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dc.contributor.authorNeary, Siobhanen
dc.contributor.authorDodd, Vanessaen
dc.contributor.authorRadford, Neilen
dc.date.accessioned2016-09-26T13:44:23Z
dc.date.available2016-09-26T13:44:23Z
dc.date.issued2016-01
dc.identifier.citationNeary, S; Dodd, V. and Radford, N. (2016) NAHT Aspire Pilot Evaluation. Derby., Institute of Education. University of Derbyen
dc.identifier.urihttp://hdl.handle.net/10545/620526
dc.description.abstractThe NAHT Aspire Partner Schools programme is based on a multi-strand approach to school improvement. It utilises a five strand design focusing on, leadership, assessment for learning, learning environment, pedagogy and curriculum, and student and family support. This is delivered within clusters groups, underpinned by distributed leadership and supported by external advisers. The model is aligned with current international research on school improvement and effectiveness. It aims to support schools to progress from a Requires Improvement Ofsted assessment to a Good grading within three years. This evaluation reports on the implementation and the impact of NAHT Aspire at just over the two-year point in the programme (six of the nine term cycles of activity). Participants believe that it has improved their school, has empowered teaching staff and built leadership capacity. In addition, it is cost effective and has provided value for money when compared with the costs of forced academisation.
dc.description.sponsorshipNational Association of Head Teachers (NAHT)en
dc.language.isoenen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectSchool improvementen
dc.subjectPrimary schoolen
dc.subjectAspireen
dc.titleNAHT Aspire Pilot Evaluation (Executive Summary)en
dc.typeResearch Reporten
dc.contributor.departmentInstitute of Educationen
refterms.dateFOA2019-02-28T14:37:35Z
html.description.abstractThe NAHT Aspire Partner Schools programme is based on a multi-strand approach to school improvement. It utilises a five strand design focusing on, leadership, assessment for learning, learning environment, pedagogy and curriculum, and student and family support. This is delivered within clusters groups, underpinned by distributed leadership and supported by external advisers. The model is aligned with current international research on school improvement and effectiveness. It aims to support schools to progress from a Requires Improvement Ofsted assessment to a Good grading within three years. This evaluation reports on the implementation and the impact of NAHT Aspire at just over the two-year point in the programme (six of the nine term cycles of activity). Participants believe that it has improved their school, has empowered teaching staff and built leadership capacity. In addition, it is cost effective and has provided value for money when compared with the costs of forced academisation.


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