- ensure Re:SEND is accessible to all.
Our format allows for all starting points as the discussion is always based on a sound research base and includes elements of individual planning which can then be implemented at a local or individual school level.
- start with a robust and sound evidence base upon which to build discussion and trial new practices.
An established group in Lincolnshire started with the EEF toolkit, which is based on research and analysis contributed by thousands of schools and subject to academic rigour.
- ensure members of the learning community have the necessary enthusiasm, commitment and expertise to sustain them.
Ideally members should be school leaders who play a key role in developing teaching and learning and shaping CPD.
- tap into existing partnerships and networks at first before expanding the group. This will ensure a culture of trust and openness is achievable from an early stage. Share professional capital i.e. sharing knowledge and best practice to the benefit of all schools and learners is an essential basis.
- draw upon and align with Randomised Control Trial projects where possible.
This provides a framework for trailing various approaches and hypotheses with a clearer understanding how different variables contribute to improvements in children’s learning. The principles of RCTs should underpin these communities wherever possible.
- keep regulation of the community to a minimum.
Whilst it is important to work with evidence-based formats and methodologies, the members of the group should feel a strong degree of ownership and be able to access the community from a range of starting points.
- ensure that the culture of openness extends to data and the need to measure impact.
This leads to better understanding and evidence around what works and, crucially, what doesn’t!