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Sandringham Learning Journal

Posted by: Caroline Creaby
Workplace: Sandringham School
Added: Monday, June 24, 2013 - 10:19

Sandringham Learning Journal Volume 5

Volume 5 of the Sandringham Learning Journal was launched at Sandringham School on Modnay 17th July 2017.  To download a free pdf version, click here.


Scroll down to read reviews from teachers, school leaders and academics about the journal.


This is a significant and important body of work. It is characterised by professional curiosity, humility and collaboration. A theme which emerges is the extent to which colleagues have enjoyed working together, sharing ideas and developing their practice. Contributions have been underpinned by research which has been used carefully within the school’s context and it is this which makes professional reflection and action so powerful. It is also evident that colleagues have tested some of their provisional ideas with professionals in other settings and by doing this are spreading professional knowledge and discourse. I hope this resource will be available online as it is a gold mine of thoughtful, powerful research. I shall be recommending it to colleagues and shall be referring to it myself as I reflect on those aspects of our work which have the greatest impact on improving outcomes for students.

Mary Myatt, Education Advisor, writer and speaker


'Know thy impact' is the well-travelled injunction of the educational psychometrician John Hattie, and it's a call honoured in this impressive collation of reflections on practice by the teaching staff of Sandringham School. It's a tribute to the commitment and professionalism of teachers that in the face of unconscionable political and societal pressures they are still prepared to carve out the time to execute and present work of this quality. The range and focus is broad - from small scale experimental and empirical studies through to conceptual investigations of practice and deeply introspective and candid thought-pieces (such as the experienced educator reflecting on her development from newly-qualified "shouty art teacher"). The brief to contributors was manifestly permissive and respectful, the response is humbling to those of us no longer facing the daily and insatiable demands of class teaching, and the resultant product has been beautifully edited and collated - my thanks and congratulations to all those involved in this latest journal of learning.

Dr Barry J Hymer, Emeritus Professor of Psychology in Education, University of Cumbria


Your school learning journal is a fantastic idea and the articles I have read are most interesting indeed. I am particularly impressed by the breadth of the topics covered and the different approaches taken, ranging from personal reflections on leadership to what looks to be a very interesting and evidence based intervention in the physics department to promote the participation of girls. I think what is most striking to me is that the teachers' accounts of their various research activities all confirm that providing an opportunity to reflect on issues, irrespective of the content, is really useful in itself and can improve practice. I am also impressed by the detailed and practical nature of some of the articles, e.g. the memory clock, as well as the honest acknowledgement of the challenges faced when implementing ideas. A willingness to discuss the difficulties teachers encounter is crucial if the articles are to be successfully used by others to inform their practice. Your journal had a number of articles that did this well, including the piece on teacher workload. It is really wonderful to see such reflective practice in action and sharing reflections and action research with other teachers via the journal is, I am sure, most valuable.

Professor Anna Vignoles, Faculty of Education and Jesus College, University of Cambridge


Reading a new edition of the Sandringham Learning Journal provides all the breadth that is missing from an academic education in the current landscape. From reflections on women in leadership to reading for pleasure, we are taken on a detailed and forensic journey through critical engagement in what it means to be a teacher. This depth and breadth clearly shows that Sandringham’s educators lead where others follow. Fabulous!

Richard Found, Principal,The Stockwood Park Academy


The fifth volume of the Sandringham Learning Journal is another exceptiona laccomplishment and a testament to the hard work and endeavour shown by colleagues who continue to reflect on their practice, never ceasing to see their development as part of an ongoing learning journey.

Daniel Sabato, Assistant Headteacher, Haberdashers Aske School


I have just returned from a holiday in Scotland and it was a delight to find your very impressive Sandringham School Learning Journal in my in-box. I have read a sample of the articles and I have found them stimulating, challenging and thought provoking. I think it is really helpful to reflect on first-hand accounts of innovative practice written by practising teachers. I am totally committed to the notion of teachers as researchers helping to build sound, evidence-based practice. It is an excellent initiative to embed the research process in the culture of your school and to celebrate and disseminate the insights of extended professionals. As you would expect, my eye was drawn to the role of coaching in the development process. The first article highlights the impact a leadership coach can have. My Platinum Coaching Group contains eighteen experienced head teachers and the 'impostor syndrome' is still alive and operating in these successful senior leaders. The role of self-talk in shaping individual and corporate self-esteem should never be underestimated. We can choose our self-talk and your whole journal bears testament to this contention. Article Two underscores the impact of coaching in the professional development process. Specialist Leaders of Education are both subject experts and process consultants - using a coaching approach is a very effective way of providing support and challenge in order to help colleagues grow and develop. I really enjoyed your article as someone who has been involved in professional and leadership development for more years than I care to remember. I believe the future lies predominantly in school-based learning experiences with appropriate support from external practitioners (from a range of settings). The Reading Group sounds like a very stimulating environment and it is interesting that you have sharpened the focus in order to generate greater depth. I love to read and I am always mildly surprised that not everybody does! Summarising and highlighting the key learning points is a great way to bring the research to a wider audience. Once again, many congratulations on your excellent publication.

