Henry is currently involved in developing and embedding the principles and practices associated with teaching for Mastery as part of the Secondary Teaching for Mastery Development Work Group. Henry's first foray into practitioner research was in a role where he conducted Action Research to investigate how students used formative assessment in their learning of Maths. His research showed interesting contrasts of students' perceptions of teacher, self and peer-assessment. Based on recommendations from his research, all three approaches became integrated into one formative assessment model, helping students to maximise learning. Struck by the disparity in achievement between London where he was previously based and his current, deprived and underperforming school, Henry's curiosity was heightened to find out what underpinning elements were at play. This deep-rooted education equity issue became the motivation for his MA research which is shared in his presentation.