The Partner Schools Programme is a three year, research based partnership that is designed to build capacity within participating schools to bring about durable improvement. Typically, schools work in networks of five to ten schools, supported by two Achievement Advisers. Headteachers and designated middle leaders share some days together each term (Network Days) which are followed up in the schools (Development Days). Whilst it is not designed as a ‘quick fix’ the Partnership does include elements aimed at addressing urgent pupil progress issues from the start.
What is The Partner Schools Programme based upon?
The Partnership steers schools toward a set of Features of Highly Effective Schools through five cumulative and interconnected strands of activity that have been identified in global research on school efficacy. The five Strands are:
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What does the Partner Schools Programme comprise?
The Partner Schools Programme’s distinctiveness is reflected in three complementary elements, People, Product and Process.
What does it look like in practice?
Implementation empowers school leaders and facilitates the management of change. Network Days bring together Strand leaders to prepare, forward plan and anticipate obstacles. Subsequent Development Days provide coaching and support in school from advisers to see plans through to successful implementation.
What are some of the distinctive differences between NAHT Aspire and other types of school improvement support?
There are a number of distinctive aspects of the partner relationship that can be characterised as “Done with, not done to”, channelled through the development of distributed leadership and team working within the school. The cycle of network and development days ensures continuity and a community of professional practice both within and across schools. The partnership brings a variety of practical and fresh approaches and tools to developing the quality of teaching and assessment, building skills for learning and pupil voice.
Can it deal with urgency?
The model recognises that there is a need to tackle some urgent priorities to secure progress for some pupils, this is done through the Precision Pedagogy component; but at the same time it provides a root from which to grow universal improvements in learning for every pupil as the partnership progresses.