Menu
Close
GwE partnered with EDT to develop a regionally consistent peer review model across North Wales, aiming to establish a self-improving school system rooted in collaborative support and leadership development across the six local authorities in the region. The Schools Partnership Programme (SPP) in North Wales showcases the power of peer review and collaboration in building a supportive, self-improving school system.
Developed by the Education Development Trust (EDT), the programme involved 244 schools in successfully fostering collaboration, enhanced leadership capacity, and promoted sustainable improvement across GwE’s six local authorities. This article delves into the key lessons learned from SPP’s implementation, providing valuable insights for education leaders in Wales and around the world.
91% of headteachers reported stronger relationships due to SPP
Really enjoying the process - not only on a school improvement basis, but also for the support and collaboration SPP develops amongst colleagues. We already had a strong cluster ethos, but this has opened us up more deeply by getting staff into each other’s schools to work and share good practice.Headteacher - GwE Survey
The OECD’s What Makes a School a Learning Organisation? (2016) highlights the essential ingredients for transforming schools into adaptive, self-improving institutions. The seven critical dimensions:
The SPP model applies these principles to foster collaboration, drive innovation, and achieve sustainable transformation within the school system.
SPP unites schools under a shared, impact-driven vision through Professional Learning Networks (PLNs). Schools set aligned goals, focusing on priorities like differentiation, behaviour management, and curriculum development. Collaborative workshops built mutual trust, enabling schools to:
“We already had a strong cluster ethos, but this has opened us up more deeply by getting staff into each other’s schools to work and share good practice. ” – GwE Headteacher
Strong partnerships between schools significantly enhance student outcomes. Research highlights:
91% of headteachers reported stronger relationships due to SPP.
The SPP framework provides structure for data-driven self-evaluation, helping schools identify strengths and areas for growth. Research strongly supports the importance of self-evaluation in schools as a means to drive improvement and ensure high-quality education.
The self-evaluation has empowered staff, creating a reflective culture that drives continuous improvement.
“self-evaluation process has been the most useful for us. It has been really beneficial for teachers who were not as comfortable ...it was really positive and they didn’t mind the process at all as it did help them.” GwE Headteacher
SPP’s peer review model builds trust, accountability, and professional growth. Peer review develops educators’ ability to assess lesson plans, observe teaching, and evaluate the impact of these strategies on student outcomes (Godfrey, 2020). By observing diverse practices, schools uncover hidden strengths and adapt strategies to local needs. 72% of headteachers found peer review highly beneficial:
“The review validated our evaluation and strengthened staff confidence in making necessary changes.” – GwE Headteacher
Improvement Workshops follow peer reviews, ensuring sustainable collaboration. Staff are trained as facilitators to guide partner schools in addressing shared priorities, empowering leaders and staff at all levels. The Education Endowment Foundation's (EEF) independent three-year evaluation of SPP, highlighted the Improvement Workshops as instrumental in empowering staff at all levels and fostering a sense of ownership over school improvement priorities (EEF, 2023).
Despite challenges, workshops significantly enhanced engagement:
“Coaching excellent. Discussions with staff excellent. There is evidence of more differentiation techniques in lessons across school. Staff have shared good practice.” – GwE Headteacher
While SPP has delivered transformative outcomes, challenges include:
These impact stories highlight the positive impact of SPP on collaboration, capacity building, and sustainable improvement across diverse schools. Through peer review and shared professional development, schools strengthened inter-school relationships, overcoming challenges like Covid-19 disruptions.
Key outcomes include improved:
Despite challenges like time management, embedding SPP into regular workflows and prioritising leadership development has been key. Structured frameworks, staff buy-in, and sustained funding are essential for long-term success in North Wales.
Read the full impact stories here
Llŷr Jones from GwE highlights how the Schools Partnership Programme (SPP) is driving innovation and collaboration across North Wales schools. Aligned with GwE’s vision for a self-improving system, SPP supports bilingual training, research, and partnerships to help schools grow and adapt to major educational reforms.