The DfE’s Standard for Teachers’ Professional Development (2016) suggests that a stand-alone training event, such as a one-off twilight session, is ‘unlikely to have a lasting impact on pupil outcomes’ and instead promotes a longer-term programme of varied activities. In this case study we (a Y6 teacher and a drama-practitioner) share our joint experience of a ‘longer-term programme’. Using the DfE’s Standards, we outline elements of the programme that we believe led to real impact in the classroom. Between 2016 and 2018, Southcoates Primary Academy in Hull took part in a pilot for Paul Hamlyn Foundation's Teacher Development Fund (TDF). The school worked alongside the Royal Shakespeare Company (RSC) and IVE (Arts Council England’s Bridge Organisation for Yorkshire and Humberside) to explore how the RSC’s signature Rehearsal Room pedagogy could improve children’s writing.
The impact
Three teachers from Southcoates took part in a two-year enquiry-based research pro
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