NPQH Formative assessment task: Critical evaluation of my school’s approach to school-to-school support

Question:

Evaluate your school’s readiness to increase its involvement in school-to-school partnership working. Using research by Greatbatch & Tate (seven enablers) and Greany (five fundamentals)

Effective school-to-school partnership working is a key strategy for our improvement plan, particularly in raising attainment and closing achievement gaps. However, [School A] currently has limited experience in structured school-to-school support activities. Building strong leadership capacity is essential for success in collaboration, and while there is clear commitment from the leadership team, practical experience in managing inter-school relationships is minimal. As such, leadership development to manage external partnerships will be necessary. Similarly, while internal processes are established, mechanisms for engaging in joint governance, shared improvement planning, and reciprocal accountability with partner schools still need to be developed.

A history of collaboration is another key enabler, yet this school has no sustained track record of working with other institutions beyond occasional professional development and co-curricular activities. Developing long-term relationships with other schools and professional bodies will require cultural shifts. While internal communication structures are in place, external communication with potential partner schools remains underdeveloped. Establishing formal agreements that clearly outline partnership roles and commitments is a necessary next step.

Sensitivity to context is crucial in school partnerships. The school’s demographic and academic profile require partnerships that align with specific improvement needs, and any collaboration must be carefully curated to ensure contextual relevance. Trust between schools may also be a significant challenge due to a lack of existing inter-school relationships. Creating shared professional learning opportunities and transparent governance structures will be essential to building confidence and collaboration. Although the school has a strong internal vision for student success, aligning this with external partners will require active negotiation and shared goal-setting.

According to relevant research, a systematic evaluation of staff expertise and areas for development is needed to determine the school’s ability to contribute to and benefit from partnerships. Identifying outstanding practitioners within the school who could contribute to external collaboration will be an initial step. A deep dive into improvement needs must go beyond internal data review mechanisms to consider comparative data from potential partner schools, allowing for a more nuanced understanding of priorities.

Supporting and deploying leadership is critical, yet while the leadership team is committed to improvement, it lacks experience in leading cross-school collaboration. Targeted leadership development in partnership working and governance will be necessary. Similarly, while teaching practices are strong, engagement with external expertise is limited. Establishing structured professional learning communities with other schools will be vital to ensuring evidence-based teaching improvements. The school already conducts internal data-driven reviews, but systems for evaluating the impact of external collaboration on student outcomes still need to be designed.

Several implementation challenges and strategic considerations must be addressed. A cultural shift is needed to transition from an inward-looking improvement approach to an outward-facing, partnership-driven model, requiring mindset changes among staff and leadership. Resource allocation, including time and staffing constraints, will also need to be addressed to ensure meaningful engagement in partnerships. Capacity building through professional development focusing on collaborative leadership will be essential. Additionally, identifying suitable partnerships that align with school priorities and provide mutual benefits will be a critical factor in success.

While this school has strong internal structures and a commitment to improvement, significant groundwork is needed to establish sustainable school-to-school partnerships. Key priorities include developing leadership capacity, formalising collaboration structures, and fostering trust-based relationships with partner schools. By addressing these areas, the school can move towards a more collaborative approach to improvement, in line with best practice.

Details have been anonymised to protect individuals and institutions while preserving the meaning and quality of the work.