1. Triads school to school partnerships Tim Bristow SHMI 21 April 2016

2. Educational Excellence Everywhere March 2016

3.  We therefore intend to legislate so that responsibility for school improvement will sit squarely with the best leaders and the best schools  This change will also allow schools to form clusters and draw on support based on their school’s specific needs and requirements. It will be a dynamic system, where schools choose the partnerships that will deliver continuous improvement for their own school and for others. Commitment

4. The project

5. The basic outline Headteacher and /or school leader Governors Leader in education HMI

6.  A half day seminar to involve school leaders and governors  A day of training led by HMI  Three review days  A half day evaluation of the project Commitment

7.  One headteacher takes the lead, one acts as the team, one is the host  Preparation to evaluate the theme  Evaluation activity  Feedback to governors The review

8.  Governors – identify theme with headteacher  Headteacher to commit to lead and host  Education lead to oversee objectivity  HMI to train and quality assure first review Roles

9.  Suffolk  Cambridgeshire X 2  Essex  Peterborough So far……..

10. Benefits The project has clearly focused the minds of the school on where we need to go next in our journey to improvement. This project has provided some of the best professional development I have ever had as a head teacher – thank you Thank you!! I have really enjoyed being given the opportunity to work alongside other schools and educational professionals to review my school and gain experience of reviewing from scratch another school. I have also been able to understand how things in school are working to improve pupil progress in greater depth. It demonstrated to me the concise, potentially powerful outcomes which can be achieved from a short but very focused piece of monitoring and evaluation. The project challenged me to question how I communicate findings so that they are accurate and do not include assumptions.

11.  Increased leadership capacity  Lasting partnerships  Sustainability LA  Cambridgeshire secondary school to school project Impact

12.  Your absolute commitment is crucial  Include governors from the start  Ensure that leaders are committed to the rigour of the process  Learn from each other regardless of Ofsted grade  Lead headteachers to be sensitive to the host headteacher  Host headteachers avoid being defensive  Be prepared  Relay precise messages at feedback  See this as the start of a partnership Tips for success – what we have learnt in order to avoid pitfalls

13.  Suffolk, Essex, Hertfordshire, Southend prue.raynor@ofsted.gov.uk  Norfolk, Bedford Borough, Central Bedfordshire paul.brooker@ofsted.gov.uk  Luton, Peterborough, Thurrock, Cambridgeshire  timothy.bristow@ofsted.gov.uk timothy.bristow@ofsted.gov.uk Contact

14. Q and A