Why choose EdisonLearning?
Since 2002 EdisonLearning has worked with a wide range of secondary schools, from large inner city schools to rural and coastal schools, supporting them to build sustainable school improvement within their differing contexts. All of our partnerships and projects are designed to meet schools’ individual needs, informed by EdisonLearning’s Quality Framework for School Development.
Principles EdisonLearning has a strong belief in holistic, coherent and sustainable school improvement, founded on educational research and focused on improved outcomes for students. Our programmes are co-constructed with school leaders, building capacity from the outset. We have distilled national and international research findings into a secondary school improvement model – The Quality Framework for School Development – that is used flexibly with schools, within their individual contexts, to support and accelerate improvement.
Key reasons for Choosing EdisonLearning
- Our secondary school partnership model is proven to deliver success in schools across the country
- Our solution encompasses all areas of school improvement
- We start from understanding each individual school and their key goals
- Our approach builds capacity and sustainability
- Our solutions are research based
- We have a track record of successfully partnering with LAs, school clusters, dioceses and individual schools.
- We are the national partner for NAHT in the Aspire programme
- We are the only school improvement partner accredited to ISO 9001 quality standards
What our customers say
“The capacity of the Leadership Team has increased measurably, at least doubled, through the EdisonLearning partnership. Team members have gained confidence, skills, knowledge and understanding of their own areas and, equally important, how this fits with other colleagues’ areas
and the wider school. There is a greater sense of team.”
– Z. King, Executive Headteacher, St. Helena School
“We liked their holistic, bespoke approach. They were interested in working with us, not parachuting in with a one-stop solution. We grilled them in relation to our agenda and what they might do for us and decided they were people we could work with.”
– D. Howe, Deputy Headteacher, The John Bentley School
“The CQA recommendations were seen as valid and insightful and there is a desire for a continued partnership, building on the positive, professional relationships formed between the respective advisers and school leaders.”
– Cornwall School Improvement Pilot – Evaluation Report