Dr. Jim Rogers (TSC SW CPD and Research Lead) provides an overview of the Podcasts he's been recording:

" In leading the CPD and research strand of TSC SW I have prioritised evidence-informed resources and support and worked closely with our regional partners to sign-post high-quality provision. We also ensure we are needs-led and I conducted a CPD and Support survey in the first month of school closures during C-19. From this we identified that staff and pupil well-being, support for vulnerable children, and support for leaders alongside assisting in the development of teaching remotely were regional priorities. During the period we have also witnessed a lot of 'noise' in the system and while much of this has been positive we have been acutely aware of the demands placed on school leaders and teachers during this period of time.

So, the idea of providing something informative, accessible and grounded in the regional priorities has led to the idea of creating a programme of podcasts. Each one links in some way to the regional priorities and each guest has something valuable to offer. They are no more than 30 mins and each is accompanied with additional notes and resources hopefully making them easy to access. If you listen to them all you will notice they resonate with each other and key themes emerge."

We hope you enjoy the podcasts, please leave feedback on Twitter @TSCSouthWest or @jimrogers72

TSC SW Podcast Library

  • TSC SW Podcast #1: Leadership Resilience

    In our first podcast Jim explores the role of leadership and well-being with Julia Steward, author of Sustaining Resilience in Leadership, and a leadership coach and facilitator for school leaders for over 20 years. In the conversation they reflect on the current situation and the additional pressures placed on school leaders alongside practical tips and advice on self-management. The guidance also includes the roles of governors and trustees.


    Timeline (mins):

    00:00 Introduction
    01:32 Julia, what is your perspective on the current situation and the pressures school leaders are under?
    07:40 What lessons can we learn from 'sustaining resilience for leadership' that can be applied now?
    14:10 What would be your top 3 tips for school leaders, where might leaders turn for advice and support?
    19:20 What would be your advice for those school leaders feeling fear due to the pandemic and responsibilities for people's health?
    24:53 What advice would you give school governors and trustees and their duty of care role in supporting schools right now?



    Links referred to in the podcast:


    1. SusanDavid: https://www.ted.com/talks/susan_david_how_to_be_your_best_self_in_times_of_crisis?utm_source=recommendation&utm_medium=email&utm_campaign=explore&utm_term=newest-talks-5

    2. https://www.ted.com/talks/susan_david_the_gift_and_power_of_emotional_courage

    3. Self-compassion - Kristin Neff: https://self-compassion.org/

    4. Brene Brown on leadership: https://daretolead.brenebrown.com/

    5. SW CPD Portal: https://www.cpdportal-sw.org/

    6. Fear-setting exercise by Tim Ferris. Ted talk: https://www.youtube.com/watch?v=5J6jAC6XxAI&t=10s

    7. Julia's blog on sleep:  https://www.chrysalisleadershipdevelopment.com/2016/01/teacher5aday-the-missing-ingredient/

    8. Julia's website:  https://www.chrysalisleadershipdevelopment.com/

    Julia can be found on Twitter  @chrysalisleader and Jim on  @jimrogers72

  • TSC SW Podcast #2 : International Perspective

    In our second podcast Jim Rogers explores the international perspective with Casper Rongsted of the Nordic Schools.

    As Denmark is beginning to open their schools, Casper and Jim discuss how Denmark has managed the school closures and are now preparing for the return of the younger students.

    Staff and student well-being is something the Danish schools are known for, and how they have maintained this during school closures is discussed, as well as creative ways for managing social distance using the outdoors.




    Timeline (mins):

    2:03 Q1: What has been the Danish educational experience of lockdown, particularly how have the schools supported the welfare of staff and students?

    7:52 Q2: academic catch-up and Danish approach.

    9:22 Q3: Welfare well-being what has been done to maintain staff and student well-being

    12:55 Q4: Danish approach to teaching online and importance of ‘live’ lessons

    17:00 Q5: Drawing from the positives in the current situation - capitalising on rapport and relationships. Top tips.

