School Partnership Model
Local school support has been a formal part of Hall outreach going back to 2010 – for example, one Hall French teacher has been providing two days of French teaching in local primary schools for over six years. However it was with the refocusing of The Hall’s Public Benefit policy in 2014 that the Governors committed to developing a new and sustainable model of School Partnership work with local primary schools and at that point that The Hall began to develop new ways of building links with several Camden, Westminster and Islington primaries and The Winch project (a local community venture in Swiss Cottage that provides after school care and activities for young children bussed in from six local primary schools).
The Hall has sought primary school partners sharing the same ethos and values in relation to ‘mutual benefit’, aiming to embed all activity so that it becomes the norm, not a ‘bolt on’.We have therefore taken time to develop open and trusting relationships with the Headteachers (or CEOs) and the senior leaders in the partnership organisations, in the belief that such deep relationships will increase the likelihood of activity remaining sustainable.
Regular, ongoing dialogue enables the setting out of shared values and goals of partnership work. In each partnership organisation we have started off by asking the Head Teachers for ways in which to support them in achieving their School Improvement Plan or strategic goals. Unsurprisingly, in most primary schools, many goals focus on improving literacy and numeracy – but also in providing enrichment activities for talented / interested children and teachers in areas where there simply is not the resource available to prioritise and fund such activities in-house.
A Partnership Agreement clarifies how and when partnership activities will be provided and who will assume corresponding responsibilities. We review progress and partner status on a termly basis and discuss any mutually agreed changes. The Hall and each partnership organisation determine key priorities for the short and long term. These may cover Academic Enrichment, Pupil Development and Citizenship, Pupil Incentives, Teacher and Staff Development and Training, Use of Resources and Support for School Administrative or Building Functions.