NACE Education Adviser Hilary Lowe explains the thinking behind this new resource, and suggests a range of approaches for its implementation...

The NACE Challenge Framework is designed to help schools review and plan for improvements in challenge for more able and other learners across all areas of the curriculum and school experience. To facilitate this, the latest round of updates to the Framework and supporting resources includes a new departmental and curriculum review template – available via the Challenge Hub area of our website for all schools working with the NACE Challenge Development Programme.

This new resource should help those leading on a school’s use of the Challenge Framework to engage middle leaders in the review and planning cycle. It provides key aspects from the Challenge Framework self-evaluation template, with which to interrogate provision and practice for more able learners in specific curriculum areas and plan for further developments.

The curriculum review tool will also enable middle leaders, in collaboration the school’s NACE Challenge lead, to gather and synthesise evidence of high-quality provision on a very secure footing – building a strong portfolio for submission if/when the school chooses to apply for NACE Challenge Award accreditation.

The Challenge Framework is already accompanied by detailed guidance to support the coordination of the self-evaluation process. In addition, when making use of the new departmental review template, schools could consider the following approaches:

• Choose a selection of departments/curriculum areas as “early adopters” of the review tool. These teams then present their findings to other departments, who go on to undertake their own reviews. Joint planning of next steps could take place at relevant meetings of department/curriculum leaders.
• The Challenge Framework lead works with a few/all departments to support review and development.
• A head of department/curriculum area asks a colleague to take responsibility for the review; the completed review is then used to inform planning, in the light of whole-school priorities.
• Departments/curriculum areas undertake peer reviews or triad reviews of provision for more able learners.
• All departments/areas focus on reviewing provision and practice in a specific strand of the Challenge Framework identified by senior leaders.
• The Framework is integrated within existing school self-evaluation and development systems and cycles.

Whatever the processes used, the gathering of evidence for planning, evidence of impact and for Challenge Award accreditation should rely on information gathered from all areas of the school, for each of the six key categories (“elements”) of the framework.

Evidence from individual curriculum areas is crucial and the curriculum review template will become an invaluable tool for schools using the Challenge Framework and working towards the Challenge Award.

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If your school is already working with the Challenge Framework, log in to access all current NACE Challenge resources.

Not yet working with the Challenge Framework? Find out how the NACE Challenge Development Programme could support your school.

The NACE Challenge Framework offers an established tool for school self-review and improvement in more able provision, within the context of challenge for all. Supporting whole-school improvement and continuous development, the Framework can lead to formal accreditation through the NACE Challenge Award. 

In this blog post, Executive Headteacher Christabel Shepherd draws on her experience of using the NACE Challenge Framework and achieving the Challenge Award in two schools, sharing her top “dos” and “don’ts” for those starting out on the NACE Challenge journey…

Do…

Work collaboratively

The Challenge Framework is designed to be used by all staff in your school and is most effective when all staff are empowered to contribute. Identify key staff members to work with you – including senior leaders, department/subject leads and influential members of the teaching team – and encourage them to share the “challenge” message school-wide.

Communicate what, who and why

In some cases, you may be leading on challenge in a setting where some staff believe there are no “more able” learners. It is important to share clear definitions of what you mean by more able, as well as what you mean by “challenge”.

It is also important to consistently share the message that high-quality challenge is the responsibility of every stakeholder in the school and the right of every child. Back up your views with research and evidence, including case studies from schools holding the Challenge Award.

Be systematic

Use the Challenge Framework to identify priorities for your school. Produce clear action plans, supported by clear success criteria and identify key staff to lead on each. Follow up with regular monitoring and evaluation.

As well as the supporting guidance provided by NACE, you may find it useful to use the Education Endowment Foundation’s Putting Evidence to Work – A School’s Guide to Implementation.

Be prepared for the “implementation dip”

This is normal. Keep yourself and your colleagues motivated by staying focused on the “why”, celebrating good practice, and sharing relevant research and examples.

Be resilient

Especially when you first start working with the Challenge Framework, it’s likely that you’ll have some persuading to do. Not all staff members in your school or department will immediately be on board – as is the case with any new approach or tool. Be prepared for this and keep going even when things seem tough – it will be worth it!

Don’t…

Focus just on the award

Achieving the NACE Challenge Award is wonderful, but the real value of the Challenge Framework is in the journey. Consider how you can use it as a catalyst and tool for change, leading to improved outcomes for learners, and setting in place a lasting model to support continuing whole-school improvement.

Rush

The Framework cannot bring about real, substantive change if used as a superficial checklist. Maintain a steady, systematic thoroughness and remember the minutiae matter, especially in terms of classroom practice. Keep drilling down to ensure that there is real depth to change in the setting and that it is sustainable in the long term.

Forget about the learners

Keep returning to consider the impact of any actions taken on learners. Champion learner voice and make them part of the process. Celebrate and discuss changes with learners, so that the change and its effects are clear and tangible to them.

Stop

The Challenge Framework is an ongoing journey – one that doesn’t end with the Challenge Award. Ensure that plans are in place to build on successes year on year in terms of provision for more able learners and high-quality challenge for all.

Find out more about the NACE Challenge Development Programme.