An international seminar and book launch including new research on how children's voices and choices shape their learning. Recorded 24th June 2025 Speakers Tracy Curran: Director at the National Council for Curriculum and Assessment (NCCA), Ireland Yana Manyukhina: Senior Research Fellow, Helen Hamlyn Centre for Pedagogy (0 to 11 Years), IOE – UCL’s Faculty of Education and Society, UK Susan O’Neill: Professor and Head of the Department of Learning and Leadership at IOE – UCL’s Faculty of Education and Society, UK Mark Priestley: Professor of Education and the Director of the Stirling Centre for Research into Curriculum Making, University of Stirling, UK Dominic Wyse: Professor of Early Childhood and Primary Education, IOE – UCL’s Faculty of Education and Society; Founding Director, HHCP, UK

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7/1/2025

The UCL Centre for Educational Leadership invites teachers, school leaders and researchers to contemplate the research-informed big questions about NPQ learning, wellbeing and retention in schools. Panellists Chair: Dr Peter Kent, President of the International Confederation of Principals Sir Kevan Collins, Non-Executive Director at DfE Leora Cruddas CBE, Chief Executive of the Confederation of School Trusts Professor Gemma Moss, UCL IOE Report authors Professor Qing Gu, Drs Xin Shao and Sofia Eleftheriadou, UCL Centre for Educational Leadership Dr Kathy Seymour, Director of Seymour Research Emeritus Professor Kenneth Leithwood, University of Toronto

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6/27/2025

Primary schools and early years settings shape children’s lives immensely, but there are huge differences in how teachers teach and organise their time. Policy is a major influence on practices, but often changes. At the same time, there are significant disparities in attainment by social class and ‘race’, and differences in how children from different groups experience education. Alice will explore how projects on assessments, practices during Covid, and on schools’ support during the cost-of-living crisis cohere to form a picture of a sector faced with serious challenges in the last 15 years. Taking a policy sociology approach, she will reflect on this work and discuss how underlying dominant discourses such as the idea of ability as fixed work to reproduce inequalities in schools. Understanding why teachers do what they do, and how school leaders make decisions involves exploring both how schools are responsive to policy but also to what extent they resist and reshape policy reform

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3/24/2025

In this lecture, Annette presents qualitative research revealing the nuanced ways cultural knowledge can be consequential in mobility journeys, based on research in the USA with a racially-diverse sample of young people from different class locations. This includes longitudinal data from two books she has written: one that highlights how young adults’ knowledge of navigating institutional barriers can have key consequences; and another that illuminates how organisations routinely made errors that thwarted the paths of refugees in Philadelphia from the Democratic Republic of the Congo. She discusses the impact of these errors, particularly in the delivery of services, and how cultural knowledge was essential to untangling the “knots” that arise. Annette Lareau is Professor of Sociology at the University of Pennsylvania. Currently, she is also a Leverhulme Visiting Professor in the Department of Sociology at the London School of Economics. Prof. Louise Archer, UCL IOE (Chair)

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6/7/2024

At a time when many household incomes are under severe pressure, there are challenges in the accessibility, affordability and quality of childcare provision. Inequalities in access and complexities of needs have been exacerbated by the COVID pandemic, with vulnerable families with children, especially those with special education needs, most likely to miss out on support. Discussion focused on how funding and provision can be built in such a way that those with the highest needs are targeted first and will benefit the most. To enable this to happen, a ‘wholesale review’ of the system could usefully begin by looking much more carefully at a funding system that supports quality of provision across a range of different dimensions.

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3/27/2024

Mark Freeman's Professorial Lecture recorded 24th January 2024 Local history has often been marginalised from ‘mainstream’ academic history, but it has flourished in adult education, and has been at the centre of productive interdisciplinary developments in both teaching and research. It has also been a substantial vector of what is now termed ‘impact’, through its ability to engage local communities in inventive and sometimes surprising ways. In this lecture, Mark discusses the impact of historical pageants on people and places, and the extent to which local historians have participated in it. Introduction: Professor Li Wei Respondent: Professor Georgina Brewis

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1/29/2024

Interviews with attendees who have backgrounds in teaching and primary school governance.

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12/22/2023

Alice Bradbury is Co-Director of the HHCP and Professor of Sociology of Education at IOE, UCL’s Faculty of Education and Society. Prof Bradbury specialises in research on the impact of education policy on classroom practices and inequalities, with a particular focus on issues of assessment in early years and primary schools. Her work has included studies on the impact of the Phonics Screening Check, reading policies, and Ofsted inspection.

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12/18/2023