southwark teaching school alliance: leading the way · southwark teaching school alliance: leading...
TRANSCRIPT
SOUTHWARK TEACHING SCHOOL ALLIANCE:
LEADING THE WAY
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 3
CONTENTSIntroduction – What we do and why leadership matters Page 4
Gender and Leadership Page 5
Headship Beyond One School Page 6
Case study: Abrilli Phillip Page 7
Case study: Liz Robinson Page 8
Senior Leadership Development for Women Page 9
Case study: Delia Jameson Page 10
Case study: Jess Mills Page 11
Case study: Jo Rooney Page 12
Case study: Emma Thompson Page 13
Case study: Claire Macfie Page 14
Develop your Leadership with Southwark Teaching School Alliance in 2017/18 Page 15
Become a Member of Southwark Teaching School Alliance Page 16
INTRODUCTION FROM THE DIRECTOR OF SOUTHWARK TEACHING SCHOOL ALLIANCE What we do and why leadership mattersAcross Southwark Teaching School
Alliance, we are striving to create a
community of schools where all children
and young people are nurtured and
challenged to flourish in all aspects of
their life – academic, cultural, personal
and social. We are doing this by
harnessing practitioner excellence and
evidence-based practice for the benefit
of all schools and children in the Alliance
and beyond.
In 2016/17, our schools have worked
together to:
1. provide initial teacher training for 36
trainees across our two Schools Direct
partnerships;
2. offer a range of practitioner-led
continuing professional development
for teachers and teaching assistants
on everything from staff and student
wellbeing to phonics to outdoor
learning;
3. formed five new peer review clusters
across 22 primary and secondary
schools and nurseries to provide
school-to-school support and
challenge; and
4. engaged in a range of research
activities, including leading a project
to explore the impact that teachers not
marking work has on pupil outcomes
and teacher workload.
Developing leadership at all levels
has been a central strand of our work
because research in the UK and abroad
has emphasised how “leadership not
only matters: it is second only to teaching
among school-related factors in its
impact on student learning”1. And of
course its impact extends beyond single
classrooms to whole schools. In 2016/17
we have enabled over 50 teachers to
develop as middle and senior leaders
and towards headship; and 15 serving
heads and executive heads to hone the
skills needed to progress in executive
leadership.
On the following pages, you can read
more about two of our leadership
programmes and the successful leaders
they have inspired. All have either
secured promotion or taken on additional
system leadership responsibilities. All
share important reflections about their
experience of leadership and why it
matters – because of the difference it
makes to learners.
You can find out more about the
leadership development on offer through
Southwark Teaching School Alliance in
2017/18, including National Professional
Qualifications in middle leadership, senior
leadership, headship, and executive
leadership, on page 15.
I hope what you read in these pages
will inspire you to want to join
Southwark Teaching School Alliance
and pages 16 - 17 provide details of our
2017/18 membership offer. Together we
can ensure that across our community of
schools all learners flourish.
Dr Kate Chhatwal
1 Leithwood, K. et al (2004), How leadership influences student learning, p3. See also Day, C. et al (2009) The Impact of School Leadership on Pupil Outcomes Final Report.
In 2016/17 we have enabled over 50 teachers to develop as middle and senior leaders and towards headship; and 15 serving heads and executive heads to hone the skills needed to progress in executive leadership.
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 4
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 5
GENDER AND LEADERSHIPIn 2016, Southwark Teaching School
Alliance won an award from the NCTL
Leadership Equality and Diversity Fund
for two programmes exclusively for
female leaders, which we ran in
collaboration with United Learning and
the Gipsy Hill Federation Teaching School.
The programmes are a response to the
historic underrepresentation of women
in headship and executive leadership,
seeking to unlock talent that could help
meet the demand for more great leaders
and ensure every child goes to a school
led by a great headteacher. We will run
them again in 2017/18.
The challengeSchool Workforce Census data reveals that
in 2015 - despite 86% of primary teachers
and 64% of secondary teachers being
women - only 72% of primary heads and
39% of secondary heads were women.
Moreover, those figures have barely
changed in the five years that data has been
collected. Worse still, research by Dr Kay
Fuller 2, found that between 2001 and 2015
the proportion of female secondary heads
in Southwark fell by 14 percentage points,
even as it increased slightly elsewhere in
London and nationally.
