Developing a Culture of Enquiry Through Practice
This enquiry played a pivotal role in establishing a culture of enquiry across the school by modelling a structured, reflective, and collaborative approach to improving teaching and learning.
The process began with a shared focus on a meaningful question: How do Alan Peat sentences influence sentence variety in fictional writing? This unified staff around a common goal and encouraged professional dialogue rooted in evidence.
A key strength was the triangulation of evidence—drawing from book looks, classroom observations, and pupil voice. This multi-faceted approach provided a richer understanding of pupil progress and modelled how enquiry can go beyond data to capture the full learning experience.
Teachers were encouraged to engage in reflective practice, using findings to adapt instruction in real time. This helped shift the culture from reactive to proactive teaching, where enquiry became a tool for continuous improvement.
Importantly, pupil voice was central. Learners shared how sentence structures supported their writing, reinforcing the value of listening to pupils as co-constructors of learning.
The enquiry also highlighted the need for clear progression planning and balanced implementation—ensuring sentence instruction supports rather than restricts creativity. These insights now inform wider school development.
As a result, staff are increasingly confident in leading their own enquiries, and the school is moving toward a more inquisitive, evidence-informed culture where enquiry is embedded in everyday practice.
Evaluating the Impact of Enquiry on Our School
This project has been instrumental in embedding a culture of reflective, evidence-informed practice across the school. By focusing on the use of Alan Peat sentence structures, the enquiry provided a clear, purposeful lens through which to examine and enhance writing instruction.
The triangulated approach—drawing on book looks, classroom observations, and pupil voice—modelled a robust framework for enquiry that staff could replicate across subjects. Teachers became more confident in using evidence to inform planning, adapt teaching, and evaluate impact. The process also encouraged greater collaboration, with staff sharing strategies and insights to support consistent implementation.
Importantly, the enquiry highlighted the value of balancing structure with creativity. It prompted professional dialogue around progression, curriculum design, and pupil autonomy, leading to more thoughtful and responsive teaching.
Pupils, too, became active participants in the process. Their feedback shaped classroom practice, and their growing confidence in using sentence structures reflected the power of targeted, well-supported instruction.
Overall, this project has laid strong foundations for a sustainable enquiry culture—one that values curiosity, reflection, and continuous improvement in pursuit of high-quality learning experiences.
Peer Support: Enhancing Learning Through Collaboration
Peer support has emerged as a valuable element in strengthening both academic and social outcomes within our school. Through the enquiry into sentence structure and writing development, we recognised the power of pupils learning with and from one another. Structured peer support—such as writing partners, peer editing, and collaborative sentence-building tasks—enabled learners to share ideas, model techniques, and provide constructive feedback in a supportive environment.
This approach not only reinforced understanding of Alan Peat sentence types but also fostered greater confidence and independence. Pupils were more willing to take creative risks, knowing they had a peer to support and guide them. For less confident writers, peer interactions provided accessible explanations and encouragement, helping to close gaps in understanding.
Peer support was also embedded at a staff level through our progression teams and ‘Team Around the Target’ model. These collaborative groups enabled teachers to share strategies, reflect on pupil outcomes, and co-develop resources aligned with progression steps. This collective approach strengthened consistency across the school and promoted a shared responsibility for pupil progress.
Overall, peer support has proven to be a low-cost, high-impact strategy that promotes engagement, deepens learning, and builds a more inclusive and collaborative school culture. It aligns closely with our commitment to enquiry-based practice and pupil-centred learning.
Next Steps for Sustaining an Enquiry Culture
Align Enquiry with the School Development Plan (SDP)
Ensure all enquiry questions and focus areas are directly linked to priorities outlined in the SDP. This keeps enquiry purposeful, strategic, and clearly connected to whole-school improvement.Use MER Teams to Drive and Monitor Enquiry
Empower MER teams to support, monitor, and evaluate enquiry projects across the school. They can help ensure consistency, track impact, and provide feedback loops that inform ongoing development.Celebrate and Share Enquiry Outcomes
Host regular “Enquiry Showcases” or include enquiry updates in staff briefings and newsletters. This builds momentum and encourages wider participation.Allocate Time and Resources
Protect time for enquiry within staff meetings, INSET days, or twilight sessions. Provide templates, coaching, or mentoring to support staff confidence.