Creating an Evidence Informed Teaching (EIT) culture within education is at the forefront of educational policy both nationally and internationally, with the embedding of research evidence and development noted as being a key focus for all schools if we are serious about developing high quality and innovative approaches to teaching. 

At Chorlton High School, we believe that research is an integral part of all academic disciplines and seek to establish the meaning and purpose of ‘research’ in an educational setting. We believe that the three key elements of undertaking educational research are: ‘disciplined enquiry’, ‘systematic approach’ and the ‘sharing of outcomes’. 

We work hard to create an embedded collaborative professional learning culture, by using robust and high-impact research, in order to improve teaching and learning, pupil attainment, encourage active learning and increase enjoyment of our young people.

Enquiry based approaches form the essence of innovation at Chorlton High School where practitioner led research, conducted by our trainee teachers through to our Senior Leaders alike, is strategically linked into addressing school development and improvement. Every teaching member of staff carries out a research project, based on academic research, and the findings of these are shared and celebrated at the end of each academic year. Through ensuring that evidence and research are at the heart of our professional development, we hope that our pupils will benefit from a constantly evolving curriculum delivered by teachers practicing at the very highest levels.

If you are interested in learning more about or contributing to new or existing Research and Development Action research projects please contact:


In the most highly research-engaged schools, highly effective leaders played a key role, acting as intermediaries and facilitators of access to, engagement with and use of research evidence for staff in their schools.
(Coldwell et al, 2017).

“The word ‘research’ carries many meanings and can produce strong reactions” 
(Menter, 2011).

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