Professor Daniel Muijs
Interest in schools collaborating to aid improvement has grown in recent years, with emerging evidence that collaboration between high and lower performing schools can be an effective improvement method. However, this evidence relates primarily to secondary schools, and little research has been conducted on the factors that could make collaboration more or less effective.
In this study the authors looked specifically at partnerships between low and high performing primary schools, in which high performing schools acted as supporters to low performing partners. A mixed methods approach was used, including a quasi-experimental quantitative study, which was conducted to establish the relationship between partnership arrangements and pupil attainment using data from the National Pupil Database. This was followed up by case studies of nine partnerships.
The researchers found a positive relationship between partnership and pupil attainment at Key Stage 2, and that successful partnerships were characterised by intensive interventions focused on teaching and learning and leadership.
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