NAHT’s School Improvement Commission outlines its key recommendations for improving schools
The Hub » Management & Leadership » NAHT’s School Improvement Commission outlines its key recommendations for improving schools
Ensuring teachers thrive: Every school should prioritise staff development and designate a senior leader as the professional development lead who is responsible for overseeing, coordinating and championing high-quality yeacher professional development.
Ensuring teachers thrive: All professional development leads should have access to external support networks, research and case studies, to provide opportunities for them to develop their own understanding of, and expertise in, effective continuing professional development.
Ensuring teachers thrive: The government should extend the commitment to funded support for new and recently qualified teachers to all teachers and leaders by 2025, as part of a new CPD entitlement for all.
Empowering and developing leaders: In consultation with the profession and key stakeholders, the government should develop a fully-funded support package, to provide structured support for all new head teachers and heads of school.
Empowering and developing leaders: The government should create a new bursary to facilitate and incentivise participation in NPQs from a much wider group of middle and senior leaders, nationally.
Collaboration and collective responsibility: All schools should consider the role that school-to-school peer review and family of schools data could take to help provide regulat external view of their strengths and areas for development.
Collaboration and collective responsibility: The government should invest in place-based collaborative partnerships – bringing together multi-academy trusts (MATs), local authorities (LAs) and maintained schools, to develop more coherent place-based improvement approaches.
Collaboration and collective responsibility: Further research is conducted to provide insight into the impact of local partnerships on school improvement and the characteristics of effective partnership working.
External support: The Department for Education creates a compelling proposition to encourage the most successful leaders to become NLEs, emphasising the importance of moral purpose and professional agency, so they can use their expertise in a flexible way to provide appropriate support to those schools in need of help.
External support: The DfE’s proposals for the future of teaching school hubs are developed further to create a national network of high-quality teacher development providers, which are quality assured in a transparent way.
Equity and excellence: The DfE makes a long-term commitment to the opportunity areas programme, to give the confidence to be bolder and plan beyond the short term, and explores the potential for extending the programme to other areas.
Equity and excellence: The government produces an enhanced package of support and incentives for leaders working in the most deprived communities, to include fully-funded professional development and high-quality coaching and mentoring, and explores further options to provide confidence and security to staff accepting ‘higher risk’ posts.
Equity and excellence: The government takes forward the recommendation of the 2018 Accountability Commission and focuses Ofsted on providing stronger diagnostic insight for schools that are struggling.
