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.
Whether you are looking into SPP for the very first time, or your school has newly joined the SPP community, or even if you've been with us a while and you're looking to refresh your SPP knowledge, this 30-minute webinar is designed to help you get to know our programme better.
In this recorded session hosted by BlendEd, SPP Programme Lead Anne Cameron and Helen Rowland, Donna Tandy and Guy Oliver from Focus-Trust explain how the peer review process has helped them shape and refine their response to the pandemic, and what it’s taught them about collaboration and digital strategy.
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.
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.
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.
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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