Cat shares insight on how we can use evidence to inform our practice most effectively in the classroom. She highlights that being evidence-informed is underpinned by teacher experience, the context and the best available research. She explores the role that confirmation bias plays in how we interact with evidence, and then talks about school leadership, creating a strong professional environment and how evidence can inform policies. Cat then remarks on the importance of reflecting upon what we are trying to achieve. She notes how teacher autonomy and effective CPD can have great impacts in the classroom. She warns about misinterpreting research findings and emphasises how leaders can support evidence-engagement.