Dr Neil Suggett CBE, Leadership coach, coach trainer and writer



Sandringham Learning Journal Volume 4


Volume 4 of the Sandringham Learning Journal was launched at Sandringham School on Tuesday 12th July 2016.  To download a free pdf version, click here.


Scroll down to read reviews from teachers, school leaders and academics about the journal.




It is rare for a school to take such a progressive approach to gathering teacher experience and reflections. The Sandringham Learning Journal provides an interesting and inspiring read. Congratulations to everyone involved for opening their practice and hearts for the benefit of others.

Dr Karen Edge, Institute of Education UCL


Yet again, a humbling experience to witness the reflections and evidence based practice of such a dedicated and professional group of educators. I particularly enjoyed reading the Head's simple but powerful insight on two key elements for all teachers and school leaders to focus their energy on; subject pedagogy and classroom climate. It was equally enlightening to discover some theory to support mine and many others’ anecdotal concerns on homework. Gemma Harvey's piece shone a light on those concerns but also offered some invaluable solutions on how to make homework something that is more valued by parents, teachers and, most importantly, students.

Toby Sutherland, Deputy Headteacher, Queens’ School


I could not be more happy to receive my latest copy of the Sandringham Learning Journal. The combination of empirical research, teacher reflections and thought pieces make the journal an interesting and special publication. I truly think that the teachers at Sandringham are inspiring practitioners and the journal provides an excellent example of effective professional learning.  

Professor Dr Gillian Hampden-Thompson, University of Sussex


A great read. An honest and reflective narrative on the reality of teaching. I loved how I felt like I was there in the classroom with each of the authors. Everyone can relate to the articles in this journal. Well done Sandringham!

Sarah Forster, Deputy Headteacher, Uxbridge High School


The three Lesson Study Case Reports (P. 152-162) by Elizabeth Ashley, Karen Paul and Amy Stothard are very well written accounts of thoughtful and meticulously executed lesson studies, designed to meet teachers needs in better meeting pupils needs by helping them to understand what is really getting in the way of students' learning rather than what they imagined was creating the barriers. Each account provides a clear rationale and analysis of the reasons for the lesson studies foci and why the particular 'case pupils' were chosen for particular attention. In each case new information was discovered not only about how these learners were learning and responding to the curriculum but also how others were doing so as well. The impact was clear, in one case dramatically increasing progress 8 predictions and each teacher while honest about the effort involved was also clear that it is worth it because it is so focused on improving outcomes in their classes for their students in ways they can use again in future.

Professor Dr Pete Dudley, University of Leicester


This Sandringham Learning Journal represents another book full of great nuggets for all school staff alike.  More importantly, the journal is a great reminder of the importance of establishing an ethos and culture that both promotes and recognises the importance of evidence based research; what works for our students and in our context. Finally, what is most exciting about this 4th Volume is the contribution of articles from the learners themselves.

Ced de la Croix, Headteacher, Sheredes School


The latest issue of the Sandringham Learning Journal, as usual, has something of interest for all teachers. A tour de force full of diverse examples of teachers sharing reflections on practice and accounts of classroom-based research that demonstrate the unequivocal value of teachers' engaging with research with the aim of continuously striving to improve teaching and learning. I hope this inspires teachers from other schools to share and disseminate their research!

Dr Bethan Morgan, University of Cambridge


Once again Sandringham has brought together a collection of great practice from the classroom alongside current research in education to produce a valuable resource for all staff working in aspirational schools. Well done to everyone involved!

James Heale, Headteacher, Vyners School


It was both an honour and privilege to receive my copy of the Sandringham Learning Journal, which I have thoroughly enjoyed reading. The latest edition is, once again, a testament to the hard work and endeavour that has become part of the very fabric of the school. The journal itself highlights an innovative and reflective approach to Teaching and Learning, which is accessible to all regardless of their expertise or experience. Above all, the Journal shows a willingness to learn from one another as well as a genuine commitment to CPD that sets a phenomenal example from which other schools can follow.

