Summary - This section identifies priorities for Education Improvement Partnerships, recognising that their differing strengths and starting points will affect their priorities and the functions they provide. There is an expectation that partnerships will extend their range of functions and address all priorities as they become more established.

Improving services and opportunities for learners should be at the heart of everything an Education Improvement Partnership does. Sustaining improvement depends on making progress across the board: raising attainment, improving standards of behaviour and levels of attendance, and ensuring the safety and well-being of children and young people both in and out of school.  

Partnerships will also set out from different starting points and with different capacity, depending on previous experience. They may start by identifying a function on which they have already begun to work together, and once the partnership has become more established, it could then go on to take on other functions in order to improve provision around all the priority areas set out above.   
 
The following section describes how working in an Education Improvement Partnership could help schools meet priority demands and make a fuller offer to learners and their families across the board. More examples, and specific case studies, will be available on this website: this will be a living site, updated as we receive case studies from you.

Publication Date: May 2005

Last Updated: July 2006