NACE CEO Rob Lightfoot shares an update on opportunities for NACE members for the coming year – including our research focus for the year, the 2025 NACE Conference, the launch of our subject-specific resources, network groups, primary and secondary subject workshops and our continued cluster offers for both membership and the Challenge Development Programme.

As we enter the start of the new academic year, I wanted to take this opportunity to give you a brief overview of what we have planned to support you this year…

Research focus for 2024/25

As I am sure you will be aware already, this year we will be concentrating our efforts on researching how we can best support more able learners who encounter disadvantage in any of its many forms. Our research will demonstrate the successes of schools in enhancing the motivation, engagement, achievement, experience and education choices for more able learners who experience disadvantaged circumstances. Our aim is for this work to become a vehicle for professional development and school improvement.

We are holding an in-person research event on Friday 18th October at the NACE offices for anyone interested in being part of this project. Register here or contact research lead Dr Ann McCarthy on annmccarthy@nace.co.uk if you have any questions.

NACE Conference 2025 

The research outlined above will be the focus for our conference this year, taking place on Friday 27th June 2025 at Pangbourne College. Our early bird 2-for-1 will end soon – take advantage of this offer by signing up now.

Subject-specific resources

Following member feedback, we are delighted to be launching our new subject-specific resource collections – to support subject leaders and individual teachers in embedding cognitively challenging learning across the curriculum. We will continue to add to these collections throughout the year. If there is a particularly resource or strategy that you would like to share with our wider member network, then please get in touch with us via info@nace.co.uk.

Network Groups

We will continue to run our popular series of Network Groups for the new academic year. These groups offer the opportunity to connect and collaborate with peers and seek support for the issues you currently face. There are dedicated groups for More Able Leads (meeting half-termly), EYFS and KS5 (termly), as well as a free termly group exclusively for schools accredited with the NACE Challenge Award. All are facilitated by NACE’s senior education team.

Register now for the full year and you’ll get one session free. 

Subject workshops

Having received outstanding feedback since we started running our subject workshops in January 2023, we will continue to run these popular online sessions. 

You can sign up for our next set of primary workshops taking place on the morning of Thursday 21st November 2024, covering history, mathematics and reading. Our secondary workshops will take place on Thursday 30th January 2025 and will cover computing, English and mathematics. Multi-delegate discounts are available.

NACE offers for groups/clusters of schools

We will continue to offer discounts to clusters of schools for both membership and participation in NACE’s Challenge Development Programme. Working together will promote a consistency in approach, while allowing the flexibility for each school to work at their own pace and in line with their own context. Groups of schools working on the programme can also benefit from shared consultancy and/or CPD to support this process.

NACE Challenge Ambassador schools

We are delighted to welcome Holme Grange School and Nettlesworth Primary School as our more recent NACE Challenge Ambassador Schools – both attaining this status during the 2023/24 academic year – joining existing Ambassadors Toot Hill School, Southend High School for Boys and Ysgol Glan Gele. 

If you have already been accredited with the Challenge Award on two or more occasions, you will have the opportunity to apply to become a NACE Challenge Ambassador School during your next accreditation. To do this, you must meet the Ambassador School requirements, and we look forward to more schools joining this prestigious group in future years when their next accreditation is due. 

I wish you all the very best for the new academic year. As always, please do get in touch if we can support you in any way. 

Elly Hayward, Head of English at Pangbourne College, shares her reflections on achievable next steps to start making changes following an inspiring CPD session.

Like many of those working in schools, I’ve found getting back to face-to-face CPD with professionals and colleagues is brilliant. After recently attending NACE’s member meetup on the theme “Speaking up: developing oracy for high achievement”, I came away buzzing with ideas, keen to feedback and also plot and plan as to how to drive forwards this key skill at Pangbourne College.  

But what’s the reality of actually doing that? How easy is it in our busy school lives to act upon and embed our newfound knowledge into our school culture? When’s a good time to broach a whole-school initiative and is that necessarily the first step?

Here are my musings on the matter and perhaps, even in the process of writing how I might go about this, I may find myself one step closer to realisation in my own school context.

1) Feedback to someone… anyone! 

