Services2018-12-06T15:51:10+00:00

Our programmes are designed to maximise impact on learner outcomes. Founded on the latest educational research and evidence we constantly update our programmes to meet schools’ ongoing and changing needs. From one and two year programmes for schools seeking rapid improvement through to resources for addressing specific areas of provision, all our programmes are prioritised by school leaders, sustainable over time and provide outstanding value for money.

Partnership Programmes

Our programmes are delivered through EdisonLearning or our partnership with NAHT under the Aspire programme banner. They can be delivered to individual schools and are increasingly being seen as a focus for developing collaboration and best practice by federations and multi academy trusts. Our programmes are quality assured to BSI ISO 9001.

The Two Year Partnership Programme covers all five strands of the EdisonLearning Five Strand Design™: Leadership; Learning Environment; Pedagogy & Curriculum; Assessment for Learning and Student & Family Support. This programme is primarily designed for primary schools that require sustained improvement across a wide range of provision to support them in securing good Ofsted judgements.

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Our one year Teaching and Leadership Innovation Programme (TLIP) provides intensive support to develop key components of the Leadership, Pedagogy and Curriculum and Assessment for Learning strands of the Five Strand Design™. This programme is designed for any schools seeking to improve the quality of teaching, assessment and leadership and their impact on learner outcomes.

On completion of TLIF, schools will be able to further develop and enhance their practice by working on strategies from the Learning Environment and Student and Family Support strands through our one year TLIF follow on programme.

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School Improvement Resources

For schools wanting to focus on a specific area of provision we have developed a range of school improvement resources from the Five Strand Design™. Schools can purchase the resources alone or determine the level of adviser support that they require to ensure effective implementation. Each resource, while effective on its own, is designed to complement other resources from the Five Strand Design™.

Resources cover:

The Leadership strand develops clarity of vision and the means by which leaders at all levels can support the fulfilment of a school’s vision. It develops the leadership skills of every staff member. The Quality Framework for Leadership (QFL) is the core strategy that supports schools in translating the theory of great leadership into the everyday practice of all leaders, thus maximising the impact of school leadership on learner outcomes.

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Leadership components

The components of the Leadership strand are proven to lead to a significant shift in the impact of leadership on the school community and more specifically on learner outcomes.

  • Vision and values – building the principles, foundations and long term goals for your school community.
  • Distributing leadership – sharing responsibility, increasing capacity and growing future leaders, now.
  • Effective teamwork – utilising individuals’ skills and strengths, underpinned by efficient structures and processes, to create effective teams.
  • Strategic planning – systematic planning and evaluation of actions, aligned to vision and values, in order to further develop as a highly effective school.
  • Leading and managing change – research based strategies to support the school community to do things differently.
  • Leading learning and teaching understanding, precisely, the effectiveness of current classroom practice to achieve further development.
  • Subject leadership – maximising the quality of learning in all subjects.
  • Effective governance – analysing the effectiveness of governance in the school to identify strengths and areas for development.

QFL

The Pedagogy & Curriculum strand drives continuous improvement in the quality of teaching and learning through effective coaching and professional development. The core strategy is the Quality Framework for Learning and Teaching that describes all that teachers do to enable great learning and provides effective practice to support its implementation.

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The primary Connected Curriculum provides schools with a suitably broad and balanced curriculum that meets Ofsted’s expectations and which can be adopted wholly or adapted to meet individual school contexts, while our Curriculum Review supports schools in evaluating current provision and planning and implementing curriculum change. The Learning & Life Skills Curriculum supports schools in delivering PSHE and ensures every pupil develops the essential skills required of effective learners and of confident, resilient and responsible young people.

Pedagogy and Curriculum Components

The components below, when married with the Quality Framework for Leadership, provide schools with a powerful suite of resources that is proven to transform the quality of learning in schools.

  • The Four Modes of Learning – research and theory that underpins pedagogical practices alongside Achievement Statements that specifically define appropriate learner outcomes.
  • Fast Learning – a strategy for developing functional accuracy and fluency in core knowledge and skills.
  • Accelerating Progress Learning Sequences – breaking down desired learning outcomes into smaller steps.
  • Designing and Planning for Great Learning – understanding and organising what we need to teach, how we need to teach it, to whom and when.

