Shakespeare Primary School, a member of the Schools Partnership Programme (SPP), is among the many schools that have benefitted from the SPP Rapid Response peer review model, designed to help schools respond to issues at speed and move forward with their improvement needs despite the onset of the Covid-19 pandemic. Shakespeare Primary’s application of the model’s framework and principles not only enabled them to continue to address existing issues in the midst of lockdown but also to seek that essential collaboration and feedback in a more efficient yet remote fashion.
Thank you to everyone that participated in the webinar on Tuesday 8 June 2021. Almost 50 Trust leaders and colleagues joined us from across the country to find out about our programme and how facilitated peer review between MATs can lead to real improvement at both Trust and school level.
We've heard of all the good practice going on between schools across the country and we wanted to provide a platform for you to share your practice highlights, successes and challenges. So we've created the Heads at Home series. This series of sessions provides an informal forum for all colleagues in all settings to discuss current issues and hot topics within schools right now.
Experienced headteacher and SPP facilitator Steve Wilks has been integral to the development and delivery of SPP in East London, firstly as part of the Seven Kings Partnership of Schools where he served as a headteacher working with other schools to embed SPP into ways of working.
In this blog piece, Pupil Premium expert Marc Rowland explores school culture and the part it plays in creating an environment in which both teachers and children can flourish.
Focus-Trust is a charitable multi-academy trust in Greater Manchester, West Yorkshire and Cheshire West dedicated to working with primary schools.
In November 2020, school leaders’ union NAHT published its ‘Improving Schools’ report, from the School Improvement Commission. The report details their vision for the future of education in England and details a number of recommendations to rebalance holding schools to account with helping them to improve to unleash the potential within schools.
This brief explores how schools involved in SPP have drawn on relationships within their peer review groups during the period of the pandemic, and what they have learned about organisational resilience as a result.
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