    Links referred to in the podcast:




    Casper can be found on LinkedIn as https://www.linkedin.com/in/casper-rongsted-2358797/
    Jim can be found on Twitter as  @jimrogers72 and www.jimrogerstraining.co.uk

  • TSC SW Podcast #3 : Sally Apps Executive Principal Cabot Learning

    Sally is an Executive Principal for Cabot Learning Federation in Bristol, a Trust of 19 primary and secondary schools which also includes Alternative Provision. Sally, described as a ‘mover and shaker’ on her appointment in 2017 by Schools Week, oversees secondary strategy and alternative provision across the trust, working as part of a 3-19 executive team with responsibility for school improvement. A busy mother of two primary aged children, Sally also sits on the South West Headteacher Board and is a trustee of a multi-academy trust in Bath. A recent Think Piece ‘Towards Recovery’ prompted the invitation to this podcast. The Think Piece explores the transition from school closures to re-opening, framed in Carpenter’s five levers: relationships, community, transparent curriculum, metacognition and space. Sally has appeared on BBC Points West and BBC Radio 5 Live!.


    Timeline (mins):

    Introduction: Jim

    01:25 Question 1: Sally, would you mind briefly introducing yourself and describing your role and responsibilities?

    03:45 Question 2: Maybe: describe your experience as an executive principal: what have been the big challenges and successes?

    07:44 Question 3: You have written a thought provoking and insightful Thinkpiece: Towards Recovery. What prompted you to write this?

    13:16 Question 4: You talk about recovery being as much emotional as academic. What do you mean by this, and what do you think we need to be aware of in our approach and behaviours with students?

    18:30 Question 5:  Maybe: You have framed this in Carpenter’s five levers: relationships, community, transparent curriculum, metacognition and space. Could you explain this framework and how it might help school leaders prepare for the recovery phrase?

    Links referred to in the podcast:

    Thinkpiece Towards Recovery Carpenter and Carpenter: https://clf.uk/towards-recovery-a-think-piece/

    Carpenter and Carpenter: A Recovery Curriculum:  Loss and Life for our children and schools post pandemic. https://www.evidenceforlearning.net/recoverycurriculum/  

    Sally can be found on Twitter  @_sallyjan
    Jim can be found on Twitter as  @jimrogers72 and www.jimrogerstraining.co.uk

  • TSC SW Podcast #4 : Catherine Scutt - The Chartered College (NEW!)

    In our fourth podcast, Jim talks with Cat Scutt. Cat, a huge water lover and Cornish resident, is the Director of Education and Research for Teacher’s professional body, the Chartered College of Teaching. In the conversation Cat talks about the work and aims of the CCT, her role and how the organisation provides a valuable link between research and practice, while championing and acknowledging the fantastic contribution teachers make to children’s lives and society as a whole. This is of huge significance now and Cat will also share what the CCT are doing to support teachers during this challenging period.


    Timeline (mins):

    Introduction: Jim

    1. 01:34 Cat, could you just describe to the listener who and what The Chartered College of Teaching is?

    2. 04:27 Could you describe your role in a bit more detail?

    3. 07:10 The CCT’s mission is to: celebrate, support and connect teachers to take pride in their profession … bridging the gap between practice and research and equipping teachers … with the knowledge and confidence to make the best decisions for their pupils. Could you provide some examples of how this is achieved please?

    4. 10:10CCT has been active in creating and sign-posting resources for teachers during this period. What have you been doing, what can teachers access from CCT?

    5. 14:18 Where can teachers and leaders find out more about CCT?

