The power of networking

Educational changes initiated in the late 1980s began a process of exposing schools to market pressures and competition being perceived as a vehicle for raising standards. The simultaneous diminution of the role of local authorities saw a gradual – though accelerating – atomisation of the system, as long-established collaborative structures declined or disappeared and schools ploughed some lonely furrows. Feast and famine stalked schools as market forces produced winners and losers.

While this is somewhat of a caricature, there is also an element of truth in the picture painted. In the case of our school – Knutsford High, in Cheshire – the shriveling of local authority networks did have a marked impact on curriculum provision and on what we now call the ‘extended services agenda’.

The last few years, however, have seen the revival of interest in collaborative activity, which is beginning to have beneficial results, though it is difficult to quantify this or to disaggregate its effects from those of other initiatives.

At the local level, the school has been part of a Knutsford Education Improvement Partnership encompassing seven local primaries and a nearby special school, in an increasingly active and effective arrangement. Previous cross-phase contact had proven intermittent and often lacked coherence or sustainability. In contrast, the EIP is tightly organised, with a clarity of purpose and intended outcome that has led to rapid strides forward in realising aspects of the Extended School agenda, a case in point being the deployment of the family worker based at one of the primary partners. Curriculum liaison and transition arrangements have also become more effective; while we have moved forward in areas such as joint training. We are now in the process of exploring the cost/benefit equation around the idea of federation, a concept that would have been unthinkable two years ago.

‘Working together through our EIP has made it possible for us to provide a much more effective range of extended services.’  (primary headteacher)

Partnership with other local secondary schools has also acquired greater prominence. We are beginning to explore the scope for coordination of provision with two similar schools in north-east Cheshire, although this is at an early stage and tangible benefits are relatively minor to date. The potential for extensive joint action in areas such as staffing, training, procurement and delivery are readily apparent, however. Thirteen East Cheshire schools are, additionally, considering the value of working through a loose federation that would extend some of these benefits still further.

At a more practical level, the school has seen the value in student partnerships which impact directly on classroom experience, which it is intended will be realised through an association linking with a partner in Crewe, through the School Linking programme. We believe this will markedly improve our ability to address the social cohesion and diversity agendas, in time.

Regionally, the school has exploited the potential inherent in specialist school networks. Having a lead practitioner in one of our specialist subjects has brought a wealth of new thinking to the school, as well as contributing to a broader improvement agenda.

‘Through my role as a lead practitioner, I have been able to develop links with teachers throughout the North West. This networking has led to a sharing of good practice and made me think about my own teaching. I have been asked to share these ideas throughout the geography department. I plan to extend this network to include local primary schools and subject related associations’.

We have also been active in regional and national specialist school networks, which have been of real benefit in promoting innovation and development.

Our students also benefit from a range of international networks, which are exploited through curriculum exchange projects. Students in year 9, for example, exchange work with those in a partner school in Empangeni, South Africa, while we have flourishing exchanges with other schools in China, Germany and the USA. Such ventures take time to establish and mature and require the development of personal contact between teachers to be sustained. However, they are well worth the investment of time required, building a sense of global citizenship and understanding.

Empangeni High School South Africa	Pudong Foreign Languages School Shanghai

 

ABOUT THE AUTHOR

Mr Kevin Hollins is Headteacher of Knutsford High School, an 11 to 18 specialist humanities school with 1530 students, serving the town of Knutsford, in North Cheshire, England, United Kingdom.  The school also draws significant numbers from the Borough of Trafford and Manchester. After completing a history degree in Cambridge, Mr Hollins began teaching at Alsager School, in South Cheshire, in 1977, moving to become head of history, and later of vocational education, at Lymm High School. During his time in Lymm, he completed a masters degree in educational leadership and management. In 1987, he was appointed Deputy Headteacher at Poynton High School, focusing on curriculum management and development, before moving on to become Headteacher of Leek High School, Staffordshire, between 1991 and 1997. Mr Hollins has undertaken a wide range of training during these years, covering the development of process skills and personal competencies, including Coverdale Leadership courses, NEAC, LPSH, and the Pacific Institute Investment in Excellence programme.

 

Go to top of page     Go to online discussion