Teacher Training
Teaching Walkthrus (2025 -2028)
Teaching is an incredibly rewarding career – and it is important to have the best quality training to start you on your professional journey.
We are proud to work in partnership with NESTT to offer placements for trainee teachers at our school. Below is some information provided by NESTT which we are happy to share on our website.
What is NESTT?
Although the name is new, Norfolk, Essex and Suffolk Teacher Training (NESTT) has been formed through a merger of Suffolk and Norfolk SCITT and BEC Teacher Training. Between us, we have over 50 years of experience in training teachers. We’ll still be delivering the same local, high quality, personalised training for which we are known.
Alongside that, the new organisation will give us scope to develop an even wider range of courses to suit our trainees and our schools.
Why Train with NESTT?
A Track Record of Success
NESTT is formed from a merger of two well-established school-based teacher training providers who between them have over 50 years of experience of successful teacher training in the East of England.
High Quality Face to Face Training Our training course is the perfect combination of theoretical knowledge and practical experience ensuring you get enjoyment and satisfaction from your new career.
A Personalised Programme
Our locally-based teams will continue to build on existing relationships with schools to meet individual trainee needs and personalise the training journey.
A Wide Range of Placements We work with over 200 local schools across East Anglia so we are able to offer you a wide range of placements in a school that is local to you.
Rapid Career Development
The vast majority of our trainees take up positions in our local schools. Our high-quality training is fully aligned with the Early Career Framework so our trainees get a flying start, many of them enjoying accelerated career development.
To find our more and book into a recruitment information event visit
https://nestt.org.uk/
Twitter @nestt_ITT
LinkedIn NESTT – Norfolk Essex and Suffolk Teacher Training
Instagram @nestt_nurture.empower.teach
Tiktok @nestt_teacher_training
Facebook NESTT – Norfolk Essex and Suffolk Teacher Training
We are proud to work in partnership with NESTT to offer placements for trainee teachers at our school. Below is some information provided by NESTT which we are happy to share on our website.
What is NESTT?
Although the name is new, Norfolk, Essex and Suffolk Teacher Training (NESTT) has been formed through a merger of Suffolk and Norfolk SCITT and BEC Teacher Training. Between us, we have over 50 years of experience in training teachers. We’ll still be delivering the same local, high quality, personalised training for which we are known.
Alongside that, the new organisation will give us scope to develop an even wider range of courses to suit our trainees and our schools.
Why Train with NESTT?
A Track Record of Success
NESTT is formed from a merger of two well-established school-based teacher training providers who between them have over 50 years of experience of successful teacher training in the East of England.
High Quality Face to Face Training Our training course is the perfect combination of theoretical knowledge and practical experience ensuring you get enjoyment and satisfaction from your new career.
A Personalised Programme
Our locally-based teams will continue to build on existing relationships with schools to meet individual trainee needs and personalise the training journey.
A Wide Range of Placements We work with over 200 local schools across East Anglia so we are able to offer you a wide range of placements in a school that is local to you.
Rapid Career Development
The vast majority of our trainees take up positions in our local schools. Our high-quality training is fully aligned with the Early Career Framework so our trainees get a flying start, many of them enjoying accelerated career development.
To find our more and book into a recruitment information event visit
https://nestt.org.uk/
Twitter @nestt_ITT
LinkedIn NESTT – Norfolk Essex and Suffolk Teacher Training
Instagram @nestt_nurture.empower.teach
Tiktok @nestt_teacher_training
Facebook NESTT – Norfolk Essex and Suffolk Teacher Training
Impact: Year 1 of 3
The Impact of Teaching WalkThrus Across 23 Schools
A year ago, we began a shared journey with 23 VNET schools to embed Teaching WalkThrus as a practical, sustainable driver for improving teaching and learning. Each school accessed the Teaching WalkThrus platform through a discounted VNET member subscription, alongside a carefully designed programme of wrap-around CPD. This ensured the focus went beyond knowing the techniques to using them consistently and confidently in classrooms.
Our approach began not with techniques, but with understanding. We grounded everything in a clear rationale: how do children actually learn? This foundation in cognitive science gave teachers not just strategies to use, but an understanding of why those strategies work.
Based on the Year 1 evaluation of the Teaching WalkThrus programme across multiple primary schools, the initiative has led to significant improvements in instructional consistency, staff collaboration, and pupil engagement.
1. Common Areas of Impact Increased Pupil Engagement and Participation
A primary success of the programme has been the reduction of “passive learning”.
Inclusive Participation: Strategies like Cold Calling and Think-Pair-Share have ensured that quieter or less confident children can no longer “opt out” and are now contributing more regularly.
Articulating Learning: There is a noticeable shift in how children talk about their work; they are more articulate, use better vocabulary, and can explain their thinking with greater depth.
Confidence and Resilience: Pupils have shown increased confidence in sharing ideas and greater resilience when faced with challenging tasks.