Similarly, while 66% of all headteachers
in England in 2014 were women, only 56%
of executive headteachers were female,
according to research by NFER, The Future
Leaders Trust and the National Governors’
Association 3. The Southwark picture is
consistent with this finding.
Our responseOur two programmes – Headship Beyond
One School, for serving heads and
executive heads, and Senior Leadership
Development for Women, for those on
their journey to headship – tackled some
of the barriers that can hold women back.
A central theme was how it is possible
for women to lead in a way that is both
consistent with their values, and compatible
with the other demands they might face,
like raising a young family. Participants
were given the opportunity not only to
hear from successful female leaders and
experts, but also to observe for themselves
by shadowing female heads and executive
heads. Together with their peers and
coaches, they also reflected on how to
apply their learning to their own leadership
practice.
ImpactAlmost one-third of the heads and
executive heads on Headship Beyond
One School have secured promotions or
taken on system-leadership roles since
joining the programme six months ago.
Among Senior Leadership Development
for Women participants, almost one-
quarter have been appointed to their first
substantive headship, with others on the
programme securing promotions that move
them closer to headship. You can read more
about the experience of some of these
leaders and the programmes themselves
on the following pages.
2. Fuller, K (2016), To unlock leadership potential we need to know first where it is incarcerated: a new map of the distribution of women in secondary school headship in England, Paper presented at BELMAS conference, Carden Park, Cheshire, 8 July 2016
3. NFER, The Future Leaders Trust and National Governors’ Association (2015), Executive Headteachers: What’s in a Name? A Full Report of the Findings
Proportion of primary teachers and heads in England who are women.
Proportion of secondary teachers and heads in England who are women.
2010
100%
0%20142013 2015
86% 87%87% 86%
71% 72% 72% 72%
2010
100%
0%20142013 2015
61% 64%64% 64%
37% 36% 37% 39%
TEACHERS HEADSSource: School Workforce Census
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 6
HEADSHIP BEYOND ONE SCHOOLHeadship Beyond One School is designed for heads, executive heads and other executive
leaders looking to develop their practice and take their next steps in executive leadership.
It provides an opportunity to explore the different forms executive and system leadership
can take, and how to be an executive leader in a way that is consistent with personal
values and beliefs. This focus developed in response to feedback from heads in our first
cohort, some of whom were put off by the “macho” expectations and behaviours they
considered to be associated with executive headship and CEO roles.
Participation on the programme:• Provides insights and inspiration from executive leaders in the education sector and
beyond, in group sessions and through shadowing opportunities
• Offers executive coaching tailored to individual needs and aspirations, shaped by responses to a 360° feedback exercise undertaken at the beginning of the programme
• Develops the key skills and attributes needed to succeed in executive leadership
• Connects participants to a powerful network of like-minded female leaders
Participants also have the option to:• Receive coaching training and to coach aspiring female headteachers on our
Senior Leadership Development for Women programme
• Work with others to develop and trial family-friendly policies and practices in their schools
A new cohort of the renamed Leadership Beyond One School programme – open to heads, executive heads and other leaders looking to have impact across more than one school – starts in autumn 2017. Please email [email protected] if you would like to be part of it.
An opportunity to explore the different forms executive and system leadership can take, and how to be an executive leader in a way that is consistent with personal values and beliefs.
TITLE HEADER HERESTEPPING UP AND STEPPING BACK AS AN EXECUTIVE HEADABRILLI PHILLIPOriginally from Trinidad and Tobago,
Abrilli Phillip trained as a teacher in the
UK. In 2015, she became Senior Vice
Principal of Wellington Academy in
Wiltshire, and acting head of their primary
school. From July 2017, she’ll become
their Executive Head.
“I always had a passion for education,
to make a difference to people’s lives,”
says Abrilli. “Wiltshire has lots of hidden
pockets of deprivation, so I can not only
have an impact on the children, but
also create opportunities for the whole
community.”
“I met some incredible women on the
Headship Beyond One School programme
and shared experiences with them,”
explains Abrilli. “It has affirmed that I don’t
need to walk in anyone else’s shoes, I
should run my schools the way I want to
do it.”
“The course has given me a different
perspective and much more confidence,”
she continues. “The education leadership
picture doesn’t reflect the whole sector
– there are very few women at the top,
let alone black women. I have been
challenged by others because of my
age and gender. I am only 35, and some
people think that to get to my position
you have to ‘do your time’. It’s time we
changed that.”
