1. School Improvement Partnership Programme: From principles to practice Chris Chapman

2. A rationale for collaborative working The system has untapped capacity to improve itself There is a need to strengthen collaboration both within and between institutions Evidence can be used to bring a critical edge to new arrangements Action has to be focused on specific issues, adapted to and owned by local context Some co-ordination of effort is needed to optimise improvement efforts This approach can close the achievement gap and support the development of a more equitable education system.

3. Collaborative working across boundaries Focus on closing the achievement gap The commitment to mutual benefit and the creation of leadership opportunities and professional learning of staff Commitment to long-term sustainability and capacity building Explicit links to strategic improvement planning in schools and local authorities. The use of systematic enquiry to develop innovative practices and monitor developments The SIPP: Core Principles

4. TheSIPP: Enquiry process Phase 1: Preparing the ground Where are we now? What are our key concerns? What would success look like? Phase 2: Exploring the evidence How do we exploit internal and external knowledge? What further evidence do we need? What new insights do we have? Phase 3: Testing change What changes do we need to make? How do we lever and embed change? How do we know we have made a difference?

5. Identify a shared focused concern Based on collecting evidence, making changes to practice and monitoring and evaluating their impact Led and coordinated by a ‘Partnership Innovation Team’ or existing appropriate structure Supported by an “external trio” of critical friends The SIPP: Developing an approach

6. Locally owned and led Generating and sharing new ways of working Using evidence to inform practice Tailored context specific programme Technically simple but socially context Frameworks not prescription The SIPP: Reflections