Models of Partnership
The Partner Schools Programme
The Partner Schools Programme is EdisonLearning’s flagship, ISO9001 accredited school improvement programme. It encompasses all that we know and understand about supporting school improvement through partnership, and utilises the broad range of tools, resources and processes that have been developed to facilitate that work.
It also recognises that, although ‘quick wins’ can be rapidly achieved through focused intervention, sustainable improvement takes time to embed, and is entirely dependent on building the capacity and capability of the school’s own team. It is an investment in the school’s long-term future, addressing school improvement priorities, professional development needs, and organisational challenges through a single coherent and quality assured approach.
Although individual schools can access the Partner Schools Programme to good effect, it is at its most powerful when accessed through networks of schools, as in the NAHT Aspire school improvement initiative. Sometimes, these networks can be pre-existing groups such as Multi Academy Trusts or local federations of schools, but the approach is equally effective with a new group of previously unconnected schools whose sole common interest is their engagement with EdisonLearning.
Typically, schools will set out on an improvement journey mapped out over 3 years or more, and will be supported through that process by a team of two or three Achievement Advisers. These advisers, who all offer extensive and highly credible experience from across the education spectrum, develop deep relationships with their school partners over the duration of the programme and ensure that each school’s implementation plan is relevant, focused and rigorous
The journey is prefaced by the Collaborative Quality Analysis which provides a comprehensive baseline against which progress can be monitored, and priorities and ambitions identified and refined.
Progress throughout the programme is monitored through a robust termly cycle involving leaders, advisers and governors. This cyclical approach ensures that short-term goals are effectively driven, that implementation plans are adapted to meet changing priorities, and that the school’s long-term vision is retained as the ultimate aim of the school improvement work.