OTI Schools Honours Board Testimonials

Celebrating Excellence in Teaching

Hear from the schools and educators who have transformed learning through the Osiris Teaching Intervention.

400+

Schools Transformed

5000

Teachers Empowered

97%

Implementation Success

12

Weeks to Transform

Schools Testimonials

Williamwood High School

Glasgow

At Williamwood High School, we work collaboratively to create a highly positive culture for learning and teaching that is demonstrably improving outcomes for all. Our strong ethos of respect, ambition and kindness underpins a climate where young people feel valued, heard and motivated to achieve their best.

Our journey with OTI has resulted in highly skilled staff who deliver engaging, effective lessons and work collegiately to share strong practice across the school. This underpins our consistent approach to learning and teaching. Participation in OTI supported the co-creation of our Proactive core principles and shared classroom expectations, establishing a common language of learning across the school. As a result:

Young people are increasingly confident in reviewing their progress and identifying clear next steps.
Learners participate actively in lessons, engage in high-quality independent and collaborative tasks, and articulate their thinking with growing confidence. They are developing and applying meta-skills across a range of contexts.
Teaching is characterised by clear lesson structures, effective questioning and high-quality feedback,
Teachers consistently share success criteria and exemplars, supporting pace, challenge and motivation.
Robust moderation and comprehensive tracking systems enable staff to respond swiftly to learners’ needs, contributing to improved attainment and sustained progress across the broad general education and senior phase.
Professional learning is highly collaborative and reflective.

This culture has strengthened teaching approaches, enhanced the creative use of digital technologies and built collective capacity for continuous improvement. These developments are resulting in motivated, resilient learners and empowered practitioners working within a shared vision for excellence. OTI principles are now fully embedded and evident across the life and work of the school.

Laura Ferguson

Depute Headteacher

St Bernadette’s Primary

Motherwell

The Osiris Teaching Intervention had a transformative impact on the quality of learning and teaching across the school, and in no doubt contributed to our “very good” grading for learning and teaching in the December 2024 inspection

The programme strengthened staff confidence and consistency by providing a clear, research informed framework for lesson design, classroom practice, and professional reflection. Teachers reported a marked increase in motivation and engagement, driven by high quality training that was both practical and immediately applicable. This renewed enthusiasm translated into more purposeful learning environments and a stronger shared belief in our capacity to improve outcomes for all learners.

A key strength of the intervention was its emphasis on planning. Staff adopted more structured approaches to sequencing learning, identifying success criteria, and designing activities that built knowledge progressively. This resulted in lessons that were more coherent, better paced, and more responsive to learners’ needs. Inspectors noted the consistency with which pupils understood the purpose of their learning and could articulate what success looked like.

The focus on feedback and assessment further enhanced classroom practice. Teachers developed better questioning techniques, more effective formative assessment strategies, and a greater emphasis on actionable feedback. Pupils benefited from clearer guidance on next steps, leading to improved engagement, independence, and progress. Challenge was a key element of the programme and staff became more confident in planning for challenge in all learning situations. Evidence from classroom observations and learner conversations demonstrated that students were increasingly able to reflect on their learning and take ownership of improvement.

Collectively, these developments created a culture of high expectations, professional collaboration, and reflective practice. The OSIRIS intervention not only elevated the quality of teaching but also embedded sustainable approaches that continue to strengthen learning experiences across St Bernadette’s. This ensures our children are consistently exposed to high quality learning and teaching leading to better outcomes for all.

Christine Boyle

Headteacher

Roding Primary School

Dagenham

Roding Primary School experienced a remarkable transformation in teaching and learning through the OTI programme. This focused initiative significantly enhanced teaching quality across the school by equipping teachers with practical strategies to increase student engagement, challenge, and effective feedback.

Teachers reported a renewed sense of purpose and motivation, with many noting a clear shift in their classroom dynamics. The programme’s emphasis on active student participation and tailored feedback led to noticeable improvements in pupil progress and enthusiasm for learning.

Beyond individual classrooms, the OTI programme fostered a culture of collective professional dialogue. Staffrooms buzzed with conversations about best practises and shared challenges, creating a supportive environment where teachers collaboratively reflected on and drove school improvement. This whole-staff engagement ensured that the positive changes were not isolated but embedded across the school.

The OTI journey at Roding has not only uplifted teaching standards but also strengthened the school community, aligning perfectly with the school’s vision of leaving every child and the Roding community in a better place.

Adam Robbins

Headteacher

St Thomas Aquinas Secondary School

Glasgow

Over the past six years, St Thomas Aquinas has embraced the Osiris Teaching Intervention (OTI) programme as a catalyst for whole school improvement in learning and teaching. With 80 staff members completing the programme, OTI has become woven into our culture of learning and professional growth.

Our longstanding partnership with our trainer, Carmel Bones, has been instrumental in shaping a shared vision of high quality learning and teaching. The programme’s emphasis on engagement, feedback, and challenge has transformed classroom practice across the school, giving staff a common professional language and a reflective framework through which to evaluate and continuously improve learning experiences. It has also normalised constructive classroom observations, encouraging openness, professional dialogue, and a collective commitment to excellence.

These developments have had a significant impact on our learners. Students now confidently engage with key OTI strategies such as WAGOLL, Walking Chocolate Bar, and “Bet You Can’t,” which have become familiar and motivating features of their lessons. Through these approaches, pupils are challenged to think more deeply, participate more actively, and adopt a growth mindset. As a result, learners are increasingly resilient, reflective, and equipped with the skills they need to achieve their full potential.

Being considered for the OTI School Honours Board holds great significance for St Thomas Aquinas. It represents an opportunity to celebrate the sustained dedication of our staff and the collaborative journey we have undertaken alongside Carmel Bones. Most importantly, it affirms our commitment to fostering a community of excellent teachers who strive every day to secure the very best outcomes for our young people.

Stephen Henry

Headteacher

"The Osiris Teaching Intervention had a transformative impact on the quality of learning and teaching across the school..."

"We work collaboratively to create a highly positive culture for learning and teaching that is demonstrably improving outcomes for all."

"Staffrooms buzzed with conversations about best practises and shared challenges, creating a supportive environment where teachers collaboratively reflected on and drove school improvement."

"Students were increasingly able to reflect on their learning and take ownership of improvement."

"...motivated, resilient learners and empowered practitioners working within a shared vision for excellence."

"Roding Primary School experienced a remarkable transformation in teaching and learning through the OTI programme."

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