Here you can read all the latest news from SPP.
Graham Handscomb shares his observations of the school system collectively moving toward a self-evaluating approach, to the greater good of schools.
Aquila Trust CEO Annie Wiles and Learn-AT Trust Leader Stef Edwards share their view on the role of peer review in school improvement at scale.
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.
Multi-academy trust leaders are finding space to reflect and think about how we build back better, using the power of peer review as a tool for improvement.
In November 2020, school leaders’ union NAHT published its ‘Improving Schools’ report, from the School Improvement Commission. Read our response.
We've rapidly adapted the programme to include options for remote peer review, evidence gathering and new lines of enquiry to help with Covid-19 recovery.
SPP helps turn collaboration and evidence into action and, ultimately, improved outcomes for children, even in a socially distanced environment.
This is a summary of findings from interviews with SPP Partnership Leads during the ‘Covid-19 Summer.’
SPP Associate Pam Butterfield interviews Pip Utting, Head Teacher at Burlington Junior School, New Malden.
Read how, when we start to reimagine our schools, we can do more than manage the ‘new normal’ - but ‘flourish in it’.
How can we not only manage during this period but thrive and flourish in it? It seems we need both ‘roots’ and ‘wings’.
SPP Associate Vanessa Huws Jones speaks with Natalie Fountain, Executive Head across four Sunderland schools within the Wise Academy Trust.
The SPP team is dedicated to supporting our schools in carrying on their peer review journey, despite the challenges they currently face.
Read how Emmbrook Junior School's partnership in Wokingham has begun embedding collaboration at all levels.
NAHT's report, ‘The Principles of Effective School-to-School Peer Review,' argues that peer review between schools should be the norm, not an exception.