The London Academy of Excellence, the Eastbourne Schools Partnership and the York ISSP, shared their experience of estab
Sharing our learning Staff collaborators who work with the Centre for Inspiring Minds regularly attend external events – lectures, conferences, workshops and meetings – where they learn about innovative approaches to teaching, learning and school management. These summaries have been developed to share our learning with the wider school community. If you have questions or comments about this event summary, please contact the contributor named at the end of the document. Name of the event: Inspiring
School Partnerships: sharing good practice in independent/state
school partnerships. Date of the event(s): 24 May 2017 Location of the event: Eton College, Windsor Organizer(s) of the event: Schools Together Presenter(s): Schools Together – Various Presenters The Schools Together Group (STG) was founded a year ago as a discussion group for those responsible for school partnerships, including ISSPs, MATs, TSAs and organisations which support them. The Schools Together Group (STG) aims to learn from each other by sharing good practice so that barriers to partnering can be broken down.
Descriptive Summary (What happened and what was learned?) This was the first Schools Together Group conference. The Group’s Terms of Reference is to collect ideas from practitioners, pushing the agenda further, and reporting to the ISSP (Independent-State School Partnership) forum from where practice can inform policy. Over the last two decades there has been growing interest in independent-state school partnerships (ISSPs). The term is currently used to refer to arrangements between two or more schools which include at least one independent and one state school. Partnership is defined as ‘any deliberate collaboration or association of two or more schools, whether formal or informal, short or long-term, wide-ranging or focused’. The two interrelated key messages which the Schools Together Group members keep returning to at their meetings are the same as those which were repeated again and again at this conference: • •
Successful partnerships foster two-way benefit. This is not about independent schools ‘helping’ state schools. Compelling schools to engage in partnerships is not a recipe for success. Schools partner because they want to and because they see the mutual benefit.
The conference programme included workshops which not only shared case-studies for establishing a successful and sustainable school partnership but also where you can find support and advice on setting up a Free School, as well as practical examples of student and teacher learning opportunities in specific subject areas such as science, EAL, mathematics, etc. The London Academy of Excellence, the Eastbourne Schools Partnership and the York ISSP, shared their experience of establishing and sustaining successful partnerships. The key message for a successful partnership from all three models were: •
A shared vision, which is agreed by all partners
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• • • • •
Put the children first; child – community – society – schools Don’t try to be all things to all people The partnership has to be genuine and equal, with equal benefits for all. There needs to be a commonality of purpose. Develop positive relationships, the Head Teacher must lead this and have an interest in developing the partnerships. Find Champions from each of the partner schools who are liked, have integrity, and character to drive the partnership forward.
Those who have formed an ISSP warned that entering into this venture with a one-size fits all mind-set, or having assumptions of a one-way cultural transfer will work against building a successful and sustainable partnership. Simon Davies, the former Headmaster at Eastbourne College, described partnerships like murder, they need a motive, means, and an opportunity.
It was acknowledged by the speakers that many Independent Schools seek out school partnerships to gain or maintain charitable status, but it was stressed that charitable status should mean that you do the best you can for your community, not because you want the status and want to be able to keep it. Funding for ISSPs can come from many sources and does not need to come from the Independent School involved. The London Academy of Excellence received funding for its first ISSP from HSBC, and the second, opening in Tottenham in September 2017, from Tottenham Hotspur Football Club. There is a growing number of ISSPs, in part arising from a political focus on this issue over the past two decades, but also from a desire among some independent schools to strengthen relationships with their state school colleagues. There are also a myriad of different approaches to the selection and leadership of ISSPs, from one-off events to lasting strategic relationships. The bulk of the collaborations focus directly or indirectly on the academic and social enrichment of students, although activities sharing financial and human resources and those focusing on professional learning are also common. A final common feature of independent schools engaging in ISSPs, is that they have a named member (or members) of staff with responsibility for managing and sustaining the ISSPs. This is often a titled Schools Partnership Manager or Director. This role is typically part of the Senior Leadership Team.
Evaluative Summary (What were the strengths and weaknesses?) “At their best, partnerships can generate enthusiasm and motivation for learning, cultivate an openness to new thinking ideas, [and] inspire a desire for positive change, locally and globally.” Building Successful School Partnerships, Oxfam Event Summary
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In education, the term ‘partnerships’ covers a wide range of collaborative arrangements between schools as well as with external partners, such as community organisations, universities, and business. Over the last two decades there has been growing interest in independent-state school partnerships (ISSPs). The term is currently used to refer to arrangements between two or more schools which include at least one independent and one state school. There are a growing number ISSPS as a result of a desire among some independent schools to strengthen relationships with their state school colleagues. The focus of partnerships can be varied and can encompass many types of activities. Some examples of these are: • • • •
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Joint activities for students e.g. masterclasses, summer or Saturday schools, lectures, debating, arts or sports events. Sharing facilities e.g. swimming pools, playing fields, music facilities and science laboratories Sharing expertise e.g. specialist advanced teaching for able students or university preparation guidance Shared professional learning, including joint teacher training, collaborative professional development, mentoring, collaborative curriculum and resource development for co-curricular experiences, teaching in each other’s schools, digital networking School improvement, including sponsorship of an academy or free-school, shared governance
Interpretive Summary (How can we apply what was learned?) Schools have always had collaborations or associations with other schools to a greater or lesser extent. These can be influenced by, for example, the interests of school leaders, the availability of resources and the degree to which the education policy framework and culture are collaborative or competitive. Given the current interest in school partnerships between independent schools and state schools it seems likely that ISSPs will continue to develop and grow. Before embarking on this journey there is a need for: • • • •
clarity about the extent and depth of engagement by both independent and state schools in ISSPs and the potential benefit to both better understanding of the different ISSPs and how these can be best created, shared, lead and evaluated formal evaluation of the impact of ISSPs on independent schools and state schools and on their students, staff, parents and the wider community greater understanding about the potential wider benefits to a society when independent and state schools collaborate effectively.
The Independent-State School Partnership ‘An initial review of evidence and current practice’ report recommends working with school leaders, teachers and membership bodies from both sectors to define with further clarity the processes which are central to successful ISSPs, specifically to explore the idea of shared spaces to bridge cultural divides before taking this journey.
Resources (Where to go for more information?) Schools Together website: www.schoolstogether.org/events/impact -evaluation/ Eton, Slough, Windsor and Heston Independent and State School Partnership: http://www.etoncollege.com/ISSP.aspx York ISSP: https://yorkissp.org Setting up a free school: http://www.newschoolsnetwork.org The Independent=State School Partnership ‘An initial review of evidence and current practice’ report: www.etoncollege.com/CIRLResearch.apx Prepared by: Latifa Hassanali Date: 30 May 2017 Event Summary
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