We are proud to work in partnership with a diverse range of organisations whose values and aims align with our own. Our partners enable us to offer additional expertise and opportunities for our members, alongside opportunities to collaborate on research and knowledge-sharing, and to contribute to national and international developments in provision for more able learners.
Our current partners include:

Anglia Ruskin University (ARU) is currently supporting NACE on research focused on effective provision and practice for more able learners in schools which have gained the NACE Challenge Award. Additionally, Dr Louise Brown, Senior Lecturer and Course Leader of the MA in Education at ARU, is undertaking research exploring how teachers and learners in NACE member schools define, identify and engage with challenge in the science classroom.

As part of NACE’s current focus on “excellence to evidence”, we are pleased to launch a new collaboration with the Cardiff School of Education and Social Policy at Cardiff Metropolitan University, facilitating a school-led project investigating effective approaches to provision for more able and talented (MAT) learners. This project commenced in October 2018, giving NACE members the opportunity to join a new Wales MAT Research Group based at the university.

NACE is a member of the European Council for High Ability (ECHA), which promotes and supports communication and collaboration between organisations and individuals interested in the field of high ability, including educators, researchers, pyschologists, parents and the highly able themselves.

International charity the English-Speaking Union (ESU) is dedicated to helping young people develop the skills to articulate and express their ideas out loud. As well as running a range of oracy initiatives, cultural exchange programmes and competitions, the ESU also offers free online resources for schools. In 2018, members had the opportunity to find out more first-hand by visiting the ESU’s London headquarters, where our spring term member meetup took place.

Exceed Teaching Schools are committed to using available resources – including teachers’ and leaders’ skills, expertise and practice – to the benefit of all schools across the Lancashire and West Yorkshire region. Through bespoke tailored support, Exceed Teaching Schools' Alliance facilitates quality-assured school improvement opportunities “for schools by schools”. In 2018-19, NACE and Exceed are collaborating on a three-day course for those leading on policy and practice for more able learners, hosted at Bradford’s Challenge Award-accredited Copthorne Primary School.

NACE is proud to be part of the Fair Education Alliance (FEA), a coalition of organisations committed to tackling educational inequality, aiming to significantly narrow the achievement gap by 2022.

The FEA’s latest report card outlines five key impact goals:
  • Narrow the gap in literacy and numeracy at primary school;
  • Narrow the gap in GCSE attainment at secondary school;
  • Ensure young people develop key strengths, including character, wellbeing and mental health, to support high aspirations;
  • Narrow the gap in the proportion of young people taking part in further education or employment-based training after finishing their GCSEs;
  • Narrow the gap in university graduation, including from the 25% most selective universities.

Globe Education

Globe Education offers resources and services to support teaching and learning with Shakespeare for all ages – including creative, challenging and collaborative approaches to storytelling and transition. In 2017-18 NACE members had the opportunity to experience interactive Globe Education workshops at our English for the More Able conference, and to visit the iconic Shakespeare’s Globe theatre, which hosted our summer term meetup.

Oxford University's Jesus College has a dedicated Access Fellow and team, working on outreach initiatives to increase access to Oxford and to help schools support students from all backgrounds who may wish to consider applying to a top-tier university. In March 2019, the college hosted a meetup event for NACE members, followed by a free webinar. 


Based at the University of Cambridge, NRICH provides free resources for teachers and learners, aiming to enrich mathematics teaching and learning through challenging, engaging and meaningful maths activities. In 2018, we’re pleased to offer NACE members the opportunity to train as NRICH ambassadors, developing and sharing approaches to support learners in becoming confident and competent maths problem solvers.


NACE has a longstanding partnership with education publisher Rising Stars, which publishes high-quality resources for primary schools. In 2018, NACE members had the opportunity to trial free Rising Stars resources, and to collaborate on a project exploring effective approaches to maths mastery for the more able. Rising Stars also offers a discount for all NACE members on resources for more able learners, including English for the More Able and Maths for the More Able.

The School Library Association (SLA) provides support for those involved with school libraries, working to promote high-quality reading and learning opportunities for all. In 2018-19, NACE is proud to support the SLA’s Great School Libraries campaign, highlighting the importance of well-stocked and -staffed school libraries which offer an inspiring, challenging and enriching resource for all young people.

NACE is partnering with York St John University on research into links between perfectionism and more able learners – building on the university’s extensive work in this field to develop bespoke resources for our member schools. Dr Andrew Hill, who directs the university’s interdisciplinary Motivation, Performance and Wellbeing research group, commented: “We are very pleased to work in collaboration with NACE to better understand the role of perfectionism in the lives of more able learners. We especially look forward to helping NACE develop evidence-based resources and interventions that help educators work with able learners to fulfil their academic potential and safeguard their wellbeing.”