QFLT
Curriculum
LLS
Curriculum Review

Assessment for Learning supports the timely and effective use of assessment data to drive improvement at every level within the school. From decision making through to learner feedback and the implementation of the Achievement Team concept it identifies and shares best practice to promote progress for all learners. Our Closing the Gap programme and/or resources provide schools with the means by which gaps in attainment and progress can be analysed and specific, practical solutions can be identified. Compass is EdisonLearning’s online pupil tracking tool. It is the only online application that incorporates our Achievement Statements and Learning and Life Skills I can statements.

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Assessment for Learning components

  • Data driven decision making – using assessment information efficiently to raise questions, inform solutions and plan for highly effective provision.
  • Achievement teams – developing distinctive teams, focused on cohorts of learners, to identify barriers to progress and to plan teaching strategies to address these.
  • Learner investment in assessment – using feedback with and between learners to promote great progress.

Whilst many schools will have their own data tracker, Compass is EdisonLearning’s online pupil tracking tool. It is the only online application that incorporates our Achievement Statements (as well as the Learning and Life Skills ‘I can’ Statements). It is designed primarily to support teachers to finely focus their planning, choices of teaching method and assessment criteria.

It supports workload reduction with the “be streamlined: eliminate duplication –“collect once, use many times” principle expressed in the independent Teacher Workload Review1 Group’s report on data management as its driver. Compass sits perfectly within our work with partner schools, including NAHT Aspire, but its simplicity and transparency mean that any school can adopt Compass as its way of purposefully tracking and planning success for their learners.
1 Eliminating unnecessary workload associated with data management – Report of the Independent Teacher Workload Review Group – www.gov.uk/government/publications

Compass
Closing The Gap

The Learning Environment strand drives a culture of high expectations and achievement across the school community. The ethos of the school and the school’s core values are revisited and relationships and behaviours developed and enhanced. Furthermore, learners are empowered by being given a greater voice in their learning and in school decision making while experiencing a broad and enriched learning experience.

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Learning Environment Components

  • Core values, relationships and behaviours – establishing shared core values as a basis for building a learning community. Implementing a community code that underpins relationships and behaviours for the whole community.
  • Learner voice – reviewing opportunities for learners to partner in decision making. Developing learner voice through active participation in Class Learning Forums and School Learning Council.
  • Spaces that support learning – reviewing and developing physical spaces and display to support learning and motivation in all areas of the school.
  • Learner enrichment – reviewing and extending a defined menu of enriched entitlement for all learners which broadens horizons and raises aspirations.

The Student and Family Support strand focuses on organising provision that is truly inclusive, enabling every learner to achieve. This is accomplished by integrating support for learners effectively across the school, creating a continuum of support that includes specialist interventions for the most vulnerable learners. Effective support for all learners is enhanced by active and collaborative partnerships with parents, families and carers. The Closing the Gap resources and programme provide schools with a toolkit and set of intervention strategies that support schools in accelerating the progress of disadvantaged and other vulnerable learners.

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Student and Family Support Components

  • Family learning conferences – learning conversations where learners explore and explain their learning with their parents, carers, families and teachers and set personal achievement goals. Planning for the needs of all learners – a whole school approach to minimising barriers to learning through quality first provision and additional and specialist support for vulnerable learners.
  • Peer mentoring – a peer to peer approach that supports the acceleration of progress for all learners.

Closing the gap

For schools wanting to gain a deeper understanding of their strengths and weakness our school review programmes provide an independent assessment of performance against the features of highly effective schools in the Five Strand Design. Delivered as a single school review or for multiple schools through our NAHT Aspire peer review process, each review provides expert challenge through a genuinely collaborative approach is facilitated by a lead reviewer.  Whatever the review outcomes, we have school improvement resources that schools can then choose to adopt and adapt to address their specific areas for development. School review, therefore, often leads onto partnership programmes with schools across all phases and Ofsted judgments.

School Review
NAHT Aspire Peer Review
Co-operative School CCQA

Whilst we focus on school improvement there are many other areas of CPD and statutory training needs that are equally vital in a successful school. To complement our services we have partnered with flick learning, accredited experts providing a range of essential training services through an innovate e-learning delivery platform to complement your personal and school development.

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