Working Together
Research shows that by working together in a structured way, teachers and academies can improve faster and more sustainably. Excellence is not exclusive or elitist and it is not a zero-sum game.
Recent research on sustainable improvement in multi-school groups, commissioned by the DfE, sets out how school-to-school collaboration and support can generate enhanced capacity for school improvement at scale. Academies benefit from looking beyond local and regional boundaries to ensure they remain outward-looking and open to new ideas.
We believe we can be most effective when we work in meaningful partnerships with identified strategic partners. At the heart of this joint working should be a comprehensive model for professional development.
This should cover four domains:
- Acquiring and deepening knowledge (both subject knowledge and pedagogical practice)
- Applying and transferring that learning effectively into the classroom
- Knowing and assessing the impact of initiatives and programmes on pupil progress
- Sharing knowledge of what works and ensuring that it is applied and/or replicated effectively
- Leadership development
The nature and level of this support will vary from academy to academy according to their internal capacity, unique circumstances and the nature of the challenges they are facing. There is no such thing as an off-the-shelf approach to partnership work. We should not assume that academies can improve by simply replicating the work of other successful academies in completely different circumstances. Imposing solutions without a deep understanding of the particular circumstances on the ground is unlikely to prove successful.
Support and Challenge
The below list gives a picture of External support, and also External challenge, that we have commissioned to support leaders, particularly in terms of the curriculum, at the core of the quality of education:
|
Key Area |
External Organisation/Individual |
Challenge/Support |
|
Reading |
Ruth Miskin Read Write Inc Consultants |
We have negotiated a bespoke package for our Principals that encompasses -full scale Teacher Training; - Leadership Training for Principals and Reading Leaders; -and follow up Remote Progress Meeting; Development Days in school; -Online Training portal with bespoke training pathways. -Feedback on progress in individual schools
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Reading English |
DfE English Hub (Kernow English Hub) |
We brokered a secondment of a Reading Specialist to support: -audit of all Academies with Primary settings from neighbouring Trust Kernow Learning. -We were granted Accelerator Funding and arranged for our Academies to be taken on as 鈥楳edium Level Support Schools鈥� from the Hub, across both Devon and Cornwall, -releasing up to 3 days of Hub Specialist support per Academy. -Challenge and feedback on outcomes to support appraisal/signpost forward
|
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Curriculum/ Assessment/ Primary |
鈥楰ernow Learning鈥� Multi Academy Trust School Improvement Package/One Cornwall Teaching School |
We commission on a bespoke package of access to Kernow Learning School Improvement Package. This includes Primary subject network meetings; SENCO updates; EEF inputs; ICT 鈥極ne Cornwall Hub Significantly, it includes KS2 Moderation opportunities for our Primary Teachers, enabling them to attend twice yearly external moderation, connecting with mainstream colleagues and County moderators in terms of NC English Writing.
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Secondary Curriculum |
CASH Subject Networks -Dave Barton CAPH and CASH networks Cornwall LA networks-e.g. PSHE (COIS) |
We encourage our Secondary Subject Leads to attend these meetings of Subject Leaders across the county. By arrangement with the Chair of CASH, our Devon colleagues are welcomed alongside Cornwall. This includes AQA inputs.
|
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Challenge Partner |
New School Improvement Partner Mr Mark Jordan |
Mark Jordan, current Ofsted Inspector, has been brought in to support external challenge for our Academies 23-24 working alongside the School Improvement Team.
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EEF |
Education Endowment Fund Associate Research School |
External Educational Consultant Andy Brumby has delivered bespoke inset on -Primary Curriculum -Literacy (modelling and vocabulary) -Inset for Secondary Humanities Leads We have also commissioned bespoke support for Humanities curriculum planning, in tandem with work on Diversifying the Curriculum. He has also worked to advise specific settings.
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PE |
Wave is Leading on National Project, with YST, (the AP research Network and Leeds Beckett University) to develop PE in Alternative Provision Sector involving External Governing Bodies of Sport.
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Maths |
Code Maths |
Josh Lawrey from Code Maths visiting 2 settings to support audit and involvement. (NM and Penwith) Trust engaged with the Year 5-8 Continuity Project
|
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ICT |
ICT Hub (Mark Clutsom Lead) |
Delivered staff training for ICT Primary NCAPA and Penwith and supported audit
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Science |
Devon and Somerset Science Learning Partnership |
Supported Audit of Key Stage 3 Academy Science Curriculum (Dr Nik Rouke) External Science Consultant, Ed Walsh (Former Count Consultant, to support development of KS3 Science Curriculum and delivery of bespoke INSET
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Art |
Cathy Palmer, CASH Art Network Lead, and Art Lead at Roseland Multi Academy Trust |
Support/External 鈥榗ritical friend鈥� for audit of Art KS3 Curriculum plans, and individual Art teacher CPD based on need.
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EDI |
Representation Matters |
CPD ongoing
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All |
Principals arranged Peer to Peer school support (including Bolton Impact Trust ) |
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Safeguarding |
Local Authority Mark Lees Hub representatives |
S157 County Audit (undertaken yearly) Review of Academies safeguarding and SENTRY check. Safeguarding challenge during visits, and termly Hub meetings. |
There is further External Challenge from Local Authority School Effectiveness Teams: Devon Education Services and Cornwall Local Authority.