I used a department meeting to consolidate my thoughts from the day and to pass on some of the excitement that I felt about what I’d seen and shared. I also reflected on a lot of the good things that we are already doing in our department (always good to big up your department with what they are already doing well!). As an English Department, we usually find ourselves at the forefront of anything to do with presentations, debates, talking in public. And we do it pretty well. But what I also realised whilst feeding the information back was that I was sure that good things were happening elsewhere in the school – and that’s, perhaps, where to start.

2) Find some time. 

I can hear your teacherly guffawing from here. Time is something we have precious little of and as not only a Head of Department but a working mum and wearer of many hats, I needed to be seriously realistic about where my priorities lie and what might actually be achievable. 

Without taking the lead on a whole-school development strategy in one fell swoop, I thought smaller. Microscopic in fact. I can hear my line manager’s words ringing in my ears already: “Don’t take on too much… We all need to strike that balance between trying to do everything and doing less, well.” I would do well to heed the latter. 

It’s not a question of whether improving students’ oracy skills will raise the attainment of all students; it was clear from the evidence presented at the NACE meetup that it will. Instead, the questions need to be: Does this align with whole-school strategies and development plans? What are the school’s priorities this academic year and next? What impact will this have in my context? And coming back to my first point, what are we already doing well?

3) Find out what’s already going on that’s good. 

This is my next step and the point where I find myself now. My plan – as Chloe Bateman suggested in her presentation at the meetup (summarised in this blog post) – is to find out what’s already good in my school. I have an awareness (you’d hope so!) of what is happening oracy-wise in the English Department but I’m acutely aware that it is not just the job of the English staff to develop and promote good oracy skills. My intention is to send a survey out to teachers asking them to firstly outline what oracy is, as I’m not sure many label it as such, and give concrete examples of where they develop this skill in their subject.

4) Start with small wins.

This is something that is key to our department philosophy and my approach to many things. Sharing what is already being done to promote good oracy by finding those nuggets and celebrating them with colleagues before introducing more ideas for staff to possibly adapt into their lessons. This may take the form of delivering a session of CPD or a presentation at one of our academic meetings or INSET, or it may be as simple as sending out a short video of “Have you tried…?” ideas. Chloe shared some great advice about “enhancing our existing curriculum, rather than distracting from it.” I will certainly also be following up with some of the other ideas shared at the meetup – but one step at a time!

Even in writing down my thought process, I feel fired up again. My eye-line has risen just above the mire of lessons, marking, administration and school events to look at that bigger picture about making a long-term, significant change to the way oracy is perceived in our school and, ultimately, raising our students’ confidence and skills in communication.

Elly Hayward is Head of English at Pangbourne College. You can follow her on Twitter @PangCollEnglish

Feeling inspired? Explore NACE CPD opportunities.

NACE CEO Rob Lightfoot shares an update on opportunities for NACE members this year – including new on-demand CPD, R&D Hubs, website updates, and reduced Challenge Development Programme costs.

Welcome to the new academic year! I am sure we are all looking forward to leaving school closures behind us, following the Covid pandemic, and being able to focus on the needs of our young people. Here’s an overview of what we have planned to support you and your school this year…

New on-demand CPD modules

Our set of new on-demand modules build on NACE’s research into cognitively challenging learning environments, exploring key aspects of cognitively challenging teaching and learning. Grounded in research, each module is brought to life with examples of cognitive challenge in practice – at the whole-school/leadership level, and within the individual classroom.

In a similar vein, we will soon be launching a set of on-demand modules for teaching assistants to understand the cognitive science behing challenge in the classroom. Again, this set of modules can be used to provide training across the academic year for all of the teaching assistants in your school.

R&D Hubs programme launch

Our Research and Development Hubs programme, free for our member schools, offers opportunities for NACE members to exchange effective practice, develop in-school research skills and collaborate on enquiry-based projects. This year, the Hubs are exploring three key themes: (1) oracy for high achievement; (2) rethinking assessment; (3) cognitive challenge within the new Curriculum for Wales. To learn more, please sign up for the online Hubs programme launch, which takes place on Tuesday 27 September at 3:30pm. 

Website updates

We are making changes to our website, in response to member feedback, to make it easier for you to sign up for events (such as this term’s member meetup) and find the resources you are seeking. These amendments will continue throughout the academic year, but we hope you will see an immediate improvement this term – starting with our new-look members’ area. Please do not hesitate to get in touch with additional feedback and suggestions.

Keeping costs low to support member schools

We are all facing increased costs but, to support our members, we are freezing our membership subscriptions at the same rates as for the 21/22 academic year. We are also extending the discounts available for MATs, alliances and clusters; see here for all fees and group discounts.