    Links referred to in the podcast:

    Chartered College website: https://chartered.college

    Early Career Hub: https://earlycareer.chartered.college

    Open Access Impact articles: https://impact.chartered.college/category/open-access/

    International CPD report: https://chartered.college/international-teacher-cpd-report/

    Report on the impact of school closures: https://chartered.college/2020/05/07/chartered-college-publishes-report-into-potential-implications-of-school-closures-and-global-approaches-to-education/

    Teaching Schools South West Chartered Teacher programme: https://www.teachingschools-sw.org.uk/about-cteach.html 

    Cat can be found on Twitter @CatScutt and the CCT on @CharteredColl
    Jim can be found on Twitter as  @jimrogers72 and www.jimrogerstraining.co.uk

  • TSC SW Podcast #5 : Lorwyn Randall - EEF

    In this podcast Jim talks to Lorwyn Randall the Education Endowment Foundation Regional Delivery Lead for the South West & South Coast. 

    Lorwyn leads the EEF’s school improvement work in the South West & South Coast. He works closely with the Research School Network and other Improvement Partners in the system to broaden schools’ understanding of evidence and provide access to guidance, training and support in the region. 

    The focus of the podcast is EEF’s recent work to support schools during the period of school closure and the following recovery phase.


    Timeline (mins):

    Introduction – Context SW schools CPD and support survey and priority around supporting vulnerable children. 

    01:25 Lorwyn, could you explain your role in the SW and that of the EEF? 

    03:15 Lorwyn talks through kety recommendations from the ‘Rapid evidence-review on remote learning’ 

    20:50 ‘Support for schools publication’ 

    26:15 ‘How schools can support parents’

    Links referred to in the podcast:

    Education Endowment Foundation - https://educationendowmentfoundation.org.uk

    Lorwyn can be found on Twitter on @LorwynRandall and Jim  @jimrogers72 

  • TSC SW Podcast #6 : Ian Hunkin - Trust, Safety, Staff and Pupil Wellbeing

    Ian Hunkin works as the Director of The Sigma Teaching School

    Ian Hunkin works as the Director of The Sigma Teaching School which is a part of Delta Education Trust. Ian has previously worked as a Headteacher, Director of Multi-Agency Services and as an Educational Psychologist.

    Sigma is an alliance of Poole, Dorset and Hampshire primary, secondary, alternative provision and special schools with the shared aim of working collaboratively to improve outcomes for all students within their schools and beyond.

    In this podcast Jim talks with Ian Hunkin about trust, safety, staff and pupil wellbeing. Ian is the author of some fantastic free online training provided by DELTA Education Trust designed to support staff in managing students through possible trauma and considerations for both student and staff wellbeing needs, based on the importance of safety and trust.


    Timeline (mins):

    00.00 Introduction: Jim

    02.17 Question 1: Ian tell me a bit more about your background, what experiences in your career have been formative in the design of this training material?

    06:50 Question2: Ok so lets talk through the key messages from each of the four sessions. Firstly, tell me about the transformative power of feeling safe.

    16:30 Question 3: We have talked about Trust. What can you tell me about rebuilding trust and why it is important?

    27.48 Question 4: Lastly, you have published two sessions on our well-being. Self care and organisational care, and mindfulness is a superpower!

    40.12 Re-opening schools: 5 key evidenced based considerations for everyone’s well-being

    Related CPD Opportunities

    "Returning to School and Making Use of Trauma-Informed Approaches" 

    A free webinar series by Whole School SEND 

    This session is the first in a series of three fortnightly webinars focusing on trauma-informed approaches and interventions to support children and young people in school. 

    Find Out More 

    Links referred to in the podcast:




    Jim can be found on Twitter   @jimrogers72 

  • TSC Podcast #7: Mark Fuller Head of Training Operations Defence Babcock

    In this podcast Jim speaks with Mark Fuller. Mark is a previous secondary school principal and is now Head of Training Operations at The Defence School of Electronic and Mechanical Engineering (DSEME) which part for the Defence College of Technical Training and is located at MOD Lyneham in Wiltshire. Jim and Mark discuss the challenges and opportunities the C-19 pandemic has presented in terms of leadership and planning and delivering high-quality training. The discussion provides an interesting perspective with implications for all those in school and system leadership on the importance of visible leadership, inclusion, communication, celebrating succes43:03n and the ‘human element’.