Abrilli feels the most powerful aspect of
the programme was spending time on the
transition to executive headship. “It has
helped me work out when to step back
and let others lead,” she explains. “I have
to know when to let go.”
And the course has already made her
do things differently. “I feel like I can be
‘female’ in my leadership. I can wear
clothes in feminine colours. I don’t have
to follow the corporate line. I want to set
an example to the future leaders in my
school – to care, keep on top of what’s
happening, and build relationships with
people. It’s not just about numbers,
statistics, and financial information.”
Abrilli cannot recommend the programme
highly enough. “If you are thinking of
doing the programme, just do it. It’s an
incredible opportunity to network, and to
prepare mentally. It’s been an amazing
experience.”
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 7
“It has affirmed that I don’t need to walk in anyone else’s shoes, I should run my schools the way I want to do it.”
HARNESSING THE POWER OF NETWORKS AND COACHINGLIZ ROBINSONLiz Robinson has been a primary
headteacher for 12 years. She is
co-headteacher of Surrey Square Primary
School and Chair of Southwark Heads,
a challenging system leadership role.
“Our school is very diverse, and although
this brings challenges, it’s a community
where we can make a big difference,”
she explains. “I think primary school is the
best chance to bring about change – with
the help of our engaged children and
families.”
With Kate Chhatwal, Liz was involved
in designing and securing funding
for the Headship Beyond One School
programme, before she took part in the
course herself. “I was delighted about the
interest in the course, and the great group
of people taking part. We felt like we’d
really built something with lots of scope
that could be rolled out wider.”
“There was a real sense of openness,
dialogue and camaraderie, without
the politics, which is very rare,” she
explains. “The course was delivered
as breakfast seminars so easy to fit in
to the day. We heard from some very
high calibre speakers, and had some
great discussions with very experienced
colleagues.”
“I took part in the programme as I really
wanted some coaching,” she says. “I
coach many other people, so it has been
great to have some myself, from some
great role models. And now our network
of colleagues on the same journey is
established, this coaching will continue.”
She feels the programme has made a big
difference. “The programme enabled me
to explore some of my reservations about
executive leadership and realise that it
is possible to take the next step without
conforming to stereotypes. I feel excited
at the prospect of doing that. It’s really
boosted my confidence, helped me think
about the type of leader I’d like to be, and
to identify gaps where I can develop,” she
says. “I’ve realised that it’s ok to not know
how to do everything – but you can learn.
You can be smart and shape your next
step to your skill set and interest.”
“If you’re thinking of taking part, I
definitely recommend it, but you need
to be on top of your headship,” says
Liz. “It brings a real sense of collective
endeavour, that we are all working
towards the same goal, to shape a whole
community. Being a headteacher is
intense and a massive responsibility, but it
is incredibly rewarding.”
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 8
“There was a real sense of openness, dialogue and camaraderie, without the politics.”
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 9
SENIOR LEADERSHIP DEVELOPMENT FOR WOMENThose participating in the programme:• Sharpen their leadership skills, with sessions tailored to needs identified through
self-assessment at the start of the programme
• Gain insights and inspiration from women headteachers, including opportunities
to shadow them in their schools
• Receive mentoring and coaching from successful female leaders
• Undertake a 360° feedback exercise to understand how their leadership is
perceived by others
• Develop practical techniques for writing strong applications and presenting well
at interview, with personalised application review and interview practice on offer
when needed
• Connect to a powerful network of like-minded female leaders
Participants also have the opportunity to take part in optional activities to explore how
the joys and challenges of balancing senior leadership and motherhood can be made
more manageable – for themselves and others in their schools.
To join the next cohort of Leading with Confidence (the new name for
Senior Leadership Development for Women), which starts in autumn 2017,
please email [email protected].
Our Senior Leadership Development for Women programme supports experienced middle leaders and senior leaders in their next steps towards headship.
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 10
QUIET AND DETERMINED LEADERSHIPDELIA JAMESONDelia Jameson is currently Head of the
junior school at St Joseph’s Camberwell
– which she attended as a pupil. Despite
being very happy there, Delia feels it is
time to move on, and she has secured
a headteacher position at St Chad’s RC
Primary School in South Norwood starting
in September.
“This Senior Leadership Development for
Women programme came at exactly the
right time for me - it made me realise it was
time for a new challenge and gave me the
confidence to make the leap,” she says.
“It was a really well structured, practical
course based on real life scenarios,
including applying for jobs. It really
empowers women, and helps us see how
different headteachers lead. It really helped
me to decide where to go next.”