Daniel Sabato, Assistant Headteacher, Haberdashers' Aske's School for Girls


‘Book Club’ - An incredibly insightful and original idea to create a staff book club that consists of likeminded professionals discussing educational issues in an informal, flexible and non-judgemental setting. I shall definitely be taking stock of the valid advice mentioned in this article regarding a forum for staff to honestly discuss and refute the text in light of their own practice; a great steal when setting up our new collaborative learning teams!

‘In my humble opinion’ - Some powerful insights into the demands of the job of which not just NQTs should sit up and take note! I particularly liked the advice that “personality  is as important as pedagogy” preserving teachers’ down time is as important as delivering in the classroom. We must remember that teachers will not be equipped to deliver inspiring lessons if they have been up all night marking books; crucial advice for all teachers irrespective of their experience.

Josie Belli, Assistant Headteacher, St John the Baptist School, Surrey



Sandringham Learning Journal Volume 3

Volume 3 of the Sandringham Learning Journal was launched at Sandringham School on Tuesday 23rd June 2015.  This year's journal has been kindly sponsored by Bloomsbury Books.  Click here to see their amazing array of education books.

  • To order a free hard copy of of the journal, fill in the form here.
  • To download the Kindle version from Amazon, click here.
  • To download the iBook from the Apple Store, click here.
  • To download a pdf version, click here.


Scroll down to read reviews from teachers, school leaders and academics about the journal.

This journal celebrates the importance of professional learning as a collective endeavour. The individual accounts and studies are presented in a compact, accessible manner and together form a highly compelling narrative of what can be achieved when a school has lifelong learning at the heart.  Sandringham School clearly lives and breathes a vision of collaborative learning and engagement with research; this ambitious improvement agenda shines through every aspect of this journal and is both impressive and heartening.  Read and learn!

Dame Alison Peacock, Executive Headteacher, The Wroxham School


Another wonderful learning journal produced by the teachers and research leaders at Sandringham School. It is clear that research, enquiry and reflection are not minority activities at the school. The extensive participation of teachers in the search for evidence that will no doubt inform their teaching and those of their colleagues is inspiring not only for the profession, but the field of education. The breadth of research interests is impressive and I was struck by several approaches that were ‘borrowed’ from other schools and adapted to the school’s local context. Interventions and approaches need to be tried and tested in different contexts and environments so this strategy is well placed. I would encourage others to consider the approaches outlined in this journal and look to conduct similar research that will help us all find out what works.

Dr Gillian Hampden-Thompson, Professor of Education, University of Sussex


It is a rare thing that teachers are given the time and space to think and reflect on their practice. It is heartening to read the new Sandringham Learning Journal that is packed full of practitioner insights. I can imagine each teacher involved is proud about their contribution and this alone is invaluable. I was really interested to see neuroscience under the microscope, alongside a reflection on the difference between 'performance and learning'. It was also great to real practical applications of Pupil Premium work, such as the interesting peer mentoring project; or how CPD works at Sandringham. I sincerely wish that people get a chance to read this widely. It also inspires hope in a bright future of teachers being given time to engage with and reflect upon evidence and research in education for the betterment of our practice and student outcomes.

Alex Quigley, Director of Learning and Research, Huntington School, York


I am blown away by this journal yet again. It is amazing to see so many professionals in one school reflecting systematically on their practice and drawing on research for guidance. This school must have a great culture of learning for all and drive for self-improvement.

Lia Commissar, Project Manager for Education and Neuroscience, Wellcome Trust


The enthusiasm and professional insight contained within the pages of the Sandringham Learning Journal is fantastic. Reading it is an absolute pleasure. To have gathered in one place the reflections of over 40 members of staff is quite an achievement and the school should feel very proud. Here, teachers and other staff (at various points in their careers) reflect on the work they have done - or are currently doing - this year, and their honesty is astounding.

You will find professionals summing up the research they have conducted,  with some highly topical and cogent discussions, for example articles such as 'The Power of Three: Making the most of Learning Support Assistants' and 'The Penny Drops: Realising the difference between performance and learning' which draw from a range of recent research and publications.

The breadth of this book is encapsulated in its subsections, from the opening 'Evidence-Informed Practice', to 'Reflections on Classroom Practice' - a real treasure trove of forensic reflections from teachers, writing about such diverse topics as the value of debating, coherent approaches to differentiation, improving feedback in MFL or the perceptive 'Back to Basics: My year with bottom set Year 10’ - to the final section which focuses on school life more generally.

