This paper explores how a Federation of three small infant schools attempted to become self-improving through becoming evidence informed, and in collaboration with University College London and the local Teaching Alliance to reduce the attainment gap for summer born children during their first year in school. Adopting the model of a Research Learning Community (RLC) the Executive Head was been keen for all three schools to become research engaged and to move school professional development in the Federation away from traditional CPD models and towards one in which all teachers are engaged in research-informed enquiry. Small scale case study research led to schools evaluating the quality of the education they offer, understanding what they need to do to improve, taking appropriate action and evaluating the impact of their actions to enable them to achieve together to improve pupil outcomes. Drawing on data from three Reception classes (82 children) during the first year of the project (
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