Childwall Sports & Science Academy is celebrating the success of its first full year delivering the Education Endowment Foundation’s Effective Formative Assessment (EFA) programme — an initiative already having a strong impact on teaching, professional development and student learning across the academy.

Following an end-of-year review visit, the academy received exceptional feedback for its leadership, culture and implementation of the programme. Reviewers praised the school’s “sustained and consistent” approach to professional learning and recognised strong collaboration across staff teams.

Central to the programme’s success has been the development of Teaching and Learning Communities (TLCs), where colleagues work together to explore, trial and refine evidence-informed classroom strategies. Seven TLC workshops have taken place this year, with further sessions continuing into the summer term.

Formative assessment is now embedded into everyday classroom practice at Childwall. Peer observations, instructional coaching and professional feedback are regular features of teaching and learning, supported through platforms including IRIS and StepLab.

The impact is increasingly visible in lessons across the academy. During the review visit, students spoke confidently about strategies teachers use to support learning, including Success Steps, mini whiteboards, cold calling, wait time, modelling and structured classroom discussion.

Reviewers also praised the academy’s “bus route” approach, where teachers circulate during lessons to assess understanding and provide targeted support. The strategy is now a key feature of Childwall’s teaching and learning model.

Ian Healey, Lead Reviewer at SSAT, said: “This is the best Year 1 visit I have ever seen, reflecting the strength of implementation and consistency across the academy.”

Alan McKeegan, Director of Learning at Lydiate Learning Trust, added: “This is an excellent example of sustained professional development impacting classroom practice and student experience.”

David Jones, Lead Practitioner for Maths, said: “The biggest impact has been the quality of professional dialogue between staff and its direct impact on classroom practice.”

Ben Rodgers, Assistant Headteacher and EFA School Lead, said: “Staff have fully engaged with the process, strengthening reflection and improving classroom practice.”

Staff feedback highlighted the positive professional culture created through the programme, with TLCs described as supportive, reflective and collaborative spaces that encourage professional challenge and shared improvement.

Looking ahead, the academy is planning for Year 2, with staff requesting to remain in cross-department teams given how effective this approach has been in strengthening collaboration and practice.