What emerges is the sense that the staff are highly reflective professional body who share a strong ethos. This anthology of articles is definitely going to inspire and to reassure; being a reflective practitioner is achievable and worthwhile... And tremendous CPD.

Hélène Galdin-O’Shea, co-founder of researchED, research advocate and teacher at Park High School, London

Volumes 1 and 2 of the Sandringham Learning  take pride of place in our burgeoning teacher led development shelf, in the CPD section of our library. We were all eagerly anticipating the third instalment and it has not disappointed. From high level discussion on neuroscience, practical advice on feedback and literacy, to reflections on what it is to be a teacher, there really is something for everyone, in every school role and context, packed into these inspirational pages. None more so for me, than the quotation from Ginott in Elizabeth Kelly's piece on being a Director of Learning. As the demands on us and our schools seem to increase exponentially, these words could usefully be emailed out or broadcast over the PA system by the head at the start of every day. To make sure, that somehow, we stay true to our moral purpose. It is that moral purpose that is so striking about the Sandringham Learning Journal. Every article and every page is a living testament to that professionalism and sense of moral purpose, it cannot help but inspire others to endeavour to replicate some of this thinking and practice in our own contexts. Once again Sandringham - thank you.

Toby Sutherland, Deputy Headteacher, Queens’ School, Bushey



Sandringham teachers share and reflect on their own practice proving that high expectations, clear routines and, most importantly, caring for the individual are at the heart of securing great outcomes for our students.

Having spent a morning devouring the third volume of the Sandringham Learning Journal, I can barely wait to introduce many of the wonderful ideas and strategies so generously shared by all the contributors. Allyson Brown’s article ‘The Power of Three’ in particular has reignited my passion to work on removing the barriers to being a successful teacher - collaboration with Learning Support. Congratulations to all involved and I am already looking forward to Volume 4!

Daria Kohls, Associate Leader, St Ignatius College, Enfield


It is vital that in education we all continue to support schools to develop research projects like the Sandringham Learning Journal. Research is critical to the development of a successful education system. This seems an obvious thing to say, but when you consider the amount of time that teachers are allocated to research, it would appear that this message is not being taken on board by everyone.

Journals like the SLJ are vital because they allow teachers to develop their moral purpose and social responsibility, things that are currently at risk due to the meddling of politicians who seek to use education for propaganda and political purposes. Teaching is lost if it follows the latest blind dogma of the time, (that has been built with evidence gained to score a specific political point).

Teaching involves creative thinking and experimentation, and research into teaching should focus on invention and innovation. Individuals and professional groups need to know what works and why. This is why it is so pleasing to see a Journal that has such a wide variety of thoughts and reflections from classroom practitioners.

Understanding learning is a complex process. Successful learning is affected by a multitude of factors; social backgrounds, family background, personality, age, gender, location etc. Theories need to be considered, tested and challenged in order to allow us to adapt to suit local and personal environments. This can only happen when teachers themselves are encouraged to contribute their own thoughts and ideas into the ‘melting pot’.

The Sandringham Learning Journal enables our thinking to be challenged. It is helping teachers to understand what works and why, what the short and long-term implications are, provide a justification and rationale for decisions and actions, help teachers to focus on learners needs, identify issues that need discussing and therefore contribute to improvements.

David Kilgallon, Strategic Lead - Secondary, Herts for Learning


I’m so excited to be reading the third volume of the Sandringham Learning Journal. This journal represents another fantastic collection of `butterflies' that have been carried out at the school, and these butterflies serve as stimulation both to change or abandon existing school practices, and to initiate new ones. More importantly, this third volume further testifies how schools can create an in-house sustainable teacher and leadership professional development programme. A definite read for those looking for some for high leverage intervention ideas.

Ced de la Croix, Headteacher, Sheredes School, Hoddesdon



Sandringham Learning Journal Volume 2


The second volume of the Sandringham Learning Journal was launched to staff on June 24th 2014.  As well as hard copy, the journal is available here as an iBook from the iTunes store or in pdf.


Below are comments from the Secretary of State for Education, teachers, school leaders and academics reflecting their thoughts on the journal.


I was delighted to receive the journal and found it made for some fascinating reading.  I don't think I have ever seen such a helpful anthology of articles covering so many different aspects of teachers' work.  Each of the separate sections is a treasure trove in itself, and the overall combination is an immensely valuable teaching resource.  To read the rest of the letter, click here.