2. Consistency in Teaching Practice The programme has provided schools with a “shared language” for pedagogy.
Unified Approach: Schools have established a consistent framework for teaching, ensuring children experience the same expectations and routines as they move through year groups.
Research-Informed Strategies: Teachers are utilising evidence-based techniques, such as Checking for Understanding, Show Me Boards, and Retrieval Practice, which are now becoming “second nature”. Embedded Routines: Rather than being seen as a temporary initiative, the “WalkThrus” have been woven into the fabric of daily school life and official teaching policies.
3. Professional Culture and Collaboration
The evaluations highlight a shift from teachers working in isolation to a more open, “coaching” culture.
Reflective Practice: Teachers have become more reflective, thinking carefully not just about what they do, but why specific strategies work according to cognitive science.
Collaborative Development: Staff meetings now feature richer dialogue about pedagogy, with colleagues readily sharing ideas and observing one another’s lessons.
Collective Endeavour: There is a sense of “shared journey,” where all staff (including Teaching Assistants) are working toward continuous improvement.
4. Precision in Questioning and Thinking Time One of the most frequently cited tactical improvements is the deliberate use of “wait time” or “thinking time”.
Deepening Thought: By giving pupils space to formulate thoughts before answering, teachers have improved the quality and depth of classroom dialogue.
Better Questioning: Teachers are crafting questions more precisely to promote genuine understanding rather than just rushing to find the correct answer.
Evidence of Impact
Schools consistently identified these improvements through the following monitoring activities:
Learning Walks: Observing strategies in action across all year groups.
Pupil Voice: Interviews where children explain how specific teaching strategies help them learn.
Staff Feedback: Reflective coaching conversations and surveys confirming increased teacher confidence.
The following summaries detail the impact of Year 1 of the Teaching WalkThrus programme across the schools featured in the evaluation report.
The Impact of Teaching WalkThrus Across 23 Schools
A year ago, we began a shared journey with 23 VNET schools to embed Teaching WalkThrus as a practical, sustainable driver for improving teaching and learning. Each school accessed the Teaching WalkThrus platform through a discounted VNET member subscription, alongside a carefully designed programme of wrap-around CPD. This ensured the focus went beyond knowing the techniques to using them consistently and confidently in classrooms.
Our approach began not with techniques, but with understanding. We grounded everything in a clear rationale: how do children actually learn? This foundation in cognitive science gave teachers not just strategies to use, but an understanding of why those strategies work.
Based on the Year 1 evaluation of the Teaching WalkThrus programme across multiple primary schools, the initiative has led to significant improvements in instructional consistency, staff collaboration, and pupil engagement.
1. Common Areas of Impact Increased Pupil Engagement and Participation
A primary success of the programme has been the reduction of “passive learning”.
Inclusive Participation: Strategies like Cold Calling and Think-Pair-Share have ensured that quieter or less confident children can no longer “opt out” and are now contributing more regularly.
Articulating Learning: There is a noticeable shift in how children talk about their work; they are more articulate, use better vocabulary, and can explain their thinking with greater depth.
Confidence and Resilience: Pupils have shown increased confidence in sharing ideas and greater resilience when faced with challenging tasks.
2. Consistency in Teaching Practice The programme has provided schools with a “shared language” for pedagogy.
Unified Approach: Schools have established a consistent framework for teaching, ensuring children experience the same expectations and routines as they move through year groups.
Research-Informed Strategies: Teachers are utilising evidence-based techniques, such as Checking for Understanding, Show Me Boards, and Retrieval Practice, which are now becoming “second nature”. Embedded Routines: Rather than being seen as a temporary initiative, the “WalkThrus” have been woven into the fabric of daily school life and official teaching policies.
3. Professional Culture and Collaboration
The evaluations highlight a shift from teachers working in isolation to a more open, “coaching” culture.
Reflective Practice: Teachers have become more reflective, thinking carefully not just about what they do, but why specific strategies work according to cognitive science.
Collaborative Development: Staff meetings now feature richer dialogue about pedagogy, with colleagues readily sharing ideas and observing one another’s lessons.
Collective Endeavour: There is a sense of “shared journey,” where all staff (including Teaching Assistants) are working toward continuous improvement.
4. Precision in Questioning and Thinking Time One of the most frequently cited tactical improvements is the deliberate use of “wait time” or “thinking time”.
Deepening Thought: By giving pupils space to formulate thoughts before answering, teachers have improved the quality and depth of classroom dialogue.
Better Questioning: Teachers are crafting questions more precisely to promote genuine understanding rather than just rushing to find the correct answer.
Evidence of Impact
Schools consistently identified these improvements through the following monitoring activities:
Learning Walks: Observing strategies in action across all year groups.
Pupil Voice: Interviews where children explain how specific teaching strategies help them learn.
Staff Feedback: Reflective coaching conversations and surveys confirming increased teacher confidence.
The following summaries detail the impact of Year 1 of the Teaching WalkThrus programme across the schools featured in the evaluation report.