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 The biggest achievement has been to challenge assumptions about the differences between independent and state schools on both sides. Termly visits in my role as coordinator have given me opportunities to observe schools working collaboratively. I know teachers working in more challenging schools have had their professionalism re-affirmed by colleagues working in very different contexts. Some pupil behaviour in state schools has come as a shock to colleagues from the independent sector, raising questions about ethos and expectations.
At its best, the common ground has been subject knowledge and passion to engage with the different pedagogies that emerge in different teaching contexts - refreshing debates on both sides.
The intellectual challenge of teaching the most able pupils has exposed the importance of subject specialist teaching. Equally, the need to provide a range of teaching and learning styles for lower-attaining pupils has been evident. Some of the most useful activities have been the opportunities to walk round and observe a different school community at work.
While the involvement of the nine headteachers has been important, it is the stability and commitment of the LINKS, which has been the significant factor. The SSLP has been used as a vibrant training ground to build capacity and maintain morale in one school which is in special measures. The LINK member there has been one of the most active and committed partnership advocates.
My role has been to reduce the level of bureaucracy and provide the resilience and tenacity needed to overcome the challenges of communication. I have had the confidence to do this role, because of my experience as a London headteacher. The leadership and enthusiasm of the co-directors and LINKS has been critical and infectious.
If I were starting again, what would I do differently? I would initiate an early meeting between each headteacher and LINK to agree protocols and ways of working at the outset, which would need to be reaffirmed at the beginning of each academic year. I think it will probably take about 5 years to get the SSLP properly embedded.
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Written by Irene Bishop
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 Teachers in independent schools and teachers in state schools are really no different - we all want to improve, be good at our jobs and make a difference to our students. I believe that by working together we can start to break down barriers and all of us can learn something new. Working together also allows pupils to unlearn their prejudices and ‘raise their game’. They realise they can be more than one kind of person.
I think one of the most exciting things has been utilising this ‘student voice’ at the Pupil Conference. You couldn’t tell the difference between the students (apart from their uniforms). They discussed ‘What helps me to learn’ and ‘What stops me from learning’ in groups, and we teachers learned a good deal from them.” |
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Written by Marion Gibbs
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Working with the SSLP has been a really stimulating experience; I have valued the chance to develop a much closer working relationship with local maintained school headteachers and in particular with my co-director. Staff have really appreciated the opportunities to visit other schools and to broaden their perspective on teaching and learning and to discuss and test out ideas with colleagues who face different sorts of challenges in their schools.
Our pupils have benefited from new and different experiences, such as the samba playing and the challenge of working with pupils from other schools in the learning enquiry and making presentations about this. We have also appreciated being able to send teachers who are doing “on the job” PGCE to partner schools for their maintained school placements.
As a headteacher, working in the partnership has really made me think more deeply about current education issues and good practice. I have been really pleased to meet new colleagues and exchange ideas. Looking outwards is always worthwhile. If you explore your passions with other people they become richer. |
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