Rt Hon Michael Gove MP, Secretary of State for Education, 2010-2014


This is one of the most significant CPD reads, generated from within a school, that you may ever come across! The Sandringham Learning Journal showcases reflective practice from nearly 40 teachers, within just one school! This evidence-base is the personification of grassroots CPD and further supports my claim, that teachers are 'doing it for themselves.' Sandringham has produced a document, so infectious, that the endemic culture within the school is apparent; full of reflection and saturated by all things teaching. It is a must read for all those engaged with action-research. 

Ross Morrison McGill, school leader, author and most followed UK teacher on Twitter @TeacherToolkit


What a pleasure to read these thoughtful insights into practice....... Really terrific stuff, and exactly the kind of thing that (in my opinion) the profession needs more of - the sharing of insights and expertise amongst educators. My impression is that Britain is the like the States in that the opportunities for such professional communication is not built into the school day. It's fantastic that you're addressing the need in this way.

Daniel Willingham, Professor of Psychology at the University of Virginia and author of Why students don't like school @DTWillingham

I’ve been a Headteacher for 20 years now and like Gemma Harvey remember the days of getting excited about coloured chalk!!  I’ve been ‘around the block’ a few times and so am not so easily impressed, until I read something like this .....WOW.  It is an exceptional piece of work in every way and anyone reading the  journal would realise what a great school Sandringham is. I particularly like the fact that it’s so easy to read and gives ideas that can be implemented straight away (I’ve already pinched the strategy of working with students with low levels of home support).  You must feel so proud to work in a place that has this many talented staff.   Please pass on my thanks and congratulations to  everyone involved.

Ani Magil, Headteacher, St John the Baptist School @animagill


As a teacher with over 30 years of experience in a wide variety of schools, I was delighted to receive a copy of the 'Sandringham Learning Journal'. The journal covers a wide range of topics, with most aspects of school life included. Most importantly,  it is written from a wide variety of perspectives (a crucial factor in understanding the complexity of a modern secondary school). All of the articles will, I am sure, contribute to sustaining and developing Sandringham school as an outstanding learning environment, not only for students, but for the whole school community. As Neil deGrasse Tyson says 'There is no greater education than one that is self-driven'.

All the contributors should take great pride in the publication, which contains many useful insights and learning points that would resonate across any school. I found the Journal refreshing, insightful and (happily), very easy to read (very important to those of us of a certain age!). It is fantastic to see so many staff choosing to be involved in the development of themselves, their colleagues and their school. The Journal would be an extremely useful addition to the reading/learning in any school. As Anthony J. D'Angelo says 'develop a passion for learning. If you do, you will never cease to grow'.

David Kilgallon, Strategic Lead - Achievement Team - Secondary and Special, Herts for Learning Ltd


It is inspirational to see so many teachers critically engaging with research and using it to refine and reflect on their practice. Teachers are the expert classroom practitioners and have a wealth of tacit knowledge, but it is just as important to look outside the classroom to see what can be gained from other relevant research. Very little research will give a classroom ready approaches and so teachers are vital in transforming that knowledge into useful practical applications for the classroom, based on their own students and their needs. The important thing is to ensure any research being used is robust, and that and that the outcomes are positive. The contributions to this journal are a  clear indicator that teachers at Sandringham School are passionate about their practice and are leading the way in starting to build a bridge between education and research.

Lia Commissar, Education Project Manager, The Wellcome Trust @MissCommissar


Education trends or initiatives come and go but what is refreshing about this journal is that it is written by working teachers, sharing good practice and collaborating. It is exciting to see so many staff from one school involved in action research projects whilst reflecting on what they have learnt along the way. We shall be using this publication to inform our own school improvement work.

James Heale, Headteacher of Vyners School, London @Heale2011


I have always believed that teacher–led research , a bottom-up not top-down approach, are the agents for change. With this in mind, it is with much excitement that I write in support of Sandringham's 2nd Learning Journal. From reading the journal,  the range and level of research undertaken by staff over the year is simply overwhelming and I know that they will have had a positive impact on the lives and outcomes of the students.

This journal further testifies that Sandringham School continues to have a great reputation and commitment for staff professional development and raising outcomes for young people. Most importantly, it is a school that continues to lead the way in developing teaching and learning.

Ced de la Croix, Headteacher, Sheredes School, Hertfordshire @croix2000


Wow! What a fantastic collection of information and guidance to help aid any teacher at any stage of their career. I have read your Sandringham Learning Journal front cover to cover, stopping regularly to write down another action for me to carry out! This is the exact kind of thing that teachers need to do more of; self-reflective sharing. Well done to the editorial team and the staff for contributing.

