Even with a world-class model there can be teething problems and issues with capacity, training and power imbalances. (Headteacher)
This article presents a practitioner perspective on peer review, summarising, from a range of interviews with headteachers and system leaders, the benefits and challenges of implementing peer review in England. It focuses on the growing trend towards peer review in voluntary area-based collaborative groups.
Area-based education partnerships (AEPs)
AEPs have developed in England as a result of changes to education governance since 2010i. The Area-based Education Partnerships Association defines education partnerships as:
school-led, local organisations that include all types of schools with the central purpose of raising standards. They take responsibility for the quality of education in a local area; bridge the divide between different types of schools; provide a framework to allow schools to work together and encompass local authorities (LAs) and schools across all phases and types. Member organisations define themselves by locality. There are different models in operation but all must be commercially sustainable. (https://aepa.org.uk)
AEPs were mainly established to fulfil LAs’ statutory duty for school improvement, with some AEPs developing to include other functionsii. Practitioners are enthusiastic about the potential of these partnerships as a holistic solution to local issues and an antidote to the competitive governance environment resulting from the marketisation of education provisioniii.