In addition, to mark NACE’s 40th anniversary, we are reducing the prices of NACE Challenge Development Programme packages for the whole of the 22/23 academic year. The NACE Challenge Development Programme is designed to support school leaders who are uncompromising in their ambition to ensure more able learners achieve their potential, in the context of challenge for all. 

Alongside this, we are reducing costs for schools working through the Challenge Development Programme who wish to apply for Challenge Award school accreditation – providing external validation of high-quality provision for more able learners. Again, these reductions will be in place for the whole of the 22/23 academic year.

NACE Challenge Ambassador programme launch

This month we are launching our NACE Challenge Ambassador Schools programme, which will be open to all schools that have achieved the NACE Challenge Award on two or more occasions. This initiative aims to create a strong network of schools, providing outstanding collaboration opportunities for similar-minded school leaders, and supporting continued improvements in provision for more able learners. The programme will also provide a collective voice to respond to government white papers and other high-priority issues at the national level.

Celebrating NACE’s 40th anniversary

As mentioned above, 2023 will be NACE’s 40th year working with schools, education leaders, practitioners and policy makers to improve provision for more able learners. Please keep an eye out for special events and initiatives later in the year to celebrate our 40th anniversary.

As always, please do get in touch if we can be of any help and I wish you all well for the new academic year.

Dr Ann McCarthy, NACE Research & Development Director

At NACE, research and development lies at the heart of our work. Using research findings from within and outside education, whether contemporary or historic, we have an evidence base on which to develop our understanding of cognitively challenging learning. Our publication “Making space for able learners: cognitive challenge - principles into practice” provided colleagues with practical guidance based on case studies from NACE member schools. The findings from this research, alongside the NACE Challenge Development Programme and associated resources, provide support for schools wishing to become outstanding providers. Our more recent activities have included work with schools in Wales on the new curriculum for Wales, as well as focusing on the development of early years provision, oracy, rethinking assessment and an increased understanding of metacognition and perfectionism. 

What are the NACE R&D Hubs?

An important facet of our evidence-based practice is the NACE Research and Development (R&D) Hubs programme. The R&D Hub approach to research and development is based on teacher enquiry. This is a core tool used by teachers to make informed choices and systematic decisions supported by evidence. It enables teachers to measure the impact of their actions and as a result make purposeful changes to curriculum and pedagogy. 

Each NACE R&D Hub brings together a community of like-minded practitioners who want to develop their own classroom practice and share this with others. Each Hub develops academic thinking relating to a specific theme and asks a “Big Question” about existing practice. 

This academic year our three Hubs explored the following themes: (1) the influence of pedagogy on curriculum, (2) perfectionism and (3) cognitively challenging learning within the new Curriculum for Wales. Hub leaders provided participants with guidance on some existing research and reading resources. Participants were then encouraged to examine their own classrooms and present examples of practice which might be refined, improved or changed. They were able to articulate outcomes they wanted to achieve and potential changes which they might make to cause this to happen. Working from a classroom-based hypothesis they then developed a question in the form “If I… will pupils…?”

Through teacher enquiry we have been able to help teachers to understand the complexity surrounding the development of cognitively challenging learning environments. They have examined practice which improves cognition and cognitive skills. They have increased learners’ understanding of themselves and what is needed to learn well. Through their actions to refine provision for highly able learners they have had a positive impact on all learners. Through the Hubs, participants have developed their academic voices, which has enabled them to share their ideas more widely within their schools, in the NACE community, and with their networks of schools.

Theme 1: Pedagogy and the curriculum

In this Hub, led by Copthorne Primary School (Bradford), participants examined ways in which a focus on aspects of pedagogy impacts on a cognitively challenging curriculum. This reflects NACE’s belief that by creating cognitively challenging learning environments and refining provision for more able pupils, pedagogy will improve, and all pupils will benefit. 

Aspects of pedagogy which teachers determined could be central to their enquiry interests included:

• Higher-order questioning
• Curriculum organisation 
• Designing rich and extended talk opportunities
• Developing pupils’ enquiry skills
• Developing collaboration and language skills
• Use of manipulatives and practical resources
• Live modelling
• Developing independence

Teachers took time to reflect on their current practice and discussed features of their work which they would like to develop. They posed questions in line with the enquiry model and then refined the questions to provide a precise focus on an area for refinement and analysis. All teachers found it useful to have the time and space to think more deeply about strategies to challenge the more able. They were able to share some great examples of analysis of the impact of their interventions.

