Leicester's Big System Project
Improving Teaching and Learning across Leicester City with WalkThrus as the toolkit.
Leicester Primary Partnership
SITUATION
The Leicester Primary Partnership (LPP), comprising 32 primary schools in Leicester City, with a further 8 being in the TMET multi academy trust within the city, faced the challenge of building consistent pedagogy amidst evolving inspection frameworks. Schools were struggling with implementing the Education Inspection Framework (EIF) effectively and integrating Rosenshine’s Principles and WalkThrus into their teaching strategies. Although many schools had started using WalkThrus resources, the various sizes schools and those of different denominations recognised the need for a more collaborative, tailored approach to enhance these practices.
THEORY
To address these challenges, LPP aimed to develop bespoke CPD programmes focusing on teaching and learning improvement, using WalkThrus as a central toolkit. The strategy sought to build a consistent pedagogical approach across schools, establish a shared language for teaching practices, and provide expert guidance. This would help schools effectively implement Rosenshine’s Principles and achieve a unified standard of teaching quality.
ACTION
The project began with LPP partnering with the WalkThrus team and appointing a dedicated project lead to steer the initiative. In September, a face-to-face workshop was held with Tom Sherrington and Matt Stone to introduce the project and set objectives for the academic year 2023-24. This was followed by an online touch base in November with Matt Stone, providing an opportunity for schools to discuss initial progress and challenges.
The next significant step was a face-to-face session in January with Tom Sherrington, which deepened the engagement and focused on refining the implementation strategy. Throughout March and May, additional online touch base sessions were held with Matt Stone, tailored to the specific needs and requests of the schools. These sessions ensured ongoing support and adaptation of the approach.
In April, the project lead conducted a session dedicated to sharing best practices among schools. This was a crucial moment for exchanging insights and strategies. The year concluded with a final face-to-face event in June, featuring Tom Sherrington and Matt Stone, which aimed to consolidate learning, review progress, and plan for the future.
Throughout the year, the project lead maintained active communication between the schools and the WalkThrus team. This involved gathering feedback through Microsoft Office Forms, conducting discussions with WalkThru Leads, and ensuring regular updates and support via Teams and email. The lead played a key role in coordinating the bespoke support and facilitating the implementation process.
RESULTS
By the end of the academic year, each school had established a tailored cluster of WalkThrus, enhancing their understanding and application of these tools. The bespoke training allowed schools to address common learning challenges and improve teaching practices. Coaching support empowered WalkThru Leads to implement strategies effectively within their schools. However, the initiative faced challenges such as the initial mismatch between CPD schedules and project timelines, and the need to balance personalised support with group sessions.
TAKE-AWAYS
Set clear expectations and project realities from the outset to align all stakeholders.
Ensure design decisions are well-considered and regularly reviewed with participating schools.
Tailor touch base days to maximise their effectiveness and adapt based on feedback.
Utilise the collective strength of participating schools to enhance professional development.
Delve into detailed coaching techniques for substantial improvements in teaching quality.
PROFILE
The Leicester Primary Partnership (LPP) is a collaborative network of 40 primary schools committed to enhancing educational standards across Leicester City and surrounding areas. The partnership focuses on integrating effective teaching practices and fostering collaboration among schools to improve student outcomes.
Written by
Lauren Brown, Kestrel Mead Primary Academy