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Primary Strategy Learning Networks (PSLNs)
Q1: Some LEAs have all schools already in networks. Can the funding be used to support these networks?
Q2: Where there are schools already working in larger networks or collaboratives, how can they become a PSLN?
Q3: All our schools are currently in networks. How do we select a proportion of these to become PSLNs?
Q4: How will the PSLNs align with other Strategy networks such as those around Behaviour and Attendance pilot, EAL pilot, the Intensifying Support Programme and National Whiteboard Network?
Q5: We have networks which focus on social need and are multi professional in nature. How can these become part of the PSLN initiative?
Q6: Is there a minimum or maximum number of schools in a network?
Q7: How do schools apply to join a network?
Q8: How long do schools have to commit to be part of a network? Can schools drop out of a network?
Q9: Who agrees that a network has successfully been through the planning process?
Q10: Can a network include secondary, nursery, middle and special schools?
Q11: What kind of leadership does an effective network need?
Q12: What is central to the success of a learning network?
Q13: What kinds of support can be useful to schools establishing new networks?
Q14: How is time to be created for this within the schools? There are only a limited number of training days available. What if schools see working with other schools and teachers as a luxury they can not afford?
Q15: What kinds of activity would typically be expected within a learning network?
Q1: Some LEAs have all schools already in networks. Can the funding be used to support these networks?
A1: We are keen that this initiative supports existing as well as new networks. However, to qualify for this funding networks go through the planning process in which they commit to action that focuses on a particular aspect of pupil learning. Some existing networks may need to extend their remit to encompass this function. There is not sufficient funding in 2004-2005 to support all schools. LEAs will need to decide which networks to support to go through the planning process in the first stages of this initiative.
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Q2: Where there are schools already working in larger networks or collaboratives, how can they become a PSLN?
A2: There are a number of ways to achieve this.
- A central focus is agreed across all the schools in the existing network and then re-defined with identified aspects of the focus being addressed through each of the Primary Strategy Learning Networks’ (PSLNs) plans
- The existing network identifies the appropriate number of focuses to be addressed through the proposed PSLNs the outcomes of which will be shared across the larger and existing network as the project progresses.
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Q3: All our schools are currently in networks. How do we select a proportion of these to become PSLNs?
A3: LEAs will need to make these decisions based on their knowledge of the schools and their capacity to develop an appropriate focus.
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Q4: How will the PSLNs align with other Strategy networks such as those around Behaviour and Attendance pilot, EAL pilot, the Intensifying Support Programme and National Whiteboard Network?
A4: It may be that schools already working together as networks linked to particular activities will see becoming a PSLN as a logical development of their work. It will be for LEAs to decide if the network is ready to re-focus, or to add an additional focus to the work they are already doing.
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Q5: We have networks which focus on social need and are multi professional in nature. How can these become part of the PSLN initiative?
A5: The PSLN would form a distinct part of the work of the network, focussing on children's learning and staff professional development and would benefit from the already established working ties.
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Q6: Is there a minimum or maximum number of schools in a network?
A6: There is no prescribed size for networks. The funding provided is based on an assumption of an average of six primary schools in each network. We recommend that five schools should be considered the minimum size. In general networks are likely to contain between five and eight schools.
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Q7: How do schools apply to join a network?
A7: To apply for the initial grant of £5,000, a group of schools needs to agree that a representative for the group should complete the short statement of intent in the Primary Strategy Learning Networks area of this website. It will automatically be forwarded to the LEA.
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Q8: How long do schools have to commit to be part of a network? Can schools drop out of a network?
A8: The purpose of this initiative is to establish sustainable networks with the funding available intended to get networks started. In general, groups of schools need to make a commitment to work together for a minimum of two years.
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Q9: Who agrees that a network has successfully been through the planning process?
A9: The LEAs, with support from the Primary Strategy
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Q10: Can a network include secondary, nursery, middle and special schools?
A10: Early years settings, nursery schools, middle schools and special schools with primary aged pupils are all eligible to be included in a network receiving funding. Where networks wish to include secondary, as well as primary schools, this can be very useful. Only primary schools, however, can receive funding from the allocation to the network, and clearly, it would be expected that primary schools will be the majority members of a Primary Strategy Learning Network.
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Q11: What kind of leadership does an effective network need?
A11: There must be someone in a strong steering position from the outset. This has to go beyond the starting up stages and involves a commitment over time. The person taking this role is often a head teacher from one of the network schools, but not always. The role can be taken by a number of people. It could be a teacher who is given time, funded by the network, in order to move the network forward. Whoever they are they need time, vision, enthusiasm and strategic sense. They also need the support of the network, the school leadership and the LEA.
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Q12: What is central to the success of a learning network?
A12: Effective networks need:
- a clearly defined shared focus and proposed outcomes;
- an action plan which maps out the steps which will lead to achieving these outcomes;
- clear identification of roles and responsibilities within and across schools and the commitment of the majority, preferably all of the staff involved.
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Q13: What kinds of support can be useful to schools establishing new networks?
A13: Access to clear and real models of effective network development and organisation. A range of case studies which show how networks can impact to raise standards, illustrating how different approaches have worked successfully. This would enable schools to 'pick and mix' from best practice to decide what might work best for them.
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Q14: How is time to be created for this within the schools? There are only a limited number of training days available. What if schools see working with other schools and teachers as a luxury they can not afford?
A14: Much of the professional development activity that takes place in one school is being replicated in other schools throughout the LEA. Networks need to be seen as a way of gaining economies of scale and of sharing expertise across several schools. Where networks have proved to be effective there is a strong commitment to the idea that networking is an effective and practical way of supporting the professional development of teachers and through this raising standards in children’s learning. This belief is often supported with the idea that there is much to be gained by drawing on the talents and expertise which exist within the schools in the network. Often alongside this there is a strong commitment from the LEA or other agencies both in principle and in support of practice – through, for example, brokering and organisational support. Essentially, being involved in networking is not seen as an add on but as essential for and integral to development.
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Q15: What kinds of activity would typically be expected within a learning network?
A15: The activity would be determined by the focus but could include:
- visits to schools in the network;
- continuing professional development sessions drawing on, expertise from within the schools, advice from outside experts, published CPD materials including the PNS learning and teaching resources;
- across school planning and development groups;
- involvement of all staff, parents, governors and pupils; producing case studies and other documentation;
- evaluation;
- setting up a network web site to share developments;
- holding events to celebrate and advance the work of the network, e.g. exhibitions, activity days.
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