Pupil engagement increased in most cases and teachers showed that they were more confident and better equipped to challenge the more able across the curriculum. Through engagement with this hub teachers built up a wider range of teaching strategies. They have evidence to show that these strategies work to deepen understanding. Examples of impact included the use of manipulatives in maths, retrieval practice for GCSE revision, live modelling, extended talk and opportunities to develop reasoning skills. 

Theme 2: Perfectionism

This Hub’s focus on perfectionism built on the work NACE has undertaken with York St John University in this field over the past few years. The original research examined the impact of raising awareness of perfectionism and helping young people to understand more about the associated traits. While that initial research focused on key stage 4 pupils, teachers in the Hub were able to use the information and resources developed to work with a wider age range. The question here was “Can a single classroom-based lesson improve student-reported knowledge about perfectionism and a willingness to seek support if needed?” The materials used to support the teachers’ enquiry projects are available for all schools here. 

Teachers engaged in the enquiry found that some pupils already understood what was meant by perfectionism but did not necessarily appreciate the different “flavours” of perfectionism. Pupils’ response to this information was strongly positive. Some reported that it helped them to reduce stress and worry as they prepared for examinations. Others recognised some aspects of perfectionism in themselves. They learnt about the difference between being a perfectionist (which could lead to negative outcomes) and wanting to do well (as a positive trait). 

Not all aspects of the enquiries were positive, as one target group was taken out of class, which caused them to worry about missing other activities. It was widely felt that raising awareness as a part of developing health and wellbeing for all is an important step forward in schools. One Hub participant commented that it would be useful to continue to explore the impact of the perceived expectations of others (e.g. parents, teachers, peers), and ways of creating a culture which emphasises doing one’s best rather than attaining a certain outcome.  

Schools need to consider the effects of pressures on pupils from their peers, their teachers and their parents and carers. How can an improved understanding of perfectionism become more widely shared within schools? How can school culture adapt to reflect this knowledge about perfectionism?

Theme 3: Cognitive challenge within the new Curriculum for Wales

Led by Bishopston Comprehensive School and Ysgol Gyfun Gwyr (Swansea), this Hub sought to develop cognitively challenging learning experiences within the new Welsh Curriculum. To do this each participant focused on a key aspect of self-regulation or metacognition within their teaching. They then examined the impact on the resilience and ambition of their pupils within their learning. This group selected a wide range of starting points in response to this question. 

One school was acutely aware of how highly context-bound resilience and metacognitive skills can be. They found that working with pupils on specific workload issues was more useful than additional revision. They also found peer support and advice could increase the effectiveness of working practices. Another participant also used peer collaboration to support some GCSE German students. This led to a greater understanding of explicit learning strategies and an improved linguistic range. Another school with older pupils tackled the issue of cognitive overload through the introduction of planning templates. The belief was that students have a negative attitude towards essay questions due to high content and cognitive overload. This affects their ability to achieve the highest marks, since they miss out key content when answering questions. During the enquiry period students’ marks improved, as did their attitudes to essay writing. They found that having “chunks” of information rather than one overwhelming larger piece of writing was easier to manage.

The use of explicit teaching and modelling by both the teacher and other pupils can impact on learning, as was evidenced above in GCSE classes. Another example of this was to introduce younger pupils to higher-order question types. When pupils understand what is possible, they can adapt their learning. In this school the intervention led to pupils setting themselves challenging questions which they sought to answer. They could reflect on the learning of others and guide them to improve responses. They took greater responsibility for their own learning and were more resilient. The quality of written responses have become more sophisticated, exhibiting a greater depth of knowledge. 

In total contrast to the teacher explaining and modelling learning, another participating school trialled the “silent way method” with Year 8 pupils. For this method to work, the teacher does not explain each step but remains silent to enable pupils to discuss and discover the learning processes themselves. This took place in a mathematics class where pupils were skilled in routine and algorithmic responses but were less resilient in solving problems. When pupils were asked to investigate and discover the steps needed to solve problems, they became more active in their learning and showed greater resilience when faced with new problems.

