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Know where you are going : how five headteachers led innovations that go beyond the National Curriculum and national strategies to enhance children's learning

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National College for School Leadership

Abstract

Know where you are going How five headteachers led innovations that go beyond the National Curriculum and national strategies to enhance children’s learning John Grove, Belleville Primary School, Battersea, London A U T U M N 2 0 0 4 F U L L P R A C T I T I O N E R E N Q U I R Y R E P O R T www.ncsl.org.uk Know Where You Are Going: National College for School Leadership 2 Contents 1. Introduction 3 2. Methodology 3 3. The study schools 3 4. The report 4 5. The case studies 5 5.1 School 1 5 5.2 School 2 8 5.3 School 3 12 5.4 School 4 16 5.5 School 5 19 6. Lessons from the five schools 22 6.1 Innovation 22 6.2 Leadership 22 7. Conclusion 24 7.1 The key findings for headteachers and those who aspire to lead 24 Acknowledgements 24 National College for School Leadership 3 1. Introduction Two years into my second headship and following an Ofsted inspection, I wished to build upon what the school had achieved to enhance children’s learning. My headship experience to date had been driven by the standards agenda and focused on the national strategies, the Ofsted framework and standard assessment tasks (SATs). To broaden my knowledge, I attended a variety of courses and conferences, and read material from different authors. Faced with an array of ideas, proposals and strategies, I was uncertain how to proceed, and sought to learn from what other headteacher colleague had already done. Therefore I investigated how five headteachers went beyond the National Curriculum and national strategies to enhance children’s learning. 2. Methodology Five schools were studied. The schools were identified by word of mouth from professionals who knew the focus of my study. 1. Each school was visited. 2. A semi-structured interview format was used for interviews with: • the headteacher of each school • teachers nominated by the headteacher either as having pl

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