to discuss his ambitious new project: a series of 16 short books, each exploring a single, highly specific element of classroom practice. Drawing on three to four years spent visiting schools and observing hundreds of lessons, Craig explains the thinking behind the project and the principle that every idea included had to be seen working successfully in multiple classrooms. The conversation dives deep into practical teaching techniques, from mini whiteboards and checking for understanding to do-nows and the importance of gathering reliable data about what pupils actually know. Along the way, Craig shares the small but crucial routines that make these strategies effective in practice and reflects on why seemingly simple classroom tools often require careful thought, structure, and purpose to work well. Towards the end of the episode, Craig also delves into the research project his company Eedi did with Google and AI, and its implications for that technology in teaching and learning.
Craig Barton has been teaching maths since 2004, and in 2009, he became the Secondary Mathematics adviser for the Times Educational Supplement (TES). He is the creator of the popular mrbartonmaths.com website and blog, which provides free resources to teachers and students all around the world. Craig also hosts the Mr Barton Maths Podcast. He is the co-creator of Diagnostic Questions, a formative assessment website hosting the world's largest collection of high-quality maths diagnostic multiple choice questions, which aims to help students and teachers from all around the world to identify, understand and resolve key misconceptions. More recently he has created the websites variationtheory.com, ssddproblems.com, and mathsvenns.com, with millions of teachers from across the globe sharing high-quality resources based on ideas from Craig's books. Those books include the recently released Tips for Teachers guides, which you can find at https://tipsforteachers.co.uk/books/
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Alex Fairlamb and Rachel Ball, co-authors of The Scaffolding Effect, to explore what scaffolding really is (and isn’t) and why it has become such a pivotal idea in the move from “differentiation” to adaptive teaching. They discuss the research roots of the term, the practical reality of “knowing–doing,” and the central challenge that scaffolds must be temporary - designed to be removed through gradual release and guided by sharp checks for understanding. The conversation digs into common pitfalls (from “impermeable skins” of apparent progress to students becoming dependent on writing frames), debates the role of formulaic writing structures, and shows how scaffolding looks different across subjects and phases, including strategies involving reading, writing, retrieval practice, explanations, practical subjects, even homework. Packed with concrete examples and implementation-minded advice, this is a highly usable episode for teachers and leaders who want to support pupils towards real independence.
Alex Fairlamb is a Trust T&L Network Lead and Senior Leader in charge of Teaching and Learning and CPD, based in the North East. She is a Chartered Teacher of History, a Specialist Leader in Education and an Evidence Lead in Education. Alex is a proud member of the Historical Association Secondary Committee and the Schools North East Steering Board. Alex is a History teacher and former Lead Practitioner of History and Teaching and Learning, with a strong commitment to ensuring that curriculums are diverse. She is an author and textbook writer, and recently completed her PhD focusing on Equality and Equity within education. Check out her website at https://alexfairlamb.com/
Rachel Ball is Professional Development Specialist at Steplab. She is a former Assistant Principal in charge of teaching and learning and CPD, and passionate history teacher with 22 years experience. She is also a Fellow of the Chartered College of Teachers and an international speaker at schools and conferences including ResearchEd National Conference. Rachel is co-editor of What is History Teaching, Now? (2023) and co-author of The Scaffolding Effect (2025). Find Rachel's blog at theeducationalimposters.wordpress.com
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

On this episode of Mind the Gap, Tom Sherrington and Emma Turner are joined by Sam Crome, teacher, leader and author of The Power of Teams, to explore what it really takes to build teams that thrive in schools. Sam reflects on why so much leadership development is still overly individualistic, and shares the practical principles behind strong teams - belonging, alignment, purposeful operations, healthy dynamics, and deliberate development - alongside the habits that make meetings genuinely productive rather than performative. The conversation also draws on Sam’s recent move from secondary leadership into an interim primary headship, teasing out what changes (and what doesn’t) when a “team” becomes a small, agile staff group who can try, refine, and embed improvements at pace. Along the way they discuss cross-phase transition and why primary pupils’ appetite for responsibility and leadership is often underused in Key Stage 3, the “tyranny of the first response” in group discussions, and how simple structures (like paired talk) can surface quieter expertise and build trust for honest, high-challenge conversations.

Sam Crome is currently Interim Headteacher at a primary school in Surrey. He also serves as Director of Education, Mission and People for Xavier Catholic Education Trust, providing both strategic vision and planning, alongside day-to-day school support, so that all children and staff can flourish. Sam is convinced that teams are the way to improve our workload, productivity, professional learning, performance, and the joy we can experience at work. His interest in teams led him to write the book The Power of Teams. Find Sam at https://samcrome.com/

Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠
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This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