NACE R&D Hub participating schools 2021-22

Despite the pressures experienced by schools over the last year, we were delighted to have a diverse range of schools participating in R&D Hubs programme this year. These included: 

• Bishopston Comprehensive School 
• Brooklands Farm Primary School 
• Chelmsford County High School
• Christleton High School
• Copthorne Primary School
• Dylan Thomas School 
• Furness Academy 
• Hartland International School
• Howell's School, Llandaff 
• Hydesville Tower School
• Kentmere Academy
• Pentrehafod School
• Laugharne Primary School
• Llwynypia Primary School 
• Lutterworth High School
• Malvern St. James
• Samuel Ryder Academy
• St. Albans RC High School 
• St. Cedd’s School
• St. Thomas More Secondary School 
• Storrs High School
• The College, Merthyr Tydfill
• The Cotswold School 
• The Mulberry House School
• Ysgol Caer Elen 
• Ysgol Gyfun Gwyr
• Ysgol Gyfun Gymraeg Bryn Tawe
• Ysgol Llanhari

Congratulations to all of those who persevered and completed their projects. We look forward to working with many of you, alongside new participants, next year.

NACE R&D Hubs 2022-23: join us next year...

What aspect of your own practice would you like to examine? Would you like an engaged community of peers to discuss this with? If you have not yet joined a NACE R&D Hub, now is the time to consider this. We believe the experience of engaging in a teacher enquiry project is one of the most effective ways to examine and develop your own practice, while engaging with current research and sharing insights with others.

Whether or not you have engaged in teacher-enquiry projects or belonged to a Hub before we would be delighted to welcome you next year. The Hubs are open to all NACE members, and those with more experience in teacher enquiry will make all new participants welcome and support them as they use this approach to developing expertise. 

Theme 1: Oracy for high achievement. If you or a colleague are interested in developing oracy in the classroom or across the school, you will want to join NACE Associate Dr Jonathan Doherty and the team at Copthorne Primary School in Bradford to examine the use of language for high achievement. Jonathan is currently researching oracy for NACE and is well-positioned to support the team at this leading NACE school to inquire into this subject at classroom level.

Theme 2: Rethinking assessment. If you have been thinking about the ways you currently use assessment, its position within teaching and learning, its effectiveness and value, you may want to join the Hub looking at rethinking assessment. This Hub is supported by NACE’s central team and led by Dr Ann McCarthy, who is examining the ways in which we can make better use of assessment to develop cognition, cognitive skills and learners’ metacognition. In this Hub participants will have an opportunity to examine assessment as learning and its place in cognitively challenging learning environments. 

Theme 3: Cognitive challenge within the new Curriculum for Wales. The third Hub will be led by Alison Sykes and her team at Bishopston Comprehensive School. This provides an opportunity for those working in the Hub this year to continue their enquiries in this field, while also welcoming other schools wishing to examine cognitive challenge within the new Curriculum for Wales.

All three Hubs will open with an online launch event at 3.30-4.45pm on Tuesday 27 September 2022.

If you or a colleague would like to join a Hub or learn more about the programme, please visit the NACE R&D Hubs webpage for more information, and register here for the online launch event.  

NACE Associate Dr Jonathan Doherty reflects on what we mean by teacher enquiry, its benefits, and how to do it well – drawing on the experience of the NACE R&D Hubs.

Colleagues at this stage in the year will be fully into the cycle of NACE Research and Development Hub meetings and working to finalise their enquiry projects for this year. It is a privilege to be part of the R&D Hub based at Copthorne Primary School in Bradford. The meetings are a rich exchange of ideas for teacher-led projects under the umbrella theme of exploring how curriculum design can arise from a focus on cognitively challenging learning experiences and an understanding of the pedagogical models and practices which facilitate this. The discussions and planned research are fine examples of teacher enquiry in action, which prompted me to write this blog post.

What do we mean by teacher enquiry?

A variety of terms exist for this work – classroom enquiry, action research, practitioner research – and it has a long history in educational research. Researchers Marilyn Cochran-Smith and Susan Lytle (2009, p.123-4) described teacher enquiry as, “neither a top-down nor a bottom-up theory of action, but an organic and democratic one that positions practitioners’ knowledge, practitioners and their interactions with students and other stakeholders at the centre of educational transformation’’. 

It is associated with small-scale investigations carried out by teachers in their own classrooms and schools. They don’t just observe it, they do it! Underpinning this and recognised is that teachers’ engagement with enquiry will provide answers to questions that they want answers to, and in turn will generate new knowledge.  

