Improving Teaching: Chalk and Change podcast with Harry Fletcher-Wood

Lucy Crehan

Lucy Crehan

Dan Moynihan - getting qualifications in kids' hands

"You can have a lovely building but if the teaching's no good, the thing's not going to work." In this episode, we speak to Sir Dan Moynihan, CEO of the Harris Federation [https://www.harrisfederation.org.uk/]. Beginning as an economics teacher in Tower Hamlets in the 1980s, he became a head teacher in 1999, and the principal of what was then the Harris City Technology College in 2005. The Harris Federation was founded the following year, and now runs 55 schools. He has spent twenty years overseeing its growth. We discussed: * London schools in the '80s: " Nobody could imagine that it was as bad as it was back then." * The difference the Education Reform Act made to leading schools * How he turned around his first school: "Sounds obvious now." * Why he moved to Harris City Technology College and how he began building a trust * How Harris balances prescription and autonomy in school improvement * The role of the the headteacher: "You can have a hero head - the problem is that's not sustainable." * How he keeps improving, and what he's working towards now Dan's career encapsulates the dramatic improvements in English schools, and the underlying changes which have made them possible. The authority with which he can speak about turning around one school - and leading fifty - made this a particularly interesting interview.

Michael Gove - being as demanding as possible

"I hate the idea of settling for mediocrity." In this episode, we talk to Baron Gove of Torry. Entering Parliament in 2005, as MP for Surrey Heath, Michael Gove [https://en.wikipedia.org/wiki/Michael_Gove] was Shadow Education Secretary from 2007, and Secretary of State for Education from 2010 to 2014. His subsequent government roles included being Minister for Justice, and Secretary of State for the Environment, Food, and Rural Affairs. Standing down as an MP in 2024, he now edits The Spectator [https://spectator.com/]. His tenure proved controversial among teachers, and consequential for the education system. As Daisy Christodoulou [https://improvingteaching.co.uk/2025/12/07/chalk-change-3-daisy-christodoulou-saying-knowledge-is-good/] put it, he "set the contours for the next half century." In this interview, I wanted to understand the contours he aimed for, how he sought to pursue them, and what he had learned from the experience. We discussed: * His diagnosis of the challenges facing English schools in 2010 * How he sought to make the Department for Education deliver his agenda * The curriculum review, and why he became closely involved in it * The balance between autonomy and prescription * The goals of the academy programme * What he took with him to the Ministry of Justice and DEFRA * His reflections on the process, and his approach Unbowed in his belief that "knowledge should not be restricted to an elite, and that the best that has been thought and written belongs to everyone," he reflected also about how picking his battles, and "a greater degree of imaginative sympathy for people on the other side" might have helped.

Tim Oates - making things line up

"You can learn a great deal from Finland, but you have to get into a time machine." In this episode, we speak to Tim Oates [http://linkedin.com/in/tim-oates-cbe-253590145?originalSubdomain=uk], CBE. Tim was an education researcher and evaluator of youth training schemes, then worked at the Qualifications and Curriculum Authority, before joining Cambridge Assessment [https://www.cambridgeassessment.org.uk/] in 2006, where he was the Group Director of Assessment, Research and Development for almost 20 years. He’s currently a fellow of Churchill College, working with governments around the world on curriculum assessment. Most recently that’s included the curriculum review for Northern Ireland and work in Flanders. His areas of expertise include: * Assessment and international comparison, * The role of textbooks, * The successes of the Finnish education system and otherwise; and, * What makes an effective curriculum. Between 2010 and 2013, he chaired the expert panel reviewing the national curriculum in England. We discussed: * How confident we can be that students in England are learning more * Why geography responded well to the National Curriculum Review, and how primary English became overloaded * How he came to chair the expert panel for the National Curriculum Review * Why reform of the geography curriculum worked so well * The difference between borrowing policies and learning from other countries * What's working - and not - in Estonia, Finland, Singapore and Sweden * The "very un-British idea" that we might be doing something right in England Tim brought to bear an astonishing depth of experience and wisdom.

Rob Coe: campaigning to get evidence taken seriously

In this episode, we talk to Professor Rob Coe [https://profcoe.net/about-me]. Rob was a maths teacher, then, for many years, Director of the Centre for Evaluation and Monitoring [https://www.cem.org/]. He is now both Director of Research and Development at Evidence Based Education [https://evidencebased.education/] (EBE) and Senior Associate at the Education Endowment Foundation [https://educationendowmentfoundation.org.uk/] (EEF). Rob has been doing thoughtful, critical, uncompromising educational research for longer than I've been working in schools. When new thinking in English schools gained momentum, he was well placed to influence that thinking. His work - notably Improving Education: A triumph of hope over experience [https://img1.wsimg.com/blobby/go/ede177f2-5088-4fee-a850-d64ccdf72d47/downloads/Improving%20Education%20Coe%20Inaugural%20June%202013.pdf?ver=1632210175446], the EEF's Teaching and Learning Toolkit [https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit], and EBE's Great Teaching Toolkit [https://evidencebased.education/#great-teaching-toolkit] - has managed that rare balance of doing a wealth of hard research, particularly in the area of assessment and evaluation, while conveying it in clear and accessible ways that make sense to busy teachers who don't have graduate-level training in statistics. I wanted to hear from Rob about what he thought had improved - or at least changed - and why. We discussed: * The reasons for grade inflation in the 1990s and 2000s, and the limits to educational improvement * Why Assessment for Learning made little difference in English schools * What we can and can't learn from international tests * Why health so much better, and education hasn't * How we can scale effective teacher development * The role of the Education Endowment Foundation and the successes it has had Rob's answer were characteristically thoughtful, original, and thought-provoking.