Reviewing the latest research on developing a new Locality Model for English Schools
Today [Tuesday 1st November], we share our Literature Review update, bringing to the table the latest research on locality working. It provides an update on initial research in 2020, which included a literature review to analyse what might be learnt from high-performing education systems, and interviews and focus groups with educations, parents, local bodies and academics. We would like to thank our colleagues at the University of Nottingham, Dr Susan Cousin and Professor Toby Greany, for their work on this review.
This review covers:
- Additional comparative studies of high-performing education systems (HPES) and explores barriers to the effective ‘translation’ of those systems’ success factors into other systems
- Areas particularly relevant to our pilots: vulnerable children, school improvement and accountability, the role of the middle tier, locality working and networks, opportunity areas and multi-academy trusts
- Suggested ways forward.
The research also provides evidence to inform the work of our pilot projects on improving support for vulnerable pupils, school improvement and accountability.
This comprehensive review concludes that a strong focus in policy thinking in England has been on centrally imposed interventions to address failure, although the Opportunity Area initiative provides a promising alternative approach. International research evidences a trend away from centralisation and towards a ‘middle out’ change and polycentric accountability systems. Such approaches are seen to promote trust and to harness the motivation and enthusiasm of students and professionals. This suggests a need for three shifts:
- Change the narrative around teachers and education to celebrate the public value of their role, including through a reformed accountability system
- Put the experience of students at the heart of the education system, including closer working with parents, communities, further and higher education and employers
- Emphasise collective continuous improvement across the system, by increasing devolution to localities, networks and schools so that front line professionals are working in partnership and are informed by evidence, have the trust and capacity they need to address complex challenges.
The research also provides evidence to inform the work of our pilot projects on improving support for vulnerable pupils, school improvement and accountability.
The Literature Review has identified certain gaps in current literature on the themes concerning our pilots. As the pilots are designed to test and evaluate new approaches to addressing vulnerability, local collaboration and professional accountability, they offer the potential to contribute new thinking and evidence in these important areas while also strengthening our understanding of locality working and its impact.
