CUREE worked with Teach First to investigate the characteristics of high performing schools. Drawing on the latest international evidence, we worked with 14 schools to review approaches to leadership, professional learning and student learning which enabled a high proportion of their students to achieve expected progress and beyond.
Some of the characteristics we explored were to what extent and how:
- teacher learning is focused on student achievement (EPPI reviews on CPD)
- leaders both lead CPD and are seen to engage in professional learning (Robinson meta-analysis of school leadership)
- staff show consistently high expectations of all their students (Hopkins, School and System Improvement)
Participating schools received a comprehensive report on their teaching and learning, CPD and leadership activities against international research findings on effective practice. This was based on the analysis of documentary evidence, interviews with teachers and SLT, focus groups with staff, and an online student survey. Click here to see the report framework.
The data from these 14 schools was synthesised into a report for Teach First to highlight the characteristics of high performing schools with high levels of vulnerable students, as well as examining the differences between exceptional and strong Teach First schools.You can find the report here.
Quote from a school leader who was part of the project:
‘Thank you for the report of your findings. It was a pleasure to participate in this project and work with your colleagues. I have read through the report with interest and will be working with colleagues to look at how we can move forward with some of the findings and recommendations’- Deputy Head teacher, Moseley School
You can find out more about the Teach First programme at: http://www.teachfirst.org.uk/