The Impact of Teaching WalkThrus Across 23 Schools
A year ago, we embarked on an ambitious journey with 23 schools – 16 primary schools, 3 junior schools, 3 infant schools and 1 special school – all united by a shared commitment to improving teaching and learning through Teaching WalkThrus. As we reflect on this first year, the impact has been nothing short of transformational.
The schools all subscribed to the Teaching WalkThrus platform (at a VNET member discounted rate) and our wrap around training was designed to help schools successfully embed the techniques into classroom practice.
Starting with the Science of Learning
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. As one teacher reflected: “I’m more confident in knowing why I’m choosing a technique, not just how to use it.”
Year One focused on embedding three core strategies – Cold Call, Think Pair Share and Show Me Boards – with some schools also introducing Say It Again Better. These weren’t chosen at random. They were selected because they directly address something many schools had identified: the challenge of ensuring every pupil is genuinely engaged and thinking hard, not just passively present.
No Child Can Opt Out
Perhaps the most powerful theme emerging from our schools is this: passive learning has been tackled head-on. Like many schools, our schools had pupils who were inclined to sit back and let others do the thinking. The confident few would answer while quieter children faded into the background.
That has fundamentally changed.
“When it’s hands up – it’s the same people who answer. When it’s ‘Thinking Hard’ questions, everyone gets a chance,” explained one Year 2 pupil. “You understand what others are thinking.”
Teachers across our schools report that quieter, less confident pupils have genuinely found their voice. Children who previously rarely contributed to discussions are now joining in, sharing their ideas with growing confidence. The inclusive nature of these strategies ensures that no child is left behind.
One KS1 teacher put it simply: “My quieter pupils now contribute far more regularly – Cold Call has normalised participation.”
Thinking Time: A Simple Shift with Profound Impact
One of the most transformative changes has been giving pupils proper thinking time before they respond. This seemingly simple shift has had a ripple effect throughout classroom dialogue.
“The first time I attempted it, it went terribly!” admitted one Year 2 teacher. “I didn’t give enough thinking time. I’ve since done it several more times and it’s been more successful. They’re getting used to it and are realising that it’s just about their thinking.”
A Year 1 teacher shared: “Initially, I found the thinking time uncomfortable as I wanted to plough ahead. I love it when it highlights a misconception or a child has extra information to add.”
Pupils themselves recognise the value: “It tests your brain to switch on. You have time to work it out. You come up with different answers. The teacher might challenge you. You learn from others.”
Consistency That Runs Deep
Across our 23 schools, a common thread has emerged: genuine consistency in teaching and learning. This isn’t about uniformity for its own sake – it’s about ensuring that children experience coherent expectations as they progress through their education.
Schools report that the strategies have become woven into teaching and learning policies, embedded in planning, and visible in every classroom. Leaders conducting learning walks can see the approaches being used consistently and effectively. The strategies are no longer something extra to think about – they’ve become part of how schools work.
One school that moved from Requires Improvement to Good told us: “We can now observe effective, consistent teaching practices across the school, which in turn is raising standards and improving pupil engagement. We can see a coherence that wasn’t always present before.”
A Culture of Collaboration
Perhaps the most unexpected outcome has been the shift in professional culture. Before Teaching WalkThrus, teachers’ doors were often closed. Staff worked hard, but largely in isolation. That has changed dramatically.
Teachers now work together, share ideas, and learn from one another. Staff meetings are full of rich, meaningful dialogue about pedagogy. Colleagues readily discuss what’s working well and explore ways to refine their approach. There’s a real sense of everyone being on a shared journey of continuous improvement.
“It’s good working on the same strategy,” one teacher commented – a simple observation that captures something profound about what happens when a whole staff commits to a common approach.
Importantly, schools have extended training to teaching assistants, recognising that consistency requires everyone to be part of the journey. The impact of this investment is already visible in the quality of support TAs provide.
The Craft of Teaching, Elevated
Teaching WalkThrus has raised the profile of teaching itself. There is now a genuine focus on the craft – with staff engaging thoughtfully in discussions about pedagogy and how to improve their practice. Teaching is talked about more, valued more and developed more purposefully than ever before.
Teachers are asking more questions – and better questions. They’re crafting them deliberately to promote deeper thinking and genuine understanding. Show Me Boards have transformed how quickly misconceptions can be spotted and addressed. Checking for understanding has become routine rather than occasional.
As one school’s governors observed: “The Teaching WalkThrus have developed pupils’ learning.”
What the Children Say
Ultimately, this is about the pupils. And their voices tell the story best:
“You can learn from others if you listen. It helps then you can expand on people’s answers.” — Year 6 pupil
“It tests your brain to switch on. You have time to work it out.” — Year 4 pupil
Children are more articulate when discussing what they know and what they have learned. There’s genuine enthusiasm to participate in lessons. Pupils are taking greater pride and ownership in their work. Active listening has improved markedly. Vocabulary has grown.
The biggest and most visible change? Pupils now talk constantly about what they think and what they know.
Looking Ahead
Year One has established solid foundations. The strategies are embedded. The culture has shifted. The impact is visible.
But this is just the beginning. As one school reflected: “What started as a set of strategies has become part of how we work and who we are as a school.”
That’s the power of Teaching WalkThrus – not as an initiative to be added on, but as a way of thinking about teaching and learning that transforms practice from the inside out.
To all 23 schools: I thank you for your commitment, your openness and your willingness to learn together. Here’s to Year Two.
Interested in bringing Teaching WalkThrus to your school? Get in touch to find out more about how we can support your journey.
Please note: This training is available for VNET Members who have purchased a subscription to WalkThrus. Please contact us at support@vnetcic.com.
Emma Adcock: Principal Teaching and Learning Consultant.
