Read how SPP schools and partnerships are responding, learning and thinking about the future during the ‘Covid-19 Summer.’ This is a summary of findings from interviews with SPP partnership leads during June and July 2020.
This training session will dig into the principles that underpin our Rapid Response model, offering the support, tools and guidance to all SPP partnerships so that they can continue to conduct peer review either fully or partially online, with a focus on recovery and the challenges all schools are currently facing.
The SPP team is dedicated to supporting our schools in carrying on their peer review journey, despite the challenges they currently face. So how have we been helping our schools? And have there been any unexpected opportunities and positive results from addressing these pandemic-related challenges?
Vanessa Huws Jones from our Schools Partnership Programme (SPP) Associate Team speaks with Natalie Fountain, Executive Head across four Sunderland schools within the Wise Academy Trust.
Victoria Saville, Principal, Fieldhead Primary Academy. As a new principal for a school in special measures, they were already under real scrutiny by HMI. However, the Schools Partnership Programme felt like something that they had more control over, see into other schools and dig deep into what they were doing, and feel like they were part of something different.
In September 2019, school leaders’ union NAHT published its ‘Principles of Effective School-to-School Peer Review’ report, which argues that peer review between schools should be the norm, not an exception, and should be at the core of the school improvement system.
SPP Associate Pam Butterfield interviews Pip Utting, Head Teacher at Burlington Junior School, New Malden.
Many years ago, a newly appointed Headteacher said to me, "We worked on 25 scenarios in NPQH and on day one of this new job, scenario no. 26 walked through the door." This is our global scenario 26. This is how it feels to be living through a period in history where we are called upon to respond to challenges we have never faced before.
The challenge in improving any system is often in having the ability to disrupt existing thinking so that honest enquiry can take place. That challenge has been taken care of for us; never in living memory has the education sector as a whole faced this level of disruption.
These research-informed briefs report what school partnerships have discovered about working together through peer review and how their experience compares with wider research findings.
We explore what practitioners have learned about the culture, the practical systems and processes, the skills and attributes and the use of evidence and data required to support effective peer review partnerships.
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