The outcomes of EdisonLearning’s seventh annual UK Head Teacher survey have been released today. The survey, which is conducted as part of the company’s ISO9001 accredited quality management system, provides a detailed perspective on how the Partner Schools Programme is helping schools to more effectively meet the needs of their learners.
The survey provides a series of quantitative indicators that evidence both the progress that schools are making and the changes in confidence and capacity that schools perceive from their engagement in the Partner Schools Programme. It also provides qualitative evidence of a growing confidence across head teachers who feel better prepared to meet the ever-rising demands placed on them as school leaders.
Key outcomes from the 2015 head teacher survey:
- 100% of respondents agreed or strongly agreed that their school had made progress as a result of their partnership with EdisonLearning (78% strongly agreed).
- 100% agreed or strongly agreed that leadership development had had a marked impact on the school (83% strongly agreed).
- 100% agreed or strongly agreed that their school was better prepared for external audit (eg. inspection or local authority review) (65% strongly agreed).
- 96% agreed or strongly agreed that the partnership with EdisonLearning offered good value for money (65% strongly agreed).
- All of these indicators showed improvements on the 2014 survey.
Qualitative feedback from respondents included the following:
“Even staff who have not previously held a key leadership role are enthusiastic and feel empowered.”
“The distributed leadership model has ensured that all staff have a clear and shared vision for the development of the school as well as shared responsibility for leading this. This, in turn, has increased motivation, and led to the development of in-depth professional dialogue about the direction of the school based on relationships grounded in mutual trust and respect.”
On the Learning Environment:
“The introduction of Core Values has had a transformational impact on behaviour and behaviour for learning.”
“Class learning forums have been very effective for giving children the language to talk about their learning – we now need to get that into every area of school life.”
On Assessment for Learning:
“During Achievement team meetings – shared conversations help us to develop the finer points of children’s learning.”
“Achievement teams, accelerated learning sequences, peer coaching and mentoring based on the achievement statements are working interactively to affect a powerful and productive professional learning ethos which is impacting on teaching and learning.”
On Pedagogy and Curriculum:
“The introduction of the QFLT to support teaching and learning has changed the way that staff think about their professional development.”
“We have reinvigorated our curriculum using the connected curriculum and the core learning skills. Subjects that were previously neglected are now back on the agenda!”
On Student and Family Support:
“TLCs [Termly Learning Conferences] have had a remarkable impact on parental engagement at Parents Evenings.”
“..the biggest impact on learners and their families- wow staff love it”