“One of the sessions explained there are
lots of different models of leadership,
not just one,” Delia explains. “It is
possible to be a good mum and a good
headteacher. It really inspired me to be
a good female leader.”
Delia feels the programme has helped her
to develop her own staff. “I have become a
better mentor, helping them with CPD,”
she says. “Now I really think about their
needs and the journey they want to follow.
I really want to encourage more women to
go into leadership.”
Delia believes the programme has really
boosted her confidence too. “Now I know I
am on the right track,” she says. “It’s helped
me think slightly differently – about what I
am doing and the reasons why. It’s taught
me that personality doesn’t matter – being
a quiet person will not prevent me being a
good headteacher!”
“Even if you are not in the position of
becoming head right now, go for it,” she
says, when asked what advice she’d
give anyone thinking about doing the
programme next year. “It will give you
confidence and help you see what being
a headteacher is like. You’ll meet people
from all different schools, and learn from
each other.”
“It’s taught me that personality doesn’t matter – being a quiet person will not prevent me being a good headteacher!”
A RARE OPPORTUNITY FOR REFLECTIONJESS MILLSJess Mills wears two hats at Dulwich
Village Church of England Infants’
School, spending two days a week as
Deputy, and the other two as Head. “This
opportunity came up which was the
perfect way to dip my toe into headship,”
she says. “I love to watch the children
enjoy learning, and to support my staff to
develop into great teachers. Dulwich is a
wonderful school.”
But the time has come for Jess to move
on, and she starts her first full-time
headteacher role in a primary school in
Cornwall in September 2017. “I want to
continue to be a creative and inspiring
headteacher. I hope people will say I’m
doing a great job in five years’ time.”
“It was great to meet others on the
Senior Leadership Development for
Women programme who are in the same
boat, and to support each other,” Jess
explains. “This programme really helped
to support me to take the next step in
my career. The reality is that my job is
very operational day-to-day – but this
programme gave me the time to sit down
and think about the type of leader I want
to be. As a headteacher it’s rare to have
that time for reflection.”
“Being with other inspirational women
and learning how to balance parenthood
with a career has been really inspiring,”
says Jess. “I am a mum with two young
children and many people are put off
climbing the ladder. Hearing about
different ways to balance being a mum
and a headteacher was so helpful.”
Jess believes the programme has had a
really positive impact. “I now have more
confidence, and being around other
brilliant leaders has really made me think
about my leadership style and the impact
I have on others,” she says. “We have a
really important job!”
Jess believes it has been the best course
she has done. “It’s well thought out, and
really personalised and tailored to our
needs. It’s been a great opportunity to
visit other schools and learn from other
inspiring leaders.”
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 11
“This programme gave me the time to sit down and think about what type of leader I want to be. As a headteacher it’s rare to have that time for reflection.”
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 12
LEADING WITH VISION AND VALUESJO ROONEYJo Rooney is Deputy Head at John Donne
Primary School in Southwark, and will
be stepping up to co-headteacher from
September. “It’s all happened a bit sooner
than I expected, but an opportunity came
up that was too good to miss,” she says. “I
love to see the children enjoying school,
being pleased to be here and doing well,
and to help them become better people.”
“I was looking for some leadership training
that wasn’t too formal – not a qualification,
but practical and professional advice
tailored for me,” explains Jo. “The group
of primary and secondary women on
the Senior Leadership Development for
Women programme, all at different levels
of leadership, all worked together to build
each other’s confidence. Now we all have
a great network of people we can call on
to give professional advice. This external
network is going to be so valuable as I head
into my headship role.”
The sessions were valuable for Jo too. “One
of the sessions was strategic planning,
and another about values and vision – how
we’d articulate our personal values into
our school’s vision. I used this – and what I
learnt in the interview prep session – in my
interview, so it was very timely!”
Jo believes the course has confirmed why
she is in education and leadership. “It has
really helped me be clear and confident
on what my values are, and what I want
education to be for others,” she explains.
“It’s boosted my confidence and helped
me believe I really can do it – and the 360°
feedback gave me confirmation from others
that I am doing a good job.”
“The programme has been a great way
to meet some inspirational women leaders
in my local community and build up a
local support network. Plus, it fitted well
around the school day. If you’re thinking
of taking part, go for it – it’s been really
inspiring for me.”
“It has really helped me be clear and confident on what my values are, and what I want education to be for others.”
