Clustering together to advance school improvement: working together in peer support with an external colleague

Abstract

This research study explored how a group of rural primary schools, working together with the same school improvement partner (SIP), could positively affect the leadership of their schools through group strategic planning and the more efficient use of headteacher time and expertise. By using semi-structured interviews with headteachers and informal discussions with governors, the research investigated whether this method of collaborative working, with a single external professional facilitator, could enhance the leadership of the participating schools. The study concluded that the formation of such a collaborative group could have a positive impact on the leadership of the schools, the wellbeing of the headteachers themselves and the expertise of their governing bodies, when it was led by an external professional who had gained the respect and trust of all members of the group. Although the research specifically explored the role of a SIP held in common, its findings are transferable to any group of school leaders working together with a single external partner such as a national or local leader of education (NLE or LLE)