A natural outcome of engaging in meaningful professional learning together

The School-Based Study (SBS) is a core component of the PGCE programme set by UCL, designed to encourage trainee teachers to engage critically with research and reflect on whole-school practice. Within our school, the SBS becomes much more than a requirement - it is an opportunity for trainees to step beyond their subject areas and think more broadly about the systems, routines, and values that shape school life. Through the SBS, they explore topics that genuinely matter in classrooms and corridors, and they begin to see themselves as contributors to the wider profession.

My role at Winchmore School in Enfield is to facilitate the SBS process, supporting them through both the research and delivery phases so that they feel confident, prepared, and able to share their ideas with others.

The School-Based Study process

The SBS process itself is highly collaborative. While UCL provides the overarching structure, I work closely with trainees to guide their thinking, help them refine their focus, and support them in engaging with academic research. I always make a point of providing them with starting points - ideas, prompts, and research articles - so that no one feels overwhelmed at the beginning of the SBS. From there, they begin to shape their own enquiries, often choosing topics such as walking on the left in corridors, rewards systems, formative versus summative assessment, or the role of student voice.

The delivery phase of the SBS is something I particularly value. Trainees present their findings to an invited audience that includes other PGCE students (sometimes from different higher education institutions), mentors, and members of the Senior Leadership Team. It gives their work a real sense of purpose. After each SBS presentation, I provide detailed feedback using “What Went Well” (WWW) and “Even Better If” (EBI). This is always intended to be constructive and developmental, giving them clear next steps while also recognising what they have achieved.

I feel very strongly that the SBS has a real impact on trainees, particularly in terms of building their confidence. Standing up and presenting as part of the SBS to a professional audience can be daunting, but time and again I see them rise to the challenge. They begin to speak with authority, draw on research to support their ideas, and engage in meaningful professional dialogue. That growth is incredibly rewarding to witness. The structured WWW and EBI feedback also plays a key role, helping them to reflect honestly and continue improving.

The wider school community

Beyond the individual trainee, the SBS also benefits the wider school community. The range of topics explored often sparks thoughtful discussion among staff and encourages us all to reflect on our own practice. Fresh perspectives from trainees can be surprisingly powerful, and the inclusion of external PGCE students adds even more depth to those conversations.

The SBS strongly supports the Professional Values and Wellbeing (PVW) Competency, particularly 6.5 and 6.6. Through the SBS, trainees contribute to the wider school beyond their subject, and they build valued, effective, and constructive professional relationships with colleagues. What I value most, though, is how authentic this feels - it is not something artificial or forced, but a natural outcome of engaging in meaningful professional learning together.

Ultimately, the SBS has become one of the aspects of the programme that I most enjoy facilitating. I am genuinely passionate about the way it helps trainees to grow - not just as teachers, but as confident, reflective professionals who feel that their voice matters. Seeing them develop that confidence through the SBS, take ownership of their ideas, and contribute to a wider professional conversation is something I find incredibly rewarding.