Institute of Education


Helen Hamlyn Centre for Pedagogy (0 - 11 years)

Researchers, educators and policy makers working together to transform children's lives through evidence and exemplary pedagogy.

Founding Director: Dominic Wyse
Co-Director: Alice Bradbury

The Helen Hamlyn Centre for Pedagogy (HHCP) was established in 2018 to extend the long-established work of the UCL Institute of Education (IOE) and the Helen Hamlyn Trust in primary and early years education.


The centre aims to enable children to realise their full potential through optimal teaching and learning. The centre works to improve pedagogy for children from birth to 11 years, particularly children living with disadvantage.

The centre's main focus is to enhance educational practice through research. This will be achieved through collaboration between education professionals, parents and children which results in change on the ground.

With the help of our partners, we will build on the longstanding and world-leading reputation of the IOE and the Helen Hamlyn Trust to create a lasting legacy in the field of primary and early years pedagogy.


Centre staff

Centre members

Centre affiliates

  • Jennese Alozie, Director of Effectiveness and Performance, STEP Academy Trust 
  • Mark Avis, Director of Maths, Aspirer Teaching School Alliance / Aspirer Research School
  • Andrew Baldock, Assistant Headteacher of Our Lady of Hartley Catholic Primary School and Specialist Leader of Education (Computing) for the KCSP Teaching School Alliance
  • Judy Barrett
  • Hatice Bisgin, Teacher and Early Childhood Education Specialist
  • Dr Sara Bonetti, Associate Director of Early Years, Education Policy Institute
  • Stephanie Booth, SENCo and Year 2 teacher of Linton CE Infants
  • Kimberley Buchanan, Assistant Headteacher of Greenside Primary School and GGL Federation Head of Early Years Foundation Stage (EYFS)
  • Thamara Bulmer
  • Peter Cansell, National Executive Information Officer of National Association for Primary Education (NAPE) and Founding Director of The Oxford School of Thought
  • John Coe, Editor of Primary First, National Association for Primary Education (NAPE) 
  • Emma Cookson, Module Leader FdA and BA Hons Early Childhood Studies, University Centre at Blackburn College
  • Fiona Crean, Headteacher, Belmont Infant School 
  • Lydia Cuddy-Gibbs
  • Trish Curran-Crofts, Lecturer in Education and Early Childhood Studies, Programme Director BA (Hons) Working with Children, Young People and Families, University of Hull 
  • Joy Dahl, Coordinator for London Refocus Network and Visiting School Supervisor for Roehampton University
  • Megan Dixon
  • Robin Duckett, Director of Sightlines Initiative
  • Jocelyn Elmer, Lecturer at Health and Care Department, Cardiff and Vale College
  • Neil R. Garner, Researcher in Education and Social media, Independent academic
  • Julian Grenier, Headteacher, Sheringham Nursery School and Children's Centre
  • Penny Hay, Director of Research for 5x5x5=creativity, Research Fellow of Centre for Cultural and Creative Industries and Senior Lecturer in Arts Education, Institute for Education, Bath Spa University
  • Gorana Henry, Deputy Headteacher, Wessex Gardens Primary School
  • Louise Johns-Shepherd, Chief Executive, Centre for Literacy in Primary Education
  • David Jones, Teaching and Learning Director of The Scholars Programme, The Brilliant Club
  • Rosalind Millam, Professional Development Manager, Professional Association for Childcare and Early Years 
  • Liz Moorse, Chief Executive, Association for Citizenship Teaching (ACT)
  • Michelle Murray, Chief Executive Officer and Executive Principal, Education Learning Trust
  • National Association for Primary Education (NAPE)
  • Pen Green Teaching School Alliance and the Pen Green Research, Professional Development and Training Base
  • Aimee Quickfall
  • Amanda Seager, Headteacher, Trinity First School, Frome
  • Wendy Scott OBE, President, Association for Professional Development in Early Years (TACTYC)
  • Wendy Smith, Trainer and educational consultant; Chair of Governors at Three Bridges Primary School, Southall
  • Juliet Taylor, Educational Director, CityKids
  • Yuwei Xu, Research Fellow, Centre for Teacher and Early Years Education (CTEY), UCL Institute of Education
  • Ross Young, National Writing Representative, The UKLA (United Kingdom Literacy Association)
Advisors and Practitioner Advisory Board


  • Professor Sonia Blandford
  • Dr Rosie Flewitt
  • Jeremy Myerson
  • Lucy O'Rorke FRSA
  • Hayley Peacock
  • John Roche

About our Advisors

Practitioner Advisory Board

  • Julie Allen MBE (Chair)
  • Megan Dixon
  • Charlotte Hacking 
  • Paul Jackson
  • June O'Sullivan MBE
  • Christine Parker 
  • Professor Dame Alison Peacock
  • Professor Dominic Wyse

About our Practitioner Advisory Board members 

Our activities

Big Questions for Little Audiences

Philosophical questions to help parents and guardians provide their children with engaging opportunities to think, learn, and have fun at home.

The Grammar and Writing Research Project

A mixed-methods research project in collaboration with the UCL Survey of English Usage to assess whether 'Englicious', a new approach to teaching grammar, has benefits for children’s writing at KS 1.

Tackling disadvantage in the early years

Professor Dominic Wyse presented evidence to the House of Commons Education Select Committee for their report on tackling disadvantage in the early years, which included written contributions from Dominic Wyse, Dr Rosie Flewitt and Dr Jake Anders.

Multimodal ethnography 

Rosie Flewitt presented the advantages and challenges of using multimodal ethnography in researching digital literacy practices of young children and how she uses it in her research. 


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Become an affiliate member

We are seeking to build our network of practitioners. If you would like to become an affiliate member, keep up to date with latest news and events, and potentially participate in future projects, email hhcp@ucl.ac.uk.

Latest news

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Forthcoming events

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