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Blog posts exploring the importance of effective education partnerships, collaboration and communication within and beyond schools when developing and maintaining high-quality policy and practice for more able learners, and challenge for all. Includes examples of effective school-to-school collaborations, and opportunities to get involved in education partnerships and collaborative initiatives involving fellow NACE member schools and NACE partner organisations.

 

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5 reasons to join a NACE Research and Development Hub

Posted By Jo Hendriksen, 26 November 2018
Updated: 07 August 2019
Last week, NACE member and Challenge Award holder Holme Grange School hosted the launch of a new regional NACE Research and Development (R&D) Hub. Joanne Hendriksen, Director of Teaching and Learning, shares some of the key benefits valued by members of the hub...

1. Celebrate what is working to inspire future success

The inaugural hub meeting at Holme Grange School afforded participating schools the opportunity to share the abundant examples of best practice associated with supporting our more able learners. All too often this side of evaluation and review is omitted and we focus on what is not working, rather than purposefully acknowledging what is going well. Discussing our journeys as a group led us to the realisation that a great deal has already been achieved, and we must stop and celebrate in order to cultivate a success mindset and inspire future work.

2. School-to-school working across phases, subjects and sectors

This NACE initiative allows schools to share across phases, subjects and sectors of education. The appetite for this type of collaboration was evident at our launch meeting, where the group was formed of primary, prep, secondary and through schools from both the state and independent sectors – a diversity which was particularly apt given the session’s focus on transition. This opportunity of an open and supportive forum allowed delegates to consider their journey towards a long-term, genuine and sustainable approach towards transition across all phases.

3. Sharing evidence-based good practice

Billions of pounds are spent on research each year, but how much of this informs practice in our schools? A positive shift in culture has seen many schools move towards more enquiry-based philosophies, where leaders encourage teachers to see themselves as researchers. The hub launch at Holme Grange School saw participants relish the opportunity to share evidence-based research from work completed in direct association with key educational researchers such as Bill Lucas and John Hattie. It also sparked a desire in many to work collaboratively and move forward with in-house research to explore implications of actions on current practice.

4. Opportunities to shape the future provision for more able learners

The Holme Grange NACE R&D Hub sets out a clear ambition and commitment to continue to serve our more able learners now and in the future. The team involved in the meeting were highly experienced, credible leaders and practitioners who know and understand the educational landscape and the needs of our schools. This group will allow staff in schools, working at ground level, to be at the forefront of evidence-based approaches and discover, first-hand, the results of implementing various interventions. Projects will be guided, tested and evaluated by the group, for the group and for our learners.

5. Impact-focused, long-term collaboration

All too often CPD and INSET are costly, short-term and have very little impact on staff bodies as a whole, on learners and therefore on schools. At our hub launch, practitioners were able to collectively agree on future priorities, in the knowledge that there will be regular opportunities for support, discussion and evaluation. Areas of focus varied greatly and included writing, effective use of technology, and learner awareness of ability. The hub plans to meet regularly and encourages core members to commit to consistent collaboration and communication to gain maximum benefit. The group has also discussed involving learners in the hub, supporting cross-school collaboration between pupils.

About the NACE R&D Hubs

NACE R&D Hubs are open to all NACE member schools, offering regional opportunities to share effective practice for more able learners and to collaborate on action research projects in this field. To date, four NACE R&D Hubs have been launched, all hosted by NACE Challenge Award-accredited schools: Barry Island Primary School in the Vale of Glamorgan, Haybridge High School and Sixth Form in Worcestershire, Portswood Primary School in Hampshire, and Holme Grange School in Berkshire.

To find out more or to join your nearest hub, get in touch.

Tags:  collaboration  CPD  enquiry  partnerships  policy  research  school improvement  transition 

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What does 2018 hold for NACE members?

Posted By Sue Riley, 15 January 2018
Updated: 07 August 2019
From all the NACE team – a very happy new year!

Whilst you settle back into the term I want to use my first blog of 2018 to share news of NACE developments and details of upcoming member opportunities. Brief updates on DfE, Ofsted and Estyn are also included.

Member-led research

At the end of last year NACE announced a key focus on member-led research and development for 2018, and I am pleased to update you on two aspects of this. First, we have selected three schools to become NACE Research and Development Hubs – Haybridge High School and Sixth Form, Portswood Primary School and Barry Island Primary School. These schools will allow us to test and refine our regional approach to improving outcomes for more able learners in practical ways, including hosting Hub meetings for NACE members, sharing resources and best practice, and undertaking research.

Alongside the Hubs initiative we will be working with the University of Winchester on an action research project. The project, which launches in March, will be open to invited Challenge Award schools, with teachers exploring an aspect of “curriculum, teaching and support" for more able learners that is being delivered or developed in their school under the NACE Challenge Development Programme. Alongside more detailed case study work, we will continue to build our evidence base and formally capture and disseminate some of the best practice in the country.

Free webinars and member meetups

To provide all members with a good start to the year, NACE is continuing its series of free webinars and member meetups. Webinar sessions on SOLO Taxonomy and learning mindset will take place on 30 January and 6 February – log in to the members’ area of our website for full details and registration.

Following the success of our first member meetup in November, the series continues this term with the English-Speaking Union hosting a secondary school event on 6 March. The Globe will host our final meetup of the year on 8 June, for both primary and secondary schools. Full details of these free events will be shared with all members via email and in the members’ area of our website.

Funding and research updates

Members will be aware that governments in England and Wales are placing an increased focus on more able. I spoke about developments in Wales in my last blog.

You may be interested to read Estyn’s latest thematic reports. Good Practice in the Humanities highlights, amongst other things, the importance of transition for learners, whilst Active and experiential learning – Effective foundation phase practice in delivering literacy and numeracy in Year 1 and Year 2 includes an online video to exemplify good practice, and includes specific references of support provided to more able learners.

In December the DfE launched Unlocking Talent, Fulfilling Potential, its plan for improving social mobility through education. Within this it announced the Future Talent Fund, which will seek to test and evaluate approaches to supporting the most academically able disadvantaged students in non-selective state-funded secondary schools. Bidding for this fund is expected to open in the summer term, and NACE will be seeking member schools to work with us on this. Further detail will follow.

We also wait with interest to read the final report of Ofsted’s curriculum thematic review.

2018 promises to be interesting – and I look forward to sharing developments and working with you as we move through the year. In the meantime, please contact me directly if you want to learn more, or feel you can contribute to our developments.

Tags:  collaboration  CPD  enquiry  partnerships  policy  research 

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