Working through others
Being in, not buying in – a unified journey to change the physics education landscape.
Published: 12 March 2025
This year at the Trust we are working to develop our strategy for 2026–2030 which will be launched in September. As part of this journey, we are reviewing our mission, vision, ethos and programmes to ensure that we are best able to meet the challenging (and changing) needs of physics teaching and learning.
In recent years, our teacher professional development portfolio has expanded significantly both in terms of the number of programmes (and deliverers) and its reach in the sector. CPD principles of practice now formally underpin these programmes ensuring that they are evidence-informed, meet the needs of schools and teachers, and are consistently delivered to the same standards with a clear purpose and structure.
In June 2024, we were one of just four organisations selected (from 78 applicants) to work with the Education Endowment Foundation (EEF) on their intensive Working Through Others programme. The project is looking at the design of Professional Development Programmes that support improved physics teaching, with a view to improving the teaching and learning of physics, particularly for those facing barriers in physics.
“We have been struck by the synergy between the values of our organisations – both working in evidence-informed ways to address educational disadvantage,” says Kate Horton, Regional Delivery Lead for the EEF. “High quality inclusive teaching is the biggest lever for change. Making sure an effective teacher is in front of every class, and that every teacher is supported to keep improving, is especially important for socioeconomically disadvantaged pupils.”
Our project with the EEF is already informing our plans and thinking across our programmes and it was the theme for a conference day with our consultants last month.
Working through others
Kate joined us for the day to share more about the Working Through Others initiative, and our Head of Teaching and Learning, Jackie Flaherty led the day – welcoming our network of regional representatives, mentors and trainers.
“We are lucky to work with an incredible group of consultants,” says Jackie. “They are invaluable ambassadors for the Trust, representing and delivering our programmes across England.
“When we met last month there was so much brilliance, experience and energy in the room! It is vital that we utilise and channel that expertise and realise the potential so we can have the biggest impact on physics teaching and learning. The event was a really important step on our journey, as we re-focus and reinforce our vision to make physics matter.”
“I was delighted to be able to support the Ogden Working Through Others Conference and to connect with so many of the ambassadors of the Trust,” adds Kate. “These are the people who will enable change to happen.”
The event provided a forum for cross-fertilisation of ideas and experiences across the Ogden programmes and provided a valuable opportunity to remind everyone about the breadth and depth of our professional development offering.
“We rarely get time in education to gather, pause, reflect, and plan for the future. The collaboration between The Ogden Trust and EEF looks set to be instrumental in developing a world leading physics education. The seven pillars to improving secondary science have been a long stay of my practice in the classroom and teacher training.”
Jed Marshall, Physics Teacher, Alexander Park School
Ogden SKPT Tutor
High quality physics education
Throughout the day we considered what we mean by high-quality physics education – it is a lynchpin of our programmes, but it is actually very hard to quantify! We continue to consider the question but now have valuable contributions from our consultants as well as expert input from the presenters who joined us for the conference day. Charles Tracy shared findings and thoughts from the Institute of Physics report: The fundamentals of 11-19 physics; Jon Lansley-Gordon from Physics Forward talked about inclusive practice and shared the magic of storytelling in a diverse physics curriculum; and James de Winter talked about the importance of educating the educator.
“A ‘high-quality’ physics education provides skills and opportunities that no young person should feel excluded from,” says Jackie. “We need to support schools and teacher so that they can deliver in the physics classroom, and it is our consultants that are at the front-line interfacing with schools and delivering our programmes.”
“Our network of regional reps, trainers and mentors are a crucial cog in the Ogden Trust; we hope this Working Through Others event reaffirmed their place in our community and that we can continue to move forward together with renewed purpose and focus.”
“Knowing there’s such a diverse range of enthusiastic superstars advocating for, encouraging and supporting physics teaching gives me hope in an otherwise difficult landscape for our subject. The conference yet again proves just how supportive The Ogden Trust is, and I look forward to working with my new cohort of SKPT participants.”
James Perkins, Head of Science, Queen Elizabeth’s Grammar School
Ogden SKPT Tutor
“There was so much in the Working Through Others conference to help me develop my practice as a Regional Rep and a mentor on the early career programme. Each session focused on what physics educators can actually do to help break down the barriers to physics that many young people in England face.
“The framework described by Kate Horton of contextual factors and behaviours that help to implement change successfully – particularly ‘unite, engage, reflect‘ – is something I want to build on with my new partnerships and teacher mentees. Jon Lansley-Gordon’s session on The Magic of Storytelling outlined an inspiring approach to weaving people (including hidden physicists), perspectives and narrative themes into the physics curriculum. This device, to enhance relatability and literacy confidence in physics lessons whilst challenging outdated stereotypes, is something I am really looking forward to discussing with some of my Developing Physics Specialism teacher mentees who are already working on developing science literacy in their schools.”
Amanda Killip, Ogden Regional Rep and Mentor