School:Education and Social Care
Having worked in Key Stage 1 through 5 as well as in Further Education, her area of expertise is in the practical application of research informed evidence in a range of classroom settings.
After qualifying in 2005 as a secondary school teacher of Religious Education, Philosophy and Ethics, Ben focused efforts on classroom based research and sharing best practice, primarily through work as an Advanced Skills Teacher (now Lead Practitioner) and Head of Department at a leading boys’ grammar school.
After a period in school leadership and helping to set up a ‘free’ school in West London, Ben is now dividing his time between managing the Covid Recovery Programme for a secondary school, lecturing and initial and later-career teacher training as well as consultancy work.
Having completed a Masters in Education with a focus on the use of digital technologies in the classroom, Ben is looking forward to deepening his experience of FE and conducting research through a relationship with ARU.
An average week for Ben can involve working with children in early years, through to leading training for adults aspiring to leadership positions. This holistic brief and the interconnectedness of all things is one which continues to fascinate and motivate Ben.
The pandemic has provided a unique opportunity to ‘take stock’ of the educational sphere. Through work with schools and in conjunction with Pearson, Ben is currently engaged in exploring and developing a range of post-pandemic recovery strategies which he is testing the effectiveness of. Our measurements of school ‘success’ are founded, to all intents and purposes, on standards (progress and exam results) which do not guarantee the future wellbeing of individuals and society. Ben is currently working to embed a programme which places the future of the individual at the core of the educational experience.