Small schools are often the heartbeat of many communities, offering a personal and student-focused education. However, the reality is they face significant challenges - chronic underfunding, staff shortages, recruitment struggles, and the ever-changing educational landscape - all to be faced with limited capacity. Without a solid, local support system, these schools risk isolation, burnout, and losing the very essence of what makes them special. 

Drawing from extensive experience as an education consultant and lead associate for the Schools Partnership Programme (SPP), Niki Thomas explores how small schools can navigate these challenges. With a background as a primary headteacher, school governor and Chair of Trustees, Local Authority consultant, Co-leader of a networked learning community, NCSL Lead Associate and leadership programme facilitator, Niki has spent years supporting schools in strengthening leadership and collaboration for school sustainability and improvement. Through her work with small schools, including an inspiring network in West Sussex, she has observed firsthand how SPP can be a game-changer for small schools. 

The Pressure of Wearing Too Many Hats 

In small schools, staff often take on multiple roles and responsibilities. All leaders are stretched thin, covering everything from safeguarding to curriculum development. With little time for strategic improvement, school leaders can find themselves in firefighting mode rather than planning for long-term success. 

Financial Constraints: Every Penny Counts 

Small schools frequently operate on a shoestring budget. Unlike larger schools that benefit from economies of scale, small schools must make tough decisions about staffing, training, and resources. The precarious financial position often makes it even harder to invest in sustainable improvement, leaving them vulnerable to further instability. 

The shifting landscape of Multi Academy Trusts (MATs) adds another layer of complexity. Small schools are not always seen as financially attractive to larger MATs, leaving many in limbo. With diminishing local authority support structures, small schools require new ways to secure their future and demonstrate their value within the system. 

The Challenge of Recruitment and Retention 

Attracting and retaining talented teachers in small schools, especially in rural areas, is a significant challenge. With limited career progression opportunities, many educators view small schools as stepping stones rather than long-term destinations. This turnover disrupts continuity, making it even harder to drive school improvement. In schools with only three or four staff members, opportunities to learn from colleagues and develop leadership skills are limited. Without structured collaboration, teachers can feel isolated, lacking exposure to best practices and career progression pathways. 

How SPP Supports Small Schools 

SPP is not just another initiative, it is a proven model that equips schools with the tools to drive sustainable improvement. It fosters collaboration, strategic planning, and evidence-based leadership development. The programme's impact is evident in a group of 17 small schools in West Sussex that transformed their approach through SPP. 

From Isolation to Collaboration 

Before engaging with SPP, the West Sussex schools had a long history of working together - sharing training days, projects, and best practices. However, they sought to further develop a more structured and systematic approach to ensure collaboration had a lasting impact. Through SPP, they developed a deeper level of partnership working, invested in the development of leadership for improvement across a range of roles and created a system for sustained improvement. Instead of working alongside each other, they began driving change collectively. 

Research from the Collaboration Not Collision report, co-authored by Woodthorpe CE Primary School and the National Association of Small Schools (NASS), reinforces that small schools thrive when they work together. The report highlights that forming tight local networks, whether through federations or trusts, helps small schools address financial constraints, recruitment difficulties, and accountability pressures. These collaborative structures not only support sustainability but also enrich professional development and enhance student learning outcomes. 

Building Leadership in Unexpected Places 

SPP facilitated structured opportunities for teachers and leaders in the West Sussex small schools to learn, grow, and develop across different settings. This helped retain staff who might otherwise feel their career development was restricted. 

One of the most powerful aspects of SPP is how it unlocked leadership potential at all levels. Teachers who began as early career educators took on Improvement Champion roles and later became Peer Reviewers, gaining skills that propelled them into leadership positions across the partnership. In small schools, where deputy headships are rare, this structured development provided a vital career pathway. 

Strategic Planning for Sustainability 

Findings from the Partnership Working in Small Rural Primary Schools report indicate that well-structured collaboration supports financial sustainability by pooling resources and creating economies of scale. Additionally, the Collaboration Not Collision report highlights the critical role of mutual accountability in strengthening small schools. Through structured partnerships, schools share leadership responsibilities, create joint strategic plans, and develop sustainable governance models. 

Once engaged in the SPP process, the West Sussex network expanded their collaboration to include governors, recognising their vital role in sustainable school leadership. Governors actively participated in structured partnerships, engaging in governor-to-governor support. This approach not only strengthened governance across the schools but also fostered a deeper sense of shared responsibility and strategic oversight. 

Schools that engage in strategic partnerships benefit from enhanced governance and better long-term planning, reducing the risks associated with fluctuating pupil numbers and funding uncertainties. 

The Locality Matters report by Ovenden-Hope et al. (2023) further supports the case for structured collaboration, emphasising that small schools in rural and coastal areas face significant educational isolation, impacting both staff retention and student outcomes. The report highlights that well-supported partnerships enable schools to share expertise, access high-quality professional development, and create sustainable improvement models. SPP’s focus on peer review, shared leadership development, and collaborative networks aligns closely with these findings, ensuring that small schools remain resilient in challenging educational landscapes. 

Embedding an Evidence-Based Culture 

In small schools, opportunities for professional challenge and comparative analysis of teaching practice can be limited. SPP helped these schools build an approach rooted in evidence. Some schools developed strong links with a local research school, ensuring their improvement work was aligned with proven strategies. Others embraced enquiry-based learning to refine their teaching practices, forming Professional Learning Groups across the partnership. SPP provided the framework to ensure that all staff engaged in collaborative practice, joint practice development, and supportive professional challenge. 

A Future Where Small Schools Thrive 

Small schools are a vital part of the education system, offering something truly unique. However, to survive and thrive, they need more than just passion; they require structures that allow them to grow, adapt, and collaborate. As evidenced in the West Sussex case study, the Schools Partnership Programme demonstrates that small schools do not have to face these challenges alone. With the right support, they can lead the way in school improvement, leadership development, and community-driven education. 

References 

Hill, R., Kettlewell, K., & Salt, J. (2014). Partnership Working in Small Rural Primary Schools: The Best of Both Worlds. National College for Teaching and Leadership. 

Ovenden-Hope, T., Passy, R., & Fellows, T. (2023). Locality Matters: Understanding Educational Isolation in Rural and Coastal Schools. Marjon University. 

National Association of Small Schools & Woodthorpe CE Primary School. (2023). Collaboration Not Collision Report. 

Parliament UK. (2023). Written Evidence Submitted to the Education Committee. Retrieved from https://committees.parliament.uk/writtenevidence/37791/pdf/