Area 5: Improvement through School to School Support (S2SS) Emerging Expanding Secure Sustainable The TS has some The TS has growing The TS has an The HT/ Executive HT experience of experience of established and of the TSA is an NLE or supporting other supporting other growing history of S2S in the process of schools. The focus of schools. The focus of it may work as a becoming one. The – this support may be this support has strategic partner with TSA is able to call comparatively limited developed to be either an LA, MAT, academy upon NLE/ LLE support e.g. the release of 1 a recognised and chain to identify and from across the SLE or Middle or effective model for carry out support. It alliance to support Senior Leader to support in a particular has a team of SLEs schools within and – support a school. area or the TS has a based across the outside of the TSA. Supported schools are growing experience of alliance and has a The broader TSA has likely to be ones with different models for strong understanding the capacity to release which the TS has local school to school of local/ regional staff for S2S including or historic links. support. The priorities supported but not exclusively deployment of SLEs by a strategic plan to SLEs at short notice. and leaders and S2S develop the capacity The impact of S2S work is reactive to to meet them. It is work is evaluated need or in response to able to sustain rigorously and is requests. The bank of support when SLEs etc effective. S2S work is available SLEs and move schools or understood and Leaders has grown in change supported by the GB parallel with the responsibilities. S2S is who support it increase in School to seen both as a moral because they see it as school work responsibility and as a a moral responsibility, undertaken. means of school an opportunity for improvement for the CPD and understand TSA. The SLT of the TS the power of a support S2S and some school led are engaged in it. All system. S2S is evaluated and
Area 5: Improvement through School to School Support (S2SS) Emerging Expanding Secure Sustainable The TS has some experience of supporting other schools. The focus of this support may be comparatively limited e.g. the release of 1 SLE or Middle or Senior Leader to support a school. Supported schools are likely to be ones with which the TS has local or historic links. The TS has growing experience of supporting other schools. The focus of this support has developed to be either a recognised and effective model for support in a particular area or the TS has a growing experience of different models for school to school support. The deployment of SLEs and leaders and S2S work is reactive to need or in response to requests. The bank of available SLEs and Leaders has grown in parallel with the increase in School to school work undertaken. The TS has an established and growing history of S2S – it may work as a strategic partner with an LA, MAT, academy chain to identify and carry out support. It has a team of SLEs – based across the alliance and has a strong understanding of local/ regional priorities supported by a strategic plan to develop the capacity to meet them. It is able to sustain support when SLEs etc move schools or change responsibilities. S2S is seen both as a moral responsibility and as a means of school improvement for the TSA. The SLT of the TS support S2S and some are engaged in it. All S2S is evaluated and The HT/ Executive HT of the TSA is an NLE or in the process of becoming one. The TSA is able to call upon NLE/ LLE support from across the alliance to support schools within and outside of the TSA. The broader TSA has the capacity to release staff for S2S including but not exclusively SLEs at short notice. The impact of S2S work is evaluated rigorously and is effective. S2S work is understood and supported by the GB who support it because they see it as a moral responsibility, an opportunity for CPD and understand the power of a school led system.