June 15, 2026
Inquiry for Impact: bridging research and classroom practice
Jon Wayth
Headteacher
ELIS Villamartín
The biggest effects on student learning occur when teachers become learners of their own teaching.
John Hattie in Visible Learning.
Every year, educational researchers publish thousands of studies proving what works in classrooms. Yet many of these insights never reach the teachers who need them most. This gap between research and practice remains one of education’s greatest challenges.
At ELIS Villamartín, we’ve launched the Inquiry for Impact Project, an initiative that places teachers at the centre of evidence-informed practice. Rather than passively consuming research, our teachers become researchers themselves, investigating what works in their classrooms to best support their students.
What is Inquiry for Impact Project?
The project follows a structured six-stage research process, grounded in established frameworks, and particularly underpins the school’s HQLT Framework (High-Quality Learning and Teaching). At the heart of the research project are four guiding questions that shape every inquiry: What is my impact? How do I know? What evidence do I have? What do I do next? These questions transform teaching from intuition into intentional, evidence-informed practice. Teachers use these questions to test evidence-based strategies and measure their impact on student achievement. The renowned educational researcher John Hattie’s work reminds us that teachers who learn are the most powerful catalysts for student learning. This project embodies that principle. When teachers become inquirers, they model intellectual curiosity and growth mindset for their students.
Evidence-Informed Practice in Action
True evidence-informed practice isn’t about blindly applying research. It’s the intersection of three elements: classroom-based research, professional expertise, and contextual understanding. Our teachers ask themselves: What is my impact? by implementing strategies like dual-coded glossaries and peer feedback protocols. They determine how they know through classroom observation and student work analysis. They gather evidence through formative assessments or student engagement metrics. Then they ask what to do next, refining their approach based on what the data reveals.
Our teachers have already started to implement and tweak powerful strategies, such as:
- Dual-coded glossaries combining visual and verbal information to support vocabulary acquisition
- Peer feedback protocols that develop students’ capacity to give and receive constructive criticism
- Exemplar work analysis helping students understand quality and aspire to excellence
- Talk for Writing sessions building oral language foundations before written expression
- Philosophy for Children (P4C) sessions fostering critical thinking and reasoned dialogue
The Impact
Teachers will present their findings to other staff this month with the idea of knowledge animating their ideas and outcomes to help others learn from their research. We hope that the teachers will grow in confidence as classroom-based researchers to help them in their pedagogical decisions to ensure that our students reach their true potential.
At ELIS Villamartín, we find ourselves in a moment of reflection. We’re discovering that the future of education lies not in choosing between research and experience, but in the thoughtful integration of both. As our teachers continue their inquiry projects, we’re reminded that this work is ongoing, iterative, and deeply human. Our student aptitudes encourage our students to show Independence, Curious Creativity and Reflection, amongst others, so what better way to instil this in our students than our teachers displaying the very same aptitudes. One project at a time, we’re ensuring that our teachers are the best at getting better.
Reference: Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.