All the team teach in one context or another, or several! Most of us have taught, or are still teaching, in mainstream schools in Yorkshire. Most of us have taught, or are still teaching, in higher education.

We believe it is an important way of seeing and experiencing what is happening on the ground, preventing us from ‘ivory tower’ syndrome. What are teachers and students actually saying, feeling, and experiencing?

Teaching reminds us every day what education is about, both in theory and in practice.

Research is the natural partner to teaching. As teachers, we are reflective practitioners, evaluating our work as we go along. What happened just then, and how can I develop it for next time? How can I plan differently for an improved outcome?

Formal research is the documenting of this process, and the investigation of questions which affect not just our own work but that of others too, to inform the wider education sector.

Take a look at the projects we have been and are involved in.

The quest for understanding lies at the heart of both teaching and research. Our natural curiosity leads us to think profoundly about the world around us, our place in it, and our responsibility towards it. Education is a crucial part of how society collaborates in the service of science and knowledge, the arts, the planet, the environment, and the development of humanity itself.

Education is not the delivery of a curriculum to children. It is a shared and ongoing state of being open to change and to new ideas. It is the pursuit of joy, wonder, realisation, fulfilment, compassion and justice. It does not stop at the end of formal education but continues throughout life. Our projects seek to reflect this.

Evaluation is the assessment of what we hoped would happen in the light of what has actually happened. We evaluate our own projects against the plans we initially set out, but we also get involved in evaluating for other bodies and organisations. Talk to us if you need a project evaluating.