    Mark spent 24 years teaching in secondary schools in Swindon, Wiltshire and Bristol and twelve of those in various senior leadership positions including as Headteacher. Seeking a new challenge he made the decision to leave the school sector and took a role in trainer development for Babcock and was recently appointed Head of Training Operations at The Defence School of Electronic and Mechanical Engineering (DSEME) which part for the Defence College of Technical Training and is located at MOD Lyneham in Wiltshire. It is responsible for delivering technical training to soldiers, Royal Marines, airmen and officers from all three Services. DSEME has a mission to deliver flexible, affordable, modern and effective technical training in order to support equipment capability that meets the requirements of the nation’s Armed Forces and the needs of their trainees now and into the future. His role as head of Training Operations includes training delivery, training design, training planning & scheduling, media & graphics and equipment support to:

    • Over 1,050 courses
    • Over 166 types of course
    • Over 11,500 students per year
    • Over 2,050 students in training at any one time
    • Over 2,500 piece of equipment including weapons, tanks, helicopters, trucks, electrical and electronic training aids, high pressure systems and simulators

    His first task in his new role was to pause training for over a thousand soldiers, his second task was to re-start it! Mark is a Fellow of the Society for Education and Training (SET) and has led a national best practice initiative on the use of Professional Standards for staff development and holds an MSc in professional Development in Education. He is passionate about learning in all forms and has taught in China and has a longstanding relationship with a school in Brikama, The Gambia, West Africa which he still returns to and teaches in on a regular basis. This appetite for learning has just seen him complete a Foundation Degree in Coaching and Mentoring in order to improve his own practice. He is married with three children all at different stages of the education system – University, FE College and Secondary School and his wife is a prison librarian with an interest in adult literacy. Mark has been an influential figure in Jim’s professional career and his leadership approach is based on the values and principles he lives by.


    Timeline (mins):

    04:15 So firstly Mark, tell us a bit about you, your background and current role and responsibilities.

    09:00 The challenge of contextual-based learning

    12:10 For you and those at MOD Lyneham what have been the implications of current situation and what has been the leadership/strategic response

    29:13 What opportunities of new ways of working and legacy of current period are there?

    43:03 What are the things you think we need to get right both as leaders and also leading teaching / training during this recovery phase?

    Jim can be found on Twitter   @jimrogers72 

  • TSC Podcast #8: The Importance of Oracy during the Recovery Phase

    Judy Clark is a highly experienced English consultant committed to empowering pupils to find their voice both literally and metaphorically. A lead oracy champion, working cross phase with schools to develop spoken language as the underpinning vehicle for learning, Judy has a passion for children’s literature and is committed to opening up the treasures and delights of reading, writing and language to pupils of all ages. She has worked as a senior leader in school; a local authority school improvement adviser for literacy; with Pie Corbett as a Talk for Writing consultant and as the Primary Adviser for the National Literacy Trust for many years whilst continuing to lecture in English at Plymouth Marjon University and work nationally as a freelance trainer and consultant.

    She lives on Dartmoor in the shadow of Haytor and is currently reading The Wild Folk by Sylvia Linstead



    Timeline (mins):

    00:00 – 02:06 Introduction

    1. 02:07 Judy, tell us a bit more about yourself, your background and why you are so passionate about literacy, particularly ‘oracy’.

    2. 06:20 So, what do we exactly mean when we refer to oracy and why is important?

    3. 11:15 Should we measure and assess oracy?!

    4. 14:50 What are the most effective methods to develop oracy in schools? / What examples do you have of oracy being particularly effective in school?

    5. 21:24 There is concern at the moment about the most disadvantaged pupils and their lack of engagement with education during school closures. We also believe there will be a significant impact on pupil wellbeing. What place does oracy have in our support of students during the next few months, and how might it underpin a recovery curriculum?

