Leading and Flourishing with Excellence and Evidence
- Last Updated: 26th February, 2026
Click here to listen to a summary of this article
Please note – This is a write-up of Sonia Thompson’s talk at UnityEd 2023, watch the video of her presentation here.
Creating a Culture of Reading for Pleasure
One of my greatest passions as a headteacher is ensuring that children discover the joy of reading. I advocate for an approach where children read for pleasure — where books are not simply tools for answering comprehension questions but are experiences to be savoured. That’s what Reading Teachers is all about — a book in which I’ve contributed a chapter, along with another headteacher, to show how reading should be woven into the fabric of school culture.
A culture of reading goes beyond books in the classroom. It’s about creating an environment where stories and literacy are part of everyday life. We must allow children to lose themselves in books, exploring a range of stories that reflect their experiences and open up new worlds.
If you’re looking for ways to enrich your students’ reading experience, start by modelling reading as a teacher. Share your favourite books, read aloud passionately, and create spaces for discussions that celebrate the love of stories.
Embracing Evidence to Support Teaching and Learning
As a research school affiliated with the Education Endowment Foundation (EEF), we work to make evidence-based practices accessible to other schools across the West Midlands. Our goal is to translate the research into practical strategies — “best bets” for teaching and learning that can help guide decision-making. What resonates most with me is the understanding that research doesn’t provide all the answers, but it offers guidance and possibilities that can help schools grow.
My own book builds on these ideas and connects them with the inspirational work of Ron Berger. For those unfamiliar with his approach, Ron is a carpenter, and many of his educational metaphors are grounded in craftsmanship. His philosophy, famously illustrated by “Austin’s Butterfly,” focuses on the iterative process of improving student work through detailed feedback, revision, and pride in one’s learning journey. The key takeaway is this: we should never be satisfied with “good enough.” Our children, especially those from disadvantaged backgrounds, deserve the very best teaching to unlock their full potential.
Building a Culture of High Expectations
In our school, St Matthews, culture is everything. When students walk through our doors, they know we mean business. Our aim is to support every child to be the best they can be. We’re located in a diverse, inner-city area of Birmingham, and while our context is unique, we believe that the challenges our students face make it even more crucial for us to cultivate a strong school culture.
We live by six core pillars that guide our practice, one of which is funds of knowledge and diversity. This concept, drawn from Luis Moll’s work, is about recognising that children from areas of high disadvantage are not defined by deficits. I know this from personal experience, as I grew up in an area of Birmingham that might be seen as deprived. But I’m not a deficit, and neither are the children we serve. They come to school with a rich cultural capital — experiences, stories, and knowledge that we must tap into and value as part of their learning journey.
Sharing Our Literacy Lives
One of the ways we honour our students’ cultural capital is by inviting them to share their literacy lives — the experiences, traditions, and stories that shape who they are. This practice helps us build a reciprocal relationship with families, showing that we value and respect the culture they bring to our school.
In our curriculum, we explore “the hours” — Our Lives, Our Families, Our Community, Our Global Village, Our Passions, and Our Future. By doing so, we not only celebrate our local context, but we also help our students position themselves as citizens of a diverse, global world.
Books play a crucial role here as well. I’m committed to ensuring our library reflects diversity and representation. Regardless of the demographic of a school, children need to see a variety of experiences and perspectives within the texts they read. I remember reading Auntie’s Hair to a reception class, and one of the children said, “Miss, that’s you!” It was a powerful moment for me, and it shows how meaningful it is for children to see themselves and others in the stories we share.
Striving for Excellence in Teaching and Learning
As teachers, we have a duty to continually improve our craft. Teaching is an art and a science, and it requires constant learning, reflection, and adaptation. At St Matthews, we believe in the value of showing students examples of excellence — what Ron Berger calls “models of excellence.” We save and showcase outstanding work from every year group, providing students with the vision and aspiration to produce high-quality work themselves.
Critique is another powerful tool. Our students learn how to give feedback that is kind, specific, and helpful, supporting each other in improving their work. This aligns with the EEF’s Guidance Report on Metacognition, which encourages students to become self-regulated learners. By teaching them to value feedback and develop a growth mindset, we empower them to take ownership of their learning journey.
Rethinking Homework for Primary Students
One area of practice we’ve reconsidered in light of research is homework. The evidence suggests that traditional homework might not have the intended impact on primary students’ learning. So, we decided to shift our approach. Instead of setting worksheets and tasks that add little value, we ask our students to create videos where they talk about the things they’ve learned and enjoyed each week.
The result? A meaningful way for parents to engage in their child’s learning and an opportunity for students to reflect on their progress. The videos are shared in class, celebrating the joy of learning and reinforcing knowledge in a way that’s personal and engaging.
A Commitment to Social Justice and Flourishing
Ultimately, my goal as an educator is simple: I want all children to flourish, regardless of where they are born. This is about social justice. Every child deserves the right to an education that opens doors and provides choices — whether it’s being the first in their family to go to university or staying in their community with a renewed sense of pride and opportunity.
To achieve this, we need teachers and leaders who are passionate about their profession, committed to continuous improvement, and deeply aware of their students’ potential. And as Ron Berger says, we must find beauty in the process. Education is messy; it’s a journey. But when we strive for excellence and equity, we change lives.
Thank you for being part of this journey.
Resources to Explore:
- Reading Teachers: Strategies for fostering a reading culture.
- EEF Guidance Reports: Evidence-based resources for improving teaching and learning.
- Ron Berger’s work on craftsmanship, feedback, and excellence in student work.
For further support in personalised coaching and professional development, check out IRIS Connect. Their tools for video technology and reflective practice can help educators grow, connect, and share the best of what teaching has to offer.
About the Author
Sonia Thompson is the Headteacher at St Matthew’s C.E. Primary School and the Director of St Matthew’s EEF (Education Endowment Foundation) Research School, in Nechells, Birmingham. Sonia published a book called ‘An Ethic of Excellence in Action’ based on the seminal work of Ron Berger.
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