Providers can support schools through formal partnerships in many ways, such as longitudinal mentoring programmes or curriculum support.
Partnerships with schools should be based on the local context and provision should be impact-focused.
Examples of an outcomes-based target in this area could include measures such as improved academic grades, higher Progress 8 scores or an improved Ofsted rating.
One provider partnered with a school seeking improvement by working with the head teacher to identify where they could work together to support improved learner outcomes.
By developing a theory of change, the provider developed an approach to key stage 4 attainment which sought to raise performance against the national average.
Embedding this in both the school’s improvement plan and the provider’s access and participation plan provided strong buy-in at a strategic level from both organisations and the opportunity for regulatory recognition.
One specialist provider worked with pupils in a state school in London to improve their GCSE dance grades.
The school is in a disadvantaged area and has a high proportion of Bangladeshi pupils. The provider already worked with the school and was therefore able to undertake more targeted interventions.
Evaluation highlighted an increase in pupils’ technical knowledge and skills, as observed through teacher observation and assessment.