Section 1 - Substantive Policy Lessons
1.5 Introducing Good Practice in Schools
As this section has demonstrated, there is a high degree of consensus among SRB partnerships - and, importantly, among their supporters - about the underlying priorities and therefore the appropriate policy response. There is also an undercurrent running through many schemes which recognises the need to improve the delivery and management of provision - for example, through acknowledging the importance of:
- strong and effective leadership within schools;
- classroom management practices and teaching styles which are challenging;
- developing approaches to performance measurement which genuinely help improve techniques and standards; and
- a partnership approach which involves, alongside students, teachers and parents, the wider community and employers.
Evidence
A number of projects in the sample directly or indirectly address issues associated with school and classroom management and practice.
- Waltham Forest's Towards Employability scheme has two (of four) strategic objectives which emphasise the improvement of school performance as the mechanism by which the overall scheme goal will be achieved. The supported activities include the sponsorship of Investors in People for all schools in the borough, and the provision of management training for headteachers and other senior staff.
- Speke Garston's Invest in Excellence project is designed to influence teachers' expectations of students, by improving their own self-esteem.
- The Coventry Raising Attainment project is negotiated with individual participating schools to ensure real ownership of activities and strong links to priorities identified in the school development plan. In-service training (INSET) is also enhanced to ensure that there is improved curriculum planning and resource development.
- Sandwell's Quality Starts - Primary Standards Scheme seeks to improve attainment explicitly. It enhances support for teachers by providing professional development and classroom support on project themes consistent with school development plans, and uses the project as a mechanism for developing links with other organisations, including the: Educational Technology Unit, Child Psychology Unit, Early Years Support Team and Library Service.
- Although schools and other learning institutions are becoming accustomed to the 'technology' of the competitive bidding process, the project-based approach remains alien to many education and training professionals. Barnsley's Charter for Transitions has developed a wide range of learning materials designed to assist teachers and others develop their skills in project co-ordination, management, monitoring and evaluation.
Key Lessons
- The SRB offers opportunities to influence the attitudes and behaviour of practitioners - and thus make a real difference to standards of performance.
- With some schools and colleges there may be the danger of 'initiative overload'. It is essential that regeneration initiatives relate to the school or college priorities (for example, as identified in a school development plan) and that the institution takes ownership of proposed interventions.
- Wherever possible, the lessons of regeneration-funded interventions should be transferred to the mainstream through staff development provision including INSET.
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