Amjad Ali, Assistant Head Teacher- Inclusion, Cheney School @ASTSupportaali


It is very impressive to see the level of reflection and research evidence that has informed Melanie Breakell's analysis of gender issues and expectations at Sandringham. This is an exciting exemplar of how practitioner reflection on research can result in careful reappraisal of teaching practice, and in productive outcomes. I am very struck with the ALT's original idea of applying learning-focused categorisations (willingness to contribute to discussions, attitude to learning, presentation of work, income group, literacy skills), as more relevant categorisations than gender: it sounds a convincing model, and I shall look forward to hearing whether the team find it productive.

Dr Becky Francis, Professor of Education and Social Justice, Kings College London @BeckyFrancis7


I like the journal a great deal, and I'm unaware of anything similar currently being produced. I know from experience the amount of work and level of commitment such an undertaking involves, so all contributors should rightly be very proud of the work. There are a number of  aspects I particularly like about the journal.
- The accessibility of the contributions. All too often educational research is presented with an academic distance, occasionally mistaken for quality, which risks rendering it useless to those for whom it may be of genuine practical value.- The generous acknowledgement of critical reflection as a legitimate professional improvement tool.- The range of voices coming through the research are real and accessible. There's not only a sense of the broad expertise the school is able to draw from, but also of the distinct, individual professionals which make for rich and self-sustaining communities of practice.

Daniel J Ayres, Senior Lecturer in Education, University of East London @DanielAyres

This is the first time I have had the pleasure of reading the Sandringham Learning Journal. I cannot help but be impressed by the many, many examples of research and reflective practice that teachers at the school are engaged in. As a researcher myself, I am both fascinated and impressed by the range and scope of the research. Teachers conducting research in their own schools in order to understand more about pupils, teaching, and learning is not only desirable, but it is essential and important part of our professional lives.  I have particularly enjoyed providing small amounts of guidance to Abbie Tucker and through her, other teachers at Sandringham. I look forward to being involved more with your research and I invite you to contact me at any time if you think I can be of assistance.

Dr Gillian Hampden Thompson, Director of Research, Department of Education, University of York @HampdenThompson


I am fortunate to work as a senior lecturer at a world-class research-intensive university: The Institute of Education, London. We conduct educational research and we write in international peer-reviewed academic journals to share our findings. One challenge for us is how to disseminate such research to teachers and how to encourage them to try out innovative teaching & learning approaches in their own classrooms. I was thus delighted to receive a draft copy of the Sandringham Learning Journal (volume 2) and I read it with interest. What struck me was the extraordinary amount of work that had gone into producing this journal and the contributions from so many teachers. I am convinced that future school improvement will come from creating a culture of research-based practice in schools, and sharing that practice. I congratulate Sandringham for this innovative approach. Please don’t stop!

Dr Jacek Brant, Senior Lecturer, Institute of Education, London


The Sandringham Learning Journal provides many innovative examples of educational research. The article by Abbie Tucker drew my special interest since I have been corresponding with her. Some of the principles she mentions are dealt with in greater detail in my book, Make It Stick: The Science of Successful Learning co-authored by Peter Brown and Mark McDaniel. I look forward to delving more deeply into the Learning Journal; it is an innovative approach that I have not seen before.

Henry L. Roediger, III, Professor of Psychology, Washington University of St. Louis, author of Make it stick



Sandringham Learning Journal Volume 1

Click on the image to download a pdf copy

What people said about this journal:


 Dr Ben Goldacre, author, broadcaster, campaigner, medical doctor and academic @bengoldacre


This is great and what a good idea.

 David Frost, Senior Lecturer in Education, University of Cambridge @hertscam


Sandagogy and the journal are great.  I look forward to reading more.

 Dr Bethan Morgan, Teaching Associate, University of Cambridge @morgteach


Brilliant journal, thanks for sharing.

 Daniel J Ayres, Senior Lecturer in Education, University of East London @DanielAyres


am delighted that there has been so much interest in our first edition of the staff journal.  It is really important for us that we continue to research about teaching and learning and I would like to thank all contributors to this edition.  I would also like to encourage new authors for volume 2.

 Alan Gray, Headteacher, Sandringham School


Caroline, can't thank you and your team of ALTs enough for putting together our second Sandringham Learning Journal. A fantastic acheivement and something that will provoke significant discussion both within and beyond school. Well done!

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