We chat to Philip Theobald, Assistant Head at Emmbrook Junior School in Wokingham, on how their partnership of three schools is working toward embedding collaboration at all levels.
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.
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.
Nadia Hannam, Principal, Birstall Primary Academy. At first Nadia was one of the most sceptical people in the room, but after talking the process through with other heads and reaching an understanding of how they were going to do it, she could see how beneficial the Schools Partnership Programme could be for her school.
Karl Rogerson, Principal of Billesley Primary School, talks to us about his experience of being part of the Schools Partnership Programme and offers his advice to new improvement champions.
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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