TITLE HEADER HERETHE PERFECT PREPARATION FOR INTERVIEW SUCCESSEMMA THOMPSONEmma Thompson has been teaching for
ten years, and moves to a new Assistant
Head role at St James’ Church of
England Primary School in Southwark in
September 2017.
“I have always wanted to be a teacher
and been passionate about education.
I want children to have the best start,
and to encourage them to learn and be
inquisitive about the world around them. I
want to equip them with skills for life and
not be afraid to make mistakes – that’s
how we all learn.”
“I feel very fortunate to have been
nominated to take part in the programme,
and I was particularly attracted by the
networking with others, including the
women on the Headship Beyond One
School programme,” she says.
“The 360° feedback was particularly
useful,” continues Emma. “I was much
more critical of myself than others were
of me, but it did help me highlight areas
where I could improve.”
The programme came at the perfect
time for Emma, and she believes the
course helped her secure her new role.
“I put everything I learnt in the session
with a voice and communications coach
into practice in the interview for my new
job the following week”, she explains.
“I felt calmer, I wasn’t afraid of silence,
I had the confidence to take my time,
sit better, and use the skills I had learnt
during the course. I was more aware of
my voice, communication, and body, and
how they are perceived. The programme
also helped me change my approach
to interviews, making me realise that
interviews are a two-way process and I
am interviewing them too. Do I agree with
their values? Is it the right job, in the right
place, at the right time?”
The programme has given Emma a great
support network for the future. “I will
continue to learn and develop myself,
and I’ll continue to meet with my fellow
course attendees and the organisers.
Through this network I’ll have a great
idea of what’s happening across the
whole Southwark borough and become
more involved in projects and courses to
develop myself further as I continue my
career in education.”
“I feel very privileged to have been part
of this. It’s been a great experience,
giving me time away from school to think
and reflect.”
“I felt calmer, I wasn’t afraid of silence, I had the confidence to take my time, sit better, and use the skills I had learnt during the course.”
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 13
FINDING A HAPPY BALANCE CLAIRE MACFIEClaire Macfie joined Wilberforce Primary
School in November 2012 as a class
teacher and teaching and learning mentor
before becoming Head in February 2017.
“I work in quite a deprived, yet diverse
and vibrant, community so my motivation
is to give all of our children equal
opportunities,” says Claire. “Our strapline
is ‘The Best in Everyone’ – I love the fact
that we can make such a difference to the
children we teach.”
Claire found the Senior Leadership
Development for Women programme
really useful to develop herself again
after having children. “The programme
confirmed you can be a good mum and
a good headteacher at the same time,”
she explains. “Meeting so many women
juggling home life and school made me
feel so much better, and I had headspace
to think professionally too.”
“The topics are excellent, so relevant and
well judged,” she explains. “We covered a
few key themes in some depth rather than
just superficially scratching the surface
of everything. One of the most powerful
things for me was meeting people –
even if I couldn’t make a session I knew I
could call on a support network for help
and advice. That external perspective
has been so helpful, and now I have this
network for life.”
The course has clearly boosted
Claire’s confidence too. “As well as my
Trust’s support, I now have a support
network outside of that that is actually
geographically closer to school,” she says.
“I am also more confident and determined
than before – and would consider more
varied career options in the future.”
And it’s clear Claire is an advocate of the
course. “Absolutely do it – you’ve got
nothing to lose. I found it tricky to get to
every session but I have gained so much
from the networking and support. It’s
shown me that you can be aspirational
and ambitious - you really can be a good
leader and have a good home life.”
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 14
“The programme confirmed you can be a good mum and a good headteacher at the same time.”
DEVELOP YOUR LEADERSHIP WITH SOUTHWARK TEACHING SCHOOL ALLIANCE IN 2017/18We are delighted that in 2017/18 we will
again be offering leaders and aspiring
leaders at all levels the chance to develop
their leadership on high-quality programmes
tailored to their needs and the needs of
Southwark schools and learners. This
includes access to the full suite of National
Professional Qualifications (NPQs) and the
chance for female leaders and heads to join
one of our two NCTL-funded programmes.
National Professional QualificationsEarlier this year, the National College for
Teaching and Leadership (NCTL) launched
a suite of revised NPQs, stretching from
middle leadership to executive headship,
and invited groups of schools and partners to
come together to deliver them.
