Horizons Education Trust Hosts Metacognition Training Conference for Academies
It is our mission to make a difference to the lives of children, young people and their families.
We enrich the lives and educational experience of learners with special educational needs, preparing them for their future contributions to a dynamic society, and with that ethos, professional development is at the heart of what we do.
Horizons Education Trust was delighted to host teachers representing all the Trust Academies at Spring Common Academy, Huntingdon for a training conference presented by Gemma Aukett – Thinking Matters, “Understanding the Science of Learning”.
Kim Taylor, CEO, Horizons Education Trust shared that, “Exciting news today is that teachers across Horizons Education Trust are receiving training from ‘Thinking Matters’ on the Science of learning to develop wider understanding of metacognition and how to support our pupils to become self – regulated learners. Research evidence indicates that this metacognitive knowledge about the brain and thinking can make a difference and enable teachers to deepen the effectiveness of teaching for all learners.”
The Education Endowment Foundation website is the first stop for those who wish to learn more about this initiative,
“Evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning – can be worth the equivalent of an additional +7 months’ progress when used well. However, while the potential impact of these approaches is very high, particularly for disadvantaged pupils, less is known about how to apply them effectively in the classroom.
This guidance report reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils’ metacognitive skills and knowledge. The report has recommendations in seven areas and ‘myth busts’ common misconceptions teachers have about metacognition.
For example, some teachers think they need to teach metacognitive approaches in ‘learning to learn’ or ‘thinking skills’ sessions. But the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.”
– Education Endowment Foundation
In his time as Headteacher at Spring Common Academy, Alex Tomkins embraced this initiative and the opportunity for our Academies to work together and learn from each other. Rebecca Greig has continued this learning focus since becoming Head Teacher of Spring Common Academy in January 2024, and was delighted to attend the training conference today, sharing that,
“Staff worked collaboratively to deepen their knowledge of the science of learning through focused discussion, identifying barriers and sharing examples of how our pupils learn at Spring Common Academy. A highlight was seeing new neuropathways being built via video and thinking about what enables this to happen and how we can translate this into our work at school.”
You can watch this inspiring video if you click here.
Claire Heseltine, Assistant Headteacher Riverside Meadows Academy St Neots found the training to be really beneficial, sharing that,
“It was lovely to have time and space with colleagues across the Trust. During this time, we were able to reflect on how we teach and on why our good practice works.
Taking a step back and thinking about the brain and how it works was both fascinating and informative and gave us a new insight into how we interact with our learners. The fact that metacognition and thinking about how our learners think and learn is a whole trust innovation shows a really exciting and thoughtful direction we are all moving in.”
It is our belief that incorporating metacognition and self-regulation into SEND and SEMH schooling is imperative for providing a greater understanding about how we learn to maximise education opportunities for all pupils as a part of our Academies educational experience.
These practices not only enhance the academic outcomes of our pupils but also contribute significantly to the development of essential life skills that support students in their journey towards independence and success.