What are the benefits of teacher enquiry?

As is in evidence from the NACE R&D Hub meetings, the characteristics of this type of research are that it is undertaken by individual teachers or groups of teachers, it is conducted in schools with the purpose of improving classroom practice, and it leads to shared and greater learning. Teacher enquiry recognises that teachers are uniquely positioned to provide the insider’s view of how teachers and learners co-construct knowledge. Teacher enquiry in the form of short, focused projects is “authentic” because it is close to everyday classroom work; it is “ethical” because of how the enquiries are conducted with regard to confidentiality and anonymity; and it gives “voice” to represent and amplify this important work undertaken by teachers. In our Hub meetings at Copthorne, it is obvious to see the extensive thought processes that have gone into formulating the research questions for the different projects.

What does it look like in practice?

Research of this type has a definite shape to it, although each project in our R&D Hub is slightly different. Many models exist to illustrate teacher enquiry, but they are all based upon similar principles of planning, taking action and evaluation (Coghlan, 2019). 

Stage 1: conceptualisation

 Enquiries begin with the formulation of a question (sometimes referred to as a hypothesis). This is the conceptualisation stage. The question is posed by the teacher(s) or in conjunction with students and must be “researchable” with the potential to answer an issue in the classroom. The NACE R&D Hubs format for enquiry, “If I do X, will Y happen?” is extremely helpful in making this concise and the research viable.  

Stage 2: intervention

After the question is finalised (and often shortened for clarity), comes the intervention stage, where the investigation is planned in detail, a target group identified and baseline information from the target group set up. 

Stage 3: analysis

When sufficient data is gathered, it is organised in categories and then begins the analysis stage, where analysis of key themes leads to deeper understanding. 

Stage 4: evaluation

Finally, after 6-8 weeks, sufficient time to observe physical change taking place, conclusions are drawn which relate back to the original question and typically identify implications for classroom practice (or indeed further enquiry) arising from the investigation. This evaluation stage might include its value to the pupils, to the teacher’s professional learning, or more broadly to organisational learning. 

Whilst these four stages may appear to be a linear process, they are not: the shape is very much cyclical, returning to the original question posed.

How does this relate to provision for more able learners?

There are many benefits to conducting enquiry work focusing on more able learners. It helps create a space for busy teachers to stop and examine existing ways of working. It is situation-specific: it enables the examination of one’s own situation and leads to a better understanding of context. It is a participatory process, all about doing. It builds on teachers’ extensive knowledge of classroom practice already. It is collaborative, as the sharing of ideas with others in NACE R&D Hubs demonstrates. It involves robust evaluation: bringing a systematic and disciplined way of working that leads to new understandings and creates a bona fide evidence base, so important for developing how best to support more able learners in primary and secondary school contexts.

How to do it well: five top tips for teacher enquiry work

1. Spend time getting the research question right. It must be clear and specific. For example, “How does the use of teacher written feedback improve learning in History for more able learners?”
2. Set a baseline at the start of the project. This might be teacher assessment or achievement data.
3. Use a variety of ways to collect data. This could be a short questionnaire, focus group interviews, set tasks or targeted lesson observations.
4. Involve more able students from the start. Involve them in helping to plan the project. Talk to them about how this is going to happen and their view of it in implementation.
5. Share your work. This might be within a school at a research meeting or a staff meeting. Consider going wider. A conference perhaps or writing the enquiry up for publication. This is new and important work. Share your successes!

A final word from Lawrence Stenhouse (1981) who commented that, ‘‘it is teachers who in the end will change the world of the school by understanding it’’.

References

• Cochran-Smith, M. & Lytle, S. (2009) Inquiry As Stance. New York: Teachers College Press
• Coghlan, D. (2019) Doing Action Research in your Organisation. London: Sage.
• Stenhouse L. (1981) What Counts as Research? British Journal of Education Studies. Vol XXIX, No. 2. June.

About the NACE R&D Hubs

NACE’s Research and Development (R&D) Hubs offer opportunities for NACE members to exchange effective practice, develop in-school research skills and collaborate on enquiry-based projects. Each Hub brings together members from all phases, sectors and contexts to share and augment the available evidence on what works for more able learners. Find out more here, or contact us to express your interest in joining the R&D Hubs next academic year.