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Research and Development


Glebe Primary School is a strategic partner of the Harrow Teaching School Alliance (HTSA) leading on the area of Research and Development.

We engage in a number of National and small scale research projects including large scale Randomised Control Trials (RCT’s) and small scale school lead practitioner enquiry.


Our current projects

Research Project and Focus

LSEF Legacy Project - Principles into Practice

To develop pedagogy of EAL practice to narrow and close gaps for EAL pupils.

Early Years Foundation Stage Project (EYFS)

Scratch Maths Project

Early Words Together - Engaging Families in Reading


LSEF Project


Case Study: Developing teachers to ensure they can support all pupils to achieve their best - LSEF Legacy project: EAL Knowledge Hubs and EAL Champions.


Many teachers in schools lack expertise and confidence about first and second language acquisition and don’t know how to best meet the individual needs of pupils with English as an additional language (EAL). Glebe Primary recognised this problem and as part of the London Schools Excellence Legacy Fund (LSEF) they have been working in collaboration with the Institute of Education (IOE) ay UCL to improve this by:

  • Establishing a baseline of teacher confidence and knowledge with a subject knowledge audit
  • Providing teachers with a deep understanding of relevant EAL research
  • Building in strategies to better identify the progress of each learner
  • Sharing pedagogy and practices across ten schools based in four geographical Hubs

Glebe Primary school is a three form entry high achieving school in Harrow, with 92.3% of pupils identified as EAL.   Glebe Primary school is proud to have a Knowledge Centre, reflecting the importance they place on research, continuous improvement and school to school support.  


Establishing a baseline with a subject knowledge audit

They began their project by conducting a subject knowledge audit of teacher confidence and knowledge, which is vital to ensure the LSEF Legacy programme has the greatest impact.  In doing this they have identified five areas for development:

  • having strategies to assess EAL language development
  • understanding second language acquisition
  • knowing  how to effectively find out about their EAL learners cultural and linguistic background
  • analysing language demands, needs and opportunities
  • promoting the inclusion of an EAL perspective


Providing teachers with a deep understanding of relevant research

The programme is allowing teachers to have access to an EAL subject knowledge expert from the UCL/IOE to improve their awareness of EAL pedagogy and practices. Through this they are learning about various themes including exploring reflective narratives, autobiographical writing and the importance of children guessing in the overall reading process.


Building in strategies to better identify the progress of each learner

Once teachers feel more confident in the research relating to EAL teaching and learning, they have been able to follow up on this through their pupil tracking, detailed pupil profiles, capturing narrative stories for some of their pupils and are now providing greater depth to the existing school tracking processes. Each EAL Hub now has a clear focus and each one is exploring strategies to make a difference around the following issues for EAL pupils:


EAL Hub 1 (Harrow): ‘How can we support EAL children to improve their competence in using tenses accurately in their English?’

EAL Hub 2 (Harrow) ‘How can we support EAL learners with improving and understanding comprehension?’

EAL Hub 3 (Hillingdon) ‘How can we explicitly teach vocabulary so that our EAL pupils are able to use appropriate vocab in the right context and so they can communicate in full sentences?’

EAL Hub 4: (Brent) ‘How can we improve engagement in reading for EAL boys?’




Although the project is not complete teachers are making modifications to their practice, incorporating learning from the programme and are saying:


‘I am now relating keywords to first language and concepts to real life situations more.’

I’m not simply relying just on phonics as the only way to teach language.’

I’m trying to model the language I want – rather than correct the pupils.’

Many EAL learners find it difficult to understand homophones – so I have learnt to be more careful about what I say and how I say it.’

I am using more visuals and word to match activities’



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