With the opening of The Wisbech Academy in September 2024, Wisbech now benefits from two secondary schools working together under Brooke Weston Trust. Dr Rachel Lawrence-Byron, formerly Director of Development for the Trust, has played a key role in embedding evidence-based practice across its schools. Now, as Associate Principal at The Wisbech Academy, she brings this expertise directly to the new school, ensuring a consistent, research-informed approach to teaching and learning.

One early example came when all middle leaders at The Wisbech Academy took part in the Behaviour and Culture programme from Evidence Based Education. This involved weekly online study and in-person sessions led by Charlotte Hawker-Smith, the Trust’s Director of Teaching and Learning. Staff developed a strong grounding in the research behind building positive school culture, which helped shape the school’s policies from day one.

Rachel’s experience leading professional development across the Trust highlights the importance of moving beyond reading about research to actually applying it in classrooms. “We wanted to create a culture where staff could confidently test new ideas and measure what really worked for their students,” she says. Opening a brand-new school offered the opportunity to embed this culture right from the beginning.

One challenge has been protecting time for staff to engage with research in busy school schedules. To overcome this, the Trust has built research into everyday routines, sharing weekly summaries in the staff newsletter and discussing evidence in Heads of Department meetings, so it becomes part of the school’s decision-making processes.

Supporting teachers to use research has also meant offering hands-on training. Many staff were eager to improve but sometimes lacked confidence in using research methods. Rachel led practical sessions focused on real classroom issues and partnered with ImpactEd Evaluation, giving teachers tools to measure the impact of their work and compare it to national benchmarks. “Making research accessible and practical for teachers is crucial. We wanted staff to see the value of evidence in everyday teaching, not just as an academic exercise,” she says.

Students have also played a part… As part of the Behaviour and Culture programme, the school used a research-informed survey from Evidence Based Education to collect feedback from students and staff. This evidence helped inform the next iteration of the behaviour policy, and reinforces the cycle of continuous improvement.

Collaboration has become a shared strength across both schools. At Thomas Clarkson Academy, a strong professional community was already in place. Rachel encouraged the same at The Wisbech Academy, where new staff quickly embraced a culture of teamwork and development. “It’s been especially rewarding to see staff at The Wisbech Academy embrace this approach so quickly and make it their own,” she says.

To support further development, Brooke Weston Trust offers a clear progression pathway through the Chartered Teacher Award. Originally launched at Thomas Clarkson, the programme helps teachers carry out classroom-based research and assess its impact. Teachers collaborated with ImpactEd to use robust methods, and their results featured in case studies published by the Chartered College of Teaching. The course is now delivered across the Trust, earning Brooke Weston Trust ‘Institutional Member Status’ with the Chartered College.

The impact at The Wisbech Academy has been clear. Staff have actively shaped their practice using research, leading to dynamic, engaging lessons. Students have responded positively to collaborative and creative activities. First-term feedback showed strong enthusiasm for new ways of learning. The partnership with Thomas Clarkson Academy also gives Wisbech Academy students access to shared facilities and extracurricular opportunities, helping them build friendships and confidence.

Thomas Clarkson Academy continues to show the long-term benefits of research-led teaching. Teachers have been recognised through the Chartered College of Teaching’s Certificate in Education Research and Inquiry, with a noticeable effect on classroom outcomes.

Thomas Clarkson Academy may be the more established school, but its relationship with The Wisbech Academy is built on genuine collaboration. With shared leadership under Executive Principal Richard Scott, ideas and learnings flow freely between the two schools. “The partnership means good practice spreads quickly, and both benefit from a culture where evidence and collaboration drive improvement,” says Rachel.

In the future, Brooke Weston Trust plans to expand access to the Chartered Teacher programme at Wisbech and continue delivering it through the BWT Centre for Professional Development in Corby. All teachers and teaching assistants across the Trust now receive free membership to the Chartered College of Teaching, ensuring every educator is supported on their professional journey.

The results so far show how a shared commitment to research and collaboration can shape a thriving, evidence-informed school culture.

For more insights and videos from staff involved in evidence-based practice at Brooke Weston Trust, visit:

• Chartered College of Teaching: https://chartered.college/chartered-status/education-research-and-inquiry-certificate/

• Richard Scott (Executive Principal, Thomas Clarkson Academy and The Wisbech Academy): https://www.youtube.com/watch?v=5zjK4VKV4lY
• Antonia Tan (Head of Science, The Wisbech Academy): https://www.youtube.com/watch?v=Mmantdt6T5U
• Matt Dobbing (Associate Principal, Thomas Clarkson Academy): https://www.youtube.com/watch?v=FYzX8aqdoI4
• Rachel Lawrence-Byron (Associate Principal, The Wisbech Academy): https://www.youtube.com/watch?v=gjEjLtDBWxY