    6. 28:38 Where can we find out more about oracy?





    Jim can be found on Twitter   @jimrogers72 

  • TSC Podcast #9: Dr Jim Rogers with Dr Mark Rickinson on research use in education

    Mark Rickinson is an Associate Professor in the Faculty of Education at Monash University in Melbourne, Australia. Mark’s work is focused on improving the use and usefulness of educational research in policy and practice. He is currently leading The Monash Q Project (Quality Use of Evidence Driving Quality Education), a new 5-year initiative with the Paul Ramsay Foundation to improve the use of research evidence in Australian schools. Further information: @MonashQProject; @mark_rickinson

    Mark, originally from the UK, moved to Australia with his young family to take up the Associate Professor role at Monash. A keen triathlete, Jim and Mark regularly talk about the challenges of leadership, parenthood, sport (as we age!) and wellbeing. In this podcast they explore the place of research in informing the teaching profession, the challenges of leading large and complex projects and the importance of wellbeing.

    Timeline (mins):

    00:00 – 03:27 Introduction

    1: Mark - tell me a bit more about yourself, your background and current role and your research/projects

    06:05     2. I am interested in exploring whether teaching should be an evidence and research-informed profession, what are our thoughts on this? 

    08:48    3. Can you provide some examples to illustrate this?

    14:40    4. What are the opportunities and challenges of accessing research to inform practice? What advice can you give busy teachers on how to best engage with research?

    21:47    5. I know you have worked with teachers as teacher-researchers. What advice can you give teachers who are embarking on some form of research enquiry as part of their professional development or performance management?

    28:55    6. Last question. We talk a lot about wellbeing and managing high-pressure roles. What tips or advice would you give a professional on managing their wellbeing?

    Additional Resources

    The Monash Q Project Using Evidence Better 
    https://www.tes.com/news/dylan-wiliam-teaching-not-research-based-profession Dylan Wiliam: Teaching not a research-based profession
    https://www.calnewport.com/books/deep-work/ Cal Newport: Deep Work
    https://www.bbc.co.uk/sounds/play/p08hwh62 Anders Eriksson: Deliberate Practice
    https://www.bbc.co.uk/programmes/b07cvhrs Sian Williams: The Science of Resilience

    Jim can be found on Twitter   @jimrogers72 

  • TSC Podcast #10 Prof Daniel Muijs OFSTED

    Professor Daniel Muijs is Deputy Director for Research and Evaluation for Ofsted. Professor Muijs is also a Visiting Professor at the University of Southampton.

    Since 2018 Ofsted has used research and evidence to inform the development of its inspection framework. ‘we want to be as sure as we can be that we are looking at the right things when we inspect and regulate. To do so, we need to follow the best evidence on what good and effective provision is. That means looking at the existing evidence base, but also carrying out our own research when necessary’. In this podcast Jim and Daniel discuss how research and evaluation inform the EIF, how schools can be informed by research and a specific theme in the EIF around emotional wellbeing. Daniel is also able to discuss the role of Ofsted in the autumn term 2020 and its collaborative role in understanding and supporting SEND.


    Timeline (mins):

    00:00 – 02:25 Introduction

    02:26 Daniel, tell me a bit more about yourself – what is your background in educational research, and what was attractive about the Research and Evaluation role for Ofsted?

    05:18 So why and how does Ofsted use research?

    07:59 What is your perspective on how schools use research and evidence to inform leadership and practice?

    11:21 Tell me a little bit more about Ofsted and the focus on emotional wellbeing and why this is so important at the moment

    Current situation:

    14:39 What has been Ofsted’s response to school closures? What is Ofsted’s role likely to be over the next 12 months?

    17:30 Can you tell us a bit more about the HMCI SEND Commentary published 9 July 2020 and your role with SEND?

    Jim can be found on Twitter   @jimrogers72