Growing from 20 schools in 2015-2016, to 25 schools in 2018-2019 our achievements have been many as we have worked collaboratively to extend opportunities, experiences and raise standards.

In 2017-2018, at Bolton Learning Partnership we worked collaboratively across 13 schools providing 66 days of school to school support and established a pilot peer review programme for the benefit of all members.  There were 47 hub meetings held and 3 hub lead meetings generating new ideas and the sharing of best practice across varying subject areas and specialisms.

Through our programme of joint professional development, we have held:

  • 4 Bolton Leading and Learning Together sessions for Head Teachers
  • 4 Leading and Managing Curriculum Change sessions for 18 senior leaders within our schools
  • An NQT Induction Programme for 57 newly qualified teachers
  • A 2 day Youth Mental Health First Aid Qualification for 15 senior leaders
  • Mental Health First Aid Lite training for 12 middle leaders
  • 6 programmes for Mental Health Champions for recently qualified teachers from 10 schools
  • A strategic HR programme for 2 Multi-Academy Trusts
  • 6 Maths CPD workshops and a Science CPD workshop
  • A science coaching programme attended by 4 schools
  • Awarding body training on curriculum/qualifications and