Leighton Primary School is a two-form entry school in the Ortons, Peterborough. On her appointment as the new headteacher, Emma Ward and her Senior Leadership Team recognised the need to strengthen their working relationships in order to become collaborative as a team, improve their communication and look to each other to develop their ways of working. That's when Emma approached SPP.
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 and how a collaborative approach to school improvement is having a positive impact.
Having worked with over 100 Kent schools on SPP, we are now delighted to be involved in the development and delivery of a brand new inclusion programme in Kent, with the SPP model of peer review and school-to-school collaboration at the heart of this package of leadership development activities.
Lesley Coulthurst, Head of KYRA Alliance, is joined by Gavin Booth, CEO of Infinity Academies Trust, to discuss why his schools are joining KYRA and the Schools Partnership Programme to co-construct and pilot the next phase of peer review for schools in Lincolnshire.
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.
Under the remit of Essex County Council, the School Effectiveness Team works in partnership with all Essex schools and Academies. The team's primary focus is to raise education standards throughout Essex, diminish achievement gaps between different demographics, and achieve the highest possible outcomes for all children and schools.
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.
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