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Seven North Dorset schools have completed the first year (the BUILD phase) of the Schools Partnership Programme (SPP) and the results are already making a difference. Through peer review, collaboration, and a focus on inclusive practice, schools are laying the groundwork for long-term and sustainable improvement.
The Theory of Change is at the heart of SPP’s improvement model. We use it to evaluate whether the intended changes have been successfully achieved. It helps us see whether the programme is making a real difference at each level.
We expect to see a motivation for change in the capability and capacity of leading school improvement, creating an embedded culture of mutual trust and shared responsibility for outcomes, and developing open and transparent ways of working across the partnership and within schools.
Key learning points
• Peer review fostered trust, openness, and honest dialogue across schools.
• Aligning peer review with School Development Plans unified efforts around SEND and pedagogy.
• Staff-led collaboration enabled innovation and the sharing of effective, inclusive practices.
How was this achieved?
Strengthened collaboration and trust
• Peer review created a safe, supportive space for honest dialogue and shared learning.
• Trust deepened between schools, especially those paired for reviews - rotating pairings was suggested to broaden collaboration.
• Staff described the partnership as “safe” and “supportive,” reinforcing a culture of openness and mutual respect.
Shared priorities and strategic alignment
• Peer review is increasingly aligned with School Development Plans (SDPs), enhancing strategic coherence.
• Pedagogy, SEND, and inclusive practice have emerged as key shared priorities for the EMBED phase.
• Schools are shifting from isolated goals to collective improvement efforts across the partnership.
Culture of professional dialogue and upward leadership
• Peer review sparked informal staffroom dialogue and bottom-up initiatives.
• Teachers and Improvement Champions (ICs) influenced the partnership’s direction, demonstrating distributed leadership.
• Schools shared tools and strategies (e.g. maths sentence stems, core boards) to support inclusive improvement.
Similarly, change is expected at this second level as the maturity of the partnership leads to increased deeper understanding and effective practice in peer review for all staff. This leads to genuine and deep collaboration between practitioners within and between schools towards shared goals.
Key learning points
• Peer review boosted leaders’ confidence and supported strategic reflection.
• Leadership became more distributed, with ICs and non-senior staff stepping into influential roles.
• The process fostered accountability and professional growth, helping leaders identify strengths and development areas.
How was this achieved?
Increased confidence and strategic thinking
• Leaders gained clarity and self-awareness through structured collaboration and peer review.
• Peer review supported strategic reflection, helping leaders evaluate their practice and priorities.
• New and part-time leaders grew in confidence and visibility by engaging in the process.
Distributed and upward leadership
•ICs confidently led workshops and peer reviews, stepping into visible leadership roles.
•Leadership extended beyond senior staff, with teachers influencing school improvement planning.
•Staff-led initiatives reflected upward leadership, with ideas flowing from classrooms to leadership teams.
Accountability and professional growth
• Leaders felt a renewed sense of accountability to both their schools and the wider partnership.
• Peer review outcomes informed external discussions (e.g. with governors or the diocese).
• The process highlighted areas for personal growth, prompting reflection and development.
Similarly, change is expected at this third level as the maturity of the partnership leads to increased deeper understanding and effective practice in peer review for all staff. This leads to genuine and deep collaboration between practitioners within and between schools towards shared goals.
Key learning points
• Teachers gained confidence and leadership experience through peer review and school improvement roles.
• Staff took ownership of the process, engaging in professional dialogue and driving change from within.
• Inclusive strategies were shared and adapted across schools, supporting innovation and consistency.
How was this achieved?
Increased confidence and leadership development
• Teachers, especially ICs, grew in confidence by leading workshops and peer reviews.
• Staff without formal leadership roles gained visibility and contributed meaningfully to school improvement.
• Opportunities to lead empowered teachers and strengthened their sense of professional trust.
Ownership and professional dialogue
• Staff took ownership of peer review, driving changes they identified themselves.
• Informal discussions in staffrooms helped surface ideas and reflections organically.
• Teachers valued peer-led insights, finding them more impactful than top-down messaging.
Practice sharing and inclusive innovation
• Teachers shared inclusive strategies - like maths sentence stems, continuous provision, and core boards - to support SEN pupils. These practices were implemented across schools and extended into early years transitions.
• The partnership fostered a culture of experimentation, with teachers driving innovation from the ground up.
Ultimately, we expect to see an impact at a pupil level too. This could be varied in nature and will be related specifically to the line of enquiry taken during the peer review cycles - therefore, how this is measured can vary greatly. Schools are shown how to use data to evidence their decision-making but also to evidence the impact. Qualitative feedback is often the most immediate source of evidence that impacts pupil outcomes.
Key learning points
• Inclusive strategies like continuous provision and core boards are supporting SEN pupils and improving transitions.
• Pedagogical changes, especially in maths, are expected to enhance consistency and improve pupil learning.
• Schools are beginning to use pupil voice and data to better understand the impact on learning experiences and outcomes.
How was this achieved?
Inclusive practice and SEN support
• Schools implemented strategies like continuous provision and core boards to support SEN pupils.
• These inclusive approaches extended across phases, improving early years transitions and learning environments.
Anticipated improvements on teaching and learning
• While direct impact is still emerging, changes in pedagogy (especially in maths) are expected to improve teaching consistency.
• Staff feel more confident evaluating outcomes in foundation subjects, which is likely to support pupil progress.
Emerging Focus on Pupil Voice and Data
• Schools are beginning to include pupil voice in evaluations.
• There’s growing interest in using data to track the impact of teaching changes on pupil experience and outcomes.
North Dorset schools have demonstrated a strong and sustained commitment to collaborative improvement through the SPP. By aligning around shared priorities and embedding peer review into school development planning, they have laid a solid foundation for long-term, sustainable change.
Leadership has been strengthened through role rotation and wider staff involvement, fostering inclusive engagement and cross-school collaboration. While it is still early to measure direct pupil outcomes, shifts in teaching practice and inclusive provision are already evident.
As the partnership transitions from the BUILD to the EMBED phase, schools are focused on sustaining momentum, refining peer review processes, and deepening their collective impact. With continued collaboration, strategic clarity, and a growing culture of trust, the North Dorset partnership is well-positioned to lead the next phase with confidence and purpose.