Thinking Deeply about Primary Education

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 268: What if your most powerful coaching tool is already in your pocket?
In this episode of Thinking Deeply About Primary Education, Kieran Mackle is joined by Jake Cowling and Will McLoughlin to explore self-coaching: recording your own lessons to improve classroom practice with precision—without spiralling into self-criticism or turning professional development into performance management.
You’ll hear how lesson video helps you spot the tiny things that quietly shape learning: the timing of an instruction, the clarity of an explanation, classroom distractions you’ve stopped noticing, and the exact moment attention drifts. Will shares three reasons video is such a high-leverage habit (spot imperfections, understand student experience, and build shareable models for colleagues), while Jake breaks down how to keep reflection rigorous, not vibes-based—by triaging the highest-impact changes first.
They also get practical: using shared frameworks (like the Great Teaching Toolkit, StepLab, WalkThrus, Rosenshine's Principles of Instruction, and Teach Like a Champion) to anchor feedback, how to share video safely, and how to keep this work low-stakes, peer-led, and supportive.
If you care about getting “a little bit better every day,” this episode gives you a clear route to start tomorrow—camera, clarity, and all.
Key topics: self-coaching, video reflection, instructional coaching, direct instruction, classroom routines, mini-whiteboards, choral response, deliberate practice, evidence-informed teaching, safeguarding, professional development culture.

This episode is brought to you in association with Learning by Questions. Find the report here: https://primary.lbq.org/hub/headteacher-guide-school-improvement-top-attainment
Episode 267: This week on Thinking Deeply About Primary Education, I’m joined by Andy Done, headteacher of Masefield Primary, to talk through his new report, School Done Smarter: A Blueprint for Headteachers.
We start with something that’ll probably feel familiar: that instinct to jump straight into “fixing” things. Andy makes the case for slowing down first and properly diagnosing what’s going on — listening to pupils, staff and families, and trying to get to the root cause rather than treating the symptoms. He shares a moment from his first week that stopped him in his tracks.
From there, we get into culture and consistency: why culture beats strategy, why alignment matters more than compliance, and what it looks like in practice when a staff team is genuinely moving in the same direction. Andy talks about things like the teaching and learning handbook, curriculum structures that reduce workload and decision fatigue, retrieval routines (including “Flashback Fridays”), and using technology in a pedagogy-first way — including how they’ve used Learning by Questions to support assessment and feedback without adding to the burden.
We also talk about how Masefield tries to keep the bigger picture joined up: outcomes, staff wellbeing and pupil experience aren’t separate projects. Thrive, structured play, oracy and community-building all sit alongside the academic work, and the point is that they reinforce each other.
If you’re leading in school (or thinking about it), there’s a lot here that’s practical — the kind of ideas you can pinch and adapt straight away.

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
For maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via [email protected]
Learn more about ⁠⁠⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠⁠⁠ - www.alta-education.com/tsom-overview
Episode 266: This week sees the launch of a new monthly format on Thinking Deeply About Primary Education, as Kieran is joined by Elliot Morgan to make sense of what’s been happening across education over the past month.
Rather than chasing headlines, this episode slows things down. We look first at the stories that genuinely feel like progress, including new SEND funding signals, a national professional development programme focused on inclusive practice, the announcement of the National Year of Reading, and early conversations about the role AI might play in exam marking. Alongside optimism, there’s scepticism too, particularly around scale, delivery, and whether headline funding ever truly reaches classrooms.
The conversation then turns to a story that deserves far more attention than it’s getting: the sharp rise in elective home education. With a 15% increase in a single year, we explore what this trend might be telling us about inclusion, belonging, mental health, and the relationship between families and schools in a post-Covid system.
There’s space for lighter moments too. The introduction of new segments includes a nod to a friend of the podcast appearing on national television, and the revival of long-form educational writing. Elliot and Kieran recommend the most thought-provoking blogs and newsletters of the month, spanning cognition, leadership, autonomy, EAL provision, and the overlooked craft of running parents’ evenings well.
The episode closes with a reflection on a busy month for #TDaPE itself, including the London conference, recent podcast episodes, and what stood out most from conversations with teachers, leaders, and speakers.
A slower episode. A wider lens. And a reminder that there is still a lot worth paying attention to in education.

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
For maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via [email protected]
Learn more about ⁠⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠⁠ - www.alta-education.com/tsom-overview
Episode 265: Left-handed pupils are often judged on messy pages, slow fluency, and “awkward grips”—but what if the real issue isn’t the child… it’s the instruction?
In this episode of Thinking Deeply About Primary Education, Kieran Mackle is joined by Mark Stewart (Left n Write UK)—a contributor to the Writing Framework and long-time advocate for left-handed learners. Mark explains why left-handers face built-in challenges in left-to-right writing systems, and how small changes in paper angle, seating, grip, and modelling can remove barriers fast.
You’ll hear practical classroom strategies to prevent smudging, “hooked” writing, discomfort and fatigue, and copying difficulties—plus why teachers need to look beyond the finished page and focus on how writing is produced. Mark also shares two unforgettable letters: one from a 13-year-old whose writing changed after 10 minutes of guidance, and another from a woman in her 70s reflecting on a lifetime of unnecessary struggle.
If you teach EYFS/KS1 or support handwriting across primary, this episode is a must-listen for inclusive, evidence-informed practice.
Key themes: left-handed writing, handwriting technique, grip, letter formation, teacher training/CPD, cross-laterality, writing framework implications, classroom adaptations.

TDaPE London Tickets: https://www.eventbrite.com/e/the-thinking-deeply-about-primary-education-conference-london-tickets-1852637682179?aff=oddtdtcreator
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
For maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via [email protected]
Learn more about ⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠ - www.alta-education.com/tsom-overview
Episode 264: What happens when a maths app “works” in the moment… but pupils can’t do the same maths the next day on paper?
In this episode, Kieran Mackle and Stuart Welsh dig into a systematic review and meta-analysis on digital mathematics interventions for learners with mathematical learning difficulties/disabilities. They unpack what the evidence suggests (and what it doesn’t), why outcomes vary wildly across studies, and how schools can avoid buying into shiny “silver bullet” claims.
Key themes include:
Why “generally positive” results still hide a real risk of negative impact

The difference between performance in-app and learning that transfers

Mobile vs laptop: what the studies show (and what we’re only guessing)

A simple decision lens

What research still needs to answer so teachers aren’t forced to guess

If you’re a primary teacher, maths lead, SENCo, or school leader weighing up edtech spending, this conversation will help you be both evidence-aware and implementation-smart.