The post below is the iteration (as of January 2021) of ‘four stages of partnership activity’. It builds on the work of ‘The Missing 2000’ and ‘All Together Now’, and aims to develop the initial continuum into four discrete stages (although it has been pointed out that a ‘spiral’ may be a more effective metaphor.
I would genuinely welcome any comments on the below as a response to this blog.
|STAGE ONE||STAGE TWO||STAGE THREE||STAGE FOUR|
|Characteristics of ‘emerging’ partnerships||Characteristics of ‘established and sustainable’ partnerships||Characteristics of ‘regional excellence’ partnerships||Characteristics of partnerships which are part of a ‘national educational commonwealth’|
|Leadership||Led by teacher||Led by senior leader / dedicated partnerships co-ordinator||Led by team of individuals with direction from a committed Head.||Strategically incorporated as a core pillar of the school’s activity|
|Planning||Reinventing the wheel with each new project||Informed by successful projects elsewhere||Collaborating actively with other partnerships to achieve shared goals||Collaborating nationally with key bodies of all kinds (universities, agencies, government).|
|Finance||Run on a shoestring||Aware of funding sources and models||Financed as a proportion of fee income, with 5-10 dedicated staff||Well-financed, with over 10 dedicated staff, mostly teaching.|
|Coherence||Fragmented||Cohesive with clearly articulated goals|
|Communication||No time for communication||Communicated to alumni, parents, students and potential donors in an organised way||Valued regionally by all key educational stakeholders.||Valued nationally.|
|Impact assessment||Not assessed for impact||High quality and reflexive|
|Sustainability||One off||Iterative and repeated||Long-term||Permanent|
|Targeting||Working with ‘state sector kids’||Targeted on pupils who really need support, e.g. SEN, the most able or pupil premium||Targeted on regional problems that need resolution.||Targeted on the most complex national educational problems – educational coldspots, children in care, PRUs.|
|Balance of the relationship||Perceived as patronage||Mutual and reciprocal||Mutual and reciprocal||Mutual and reciprocal|
|General design||Ad hoc||Planned collaboratively cross-sector||Planned around ‘points of excellence’ (e.g. university admissions) in one of the schools in the partnership.||Planned around ‘points of difficulty’ – the most intractable national educational problems.|