Improving performance is a high stakes undertaking for schools who are operating within highly prescriptive testing and inspection regimes and a dynamic policy environment requiring Senior Leaders to be innovative and well-informed regarding best practice both nationally and internationally. In this context there can be a tendency to fall back on the 'what works' rhetoric often involving initiatives which, whilst popular with practitioners, may not be based on solid research findings (Biesta, 2007. "Why 'What Works' Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research." "Educational Theory" 57 (1): 1-22). The introduction of teaching schools with a commitment to developing evidence based practice requires an engagement with educational research to give strategies evidential authority. This project examines the situation currently in five secondary and five primary schools in the North West of England. Data was collected using one to one semi-structured interviews from Senior Leaders (n10) in order to discover how they access knowledge to develop both policy and professional learning in their schools. It was evident in some cases that the concept of developing professional learning networks for teachers was one to which senior leaders were committed, however there was also evidence that the work of these networks did not systematically involve the use of research evidence to inform professional learning and development.