Southwark Teaching School Alliance is on
the steering group of a new, national NPQ
Alliance, led by Ambition School Leadership,
which brings together over 50 multi-
academy trusts, teaching school alliances
and teaching schools. As a result, those on
our programmes will benefit from national
(and international) expertise, tailored to the
Southwark context and individual needs.
We must await final NCTL approval before
we formally launch our programmes,
however our plans to offer NPQs in middle
leadership (NPQML) and senior leadership
(NPQSL) in Southwark are already well
developed. We will also provide access to
NPQs in headship (NPQH) and executive
leadership (NPQEL), designed in conjunction
with us and other NPQ Alliance partners,
and delivered centrally by Ambition School
Leadership.
For more information please email
Women’s LeadershipAs the case studies highlight, women on our
two NCTL-funded programmes have found
the opportunity to explore leadership and
network in a female-only environment both
powerful and empowering. We are therefore
thrilled to be continuing our partnership
with United Learning and the Gipsy Hill
Federation Teaching School to offer these
programmes again:
• Leadership Beyond One School
(successor to this year’s Headship Beyond
One School) for serving heads, leaders
and executive leaders considering their
next steps in leadership across more than
one school; and
• Leading with Confidence (successor
to Senior Leadership Development for
Women) for senior leaders on the journey
to headship.
For more information and to register
your interest in these funded
programmes, please email
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 15
Develop your leadership on high-quality programmes tailored to your needs and the needs of Southwark schools and learners.
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 16
OUR VISION AND MISSIONWe want all children and young people
to be nurtured and challenged to flourish
in all aspects of their life – academic,
cultural, personal and social.
Working with schools and partners across
Southwark and beyond, we are building a
strong community of impactful teachers,
leaders, business and support staff, who
share and develop practitioner excellence
and evidence-based practice.
BECOME A MEMBER OF SOUTHWARK TEACHING SCHOOL ALLIANCEMembership of Southwark Teaching School Alliance offers a unique opportunity to
become part of a school improvement movement led entirely by Southwark schools for
all Southwark schools and learners. As a member you will learn from, with and on behalf
of the richly diverse schools in our borough, experiencing deep professional development
and the chance to extend your impact beyond school boundaries.
Membership of our inclusive Alliance is available to all schools, regardless of type or
where they are on their improvement journey. All we ask is that you come willing to work
openly and in equal partnership with your peers to secure better outcomes for all.
The Alliance is not-for-profit and discounted membership is available to any school
contributing significant time and expertise as a Strategic Partner. This is something every
school joining the Alliance is encouraged to do, as we value deeper engagement over
payment of higher fees.
A unique opportunity to become part of a school improvement movement led entirely by Southwark schools for all Southwark schools and learners.
Member benefitsThe benefits your school will receive reflect our ‘presumption of
partnership’ and are designed to strengthen your own school and
practice, and the Alliance as a whole. Benefits include:
• Enrolment in the peer review programme which provides the underpinning for collaboration, support and challenge across our Alliance (full price c£1,200)
• Annual school improvement conversation with a carefully-matched peer headteacher
• Up to 4 days of Specialist Leader of Education consultancy or bespoke training based on your priorities, delivered by expert Southwark practitioners (usually charged at £350 per day)
• Termly headteacher meetings tailored to our members’ needs and ambitions (£30 per session for non-members)
• Up to 20% discounts on CPD delivered locally and tailored to the local context, including £100 off NPQML places and £200 off NPQSL places (up to a maximum of 8)
• Priority access to participation in any activities funded through bids – including the two women’s leadership programmes featured in this brochure
• Discounts negotiated with partner organisations
Annual feesOur membership fee is based on school size and whether you
contribute to the Alliance as a Strategic Partner.
School size Annual fee Entitled to all benefits, including
Members Strategic partners
SLE days at no additional cost
Discounted NPQML and NPQSL places
Up to 300 pupils
£1600 £1200 Up to 2 Up to 4
301 to 500 pupils
£2000 £1600 Up to 3 Up to 6
More than 500 pupils
£2400 £2000 Up to 4 Up to 8
Non-members may, as now, participate in Alliance activities on a
pay-as-you-go basis. However, priority will be given to members.
If you would like more information about joining the Alliance, please email [email protected].
SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 17
Southwark Teaching School Alliance – by Southwark schools for all Southwark schools and learners.
CONTACT USSouthwark Teaching School Alliance
Charles Dickens Primary School
Toulmin Street
London SE1 1AF
020 7407 1769