Partner School Survey Feedback 2015

Partner School Survey Feedback 2015

Partner School Survey Feedback 2015

Enthusiastic endorsement from head teachers further strengthens EdisonLearning’s position as the country’s premier provider of school improvement services.

“It isn't just me on my own anymore trying to further improve the school.”

The outcomes of EdisonLearning’s seventh annual head teacher survey have been released today. The survey, which is conducted as part of the company’s ISO9001 accredited quality management system, provides a detailed perspective on how the Partner Schools Programme is helping schools to more effectively meet the needs of their learners.

The survey provides a series of quantitative indicators that evidence both the progress that schools are making and the changes in confidence and capacity that schools perceive from their engagement in the Partner Schools Programme.  It also provides qualitative evidence of a growing confidence across head teachers who feel better prepared to meet the ever-rising demands placed on them as school leaders.

Key outcomes from the 2015 head teacher survey:

  • 100% of respondents agreed or strongly agreed that their school had made progress as a result of their partnership with EdisonLearning (78% strongly agreed)
  • 100% agreed or strongly agreed that leadership development had had a marked impact on the school (83% strongly agreed)
  • 100% agreed or strongly agreed that their school was better prepared for external audit (eg. inspection or local authority review) (65% strongly agreed)
  • 96% agreed or strongly agreed that the partnership with EdisonLearning offered good value for money (65% strongly agreed)

All of these indicators showed improvements on the 2014 survey.

Qualitative feedback from respondents included the following:

On Leadership:

“Even staff who have not previously held a key leadership role are enthusiastic and feel empowered.”

“The distributed leadership model has ensured that all staff have a clear and shared vision for the development of the school as well as shared responsibility for leading this.  This, in turn, has increased motivation, and led to the development of in-depth professional dialogue about the direction of the school based on relationships grounded in mutual trust and respect.”

On the Learning Environment:

“The introduction of Core Values has had a transformational impact on behaviour and behaviour for learning.”

 “Class learning forums have been very effective for giving children the language to talk about their learning – we now need to get that into every area of school life.”

On Assessment for Learning:

“During Achievement team meetings – shared conversations help us to develop the finer points of children’s learning.”

 “Achievement teams, accelerated learning sequences, peer coaching and mentoring based on the achievement statements are working interactively to affect a powerful and productive professional learning ethos which is impacting on teaching and learning.”

 On Pedagogy and Curriculum:

“The introduction of the QFLT to support teaching and learning has changed the way that staff think about their professional development.”

 “We have reinvigorated our curriculum using the connected curriculum and the core learning skills.  Subjects that were previously neglected are now back on the agenda!”

 On Student and Family Support:

“TLCs [Termly Learning Conferences] have had a remarkable impact on parental engagement at Parents Evenings.”

 “..the biggest impact on learners and their families- wow staff love it”

 


On the Partner Schools Programme in general

“Since joining the Edison project in November 2014, the progress made by the school has been rapid and very noticeable.  From the creation and development of a highly motivated, organised and driven extended leadership team, the introduction of systems and structures such as Achievement Teams and the remodelling of the leadership structure to place much more emphasis on learning and teaching, this has resulted in much improved teaching and learning outcomes for learners and focussed and effective CPD for teaching staff.”

 “The power of the programme is in the carefully planned interactive progress which involves all staff in school development and has already facilitated rapid buy lipitor in uk progress in terms of assessment, curriculum, pupil voice and the overall ethos and professional approach of the whole school community.”

 “It has given us specific focus regarding school improvement, helped us to talk confidently about our strengths and weaknesses and to develop and address our Ofsted targets from inspection in June 2013.”

 “It has enabled middle leaders to develop confidence and to have the evidence of their school improvement work and most importantly to be able to talk about it. It underpins all the work we are doing and has a direct impact on the pupils. Standards improved this year after two terms of work.”

 “It feels very bespoke, not “done to”.  It allows staff to concentrate on specific goals whilst talking a common language.  Impact is shown in pupil outcomes and staff confidence.”

ELUK-Staff Portraits-Allan_Sigston-2013-bw

Commenting on the survey outcomes Director of Education Services, Allan Sigston said:

“We are immensely grateful to our partner school heads for their feedback.  We aim to improve both the impact and quality of our Partner Schools Programme every year and it is very pleasing to see that priorities identified by heads last year have been addressed to such great effect.

It is particularly gratifying to see that we have been able to help schools to bring about very rapid improvement in the areas where they feel under most pressure – and to do this while at the same time providing a programme that helps build capacity, confidence and professional satisfaction.”

Managing Director, Tim Nash said:

“Each year the survey gives us cause for celebration, and this year is certainly no exception, but it also provides us with the input we need to continue to evolve and improve the Partner Schools Programme.  Last year schools told us that they needed more support to help address the challenge presented by life without levels, and through our Precision Pedagogy  approach we have stepped up to the plate.  It is very rewarding to know that our work has been successful and well appreciated.”

New priorities:  Recommendations from schools for further development:

  • Organise the programme resources so that schools can move more quickly or more slowly according to their own local need and situation
  • Integrate Precision Pedagogy training into the main body of network meetings
  • Develop new tools to support school development planning
  • Develop better systems to improve pupil tracking so that it links more meaningfully to planning and learning
  • Consider ways of building yet stronger professional networking within and across networks

Notes:

The EdisonLearning Partner Schools Programme is a unique approach to school improvement that allows schools to deliver all of their school improvement, professional development and curriculum development priorities through a single integrated model.

The programme, which has been designed to reflect the findings of international research into the Features of Highly Effective Schools, has been in use in English schools since 2003 and is currently supporting the progress of over 120 schools across the country.

The Partner Schools Programme underpins the NAHT’s Aspire school improvement programme that has been the subject of a DfE-funded pilot programme since 2013.  The NAHT Aspire pilot programme is being independently evaluated by the University of Derby.  The final evaluation report is scheduled to be published in early 2016.

Further information about EdisonLearning and the Partner Schools Programme can be found at www.edisonlearning.net, or by speaking to Tim Nash or Allan Sigston on 01376 562953.

2017-02-03T12:59:59+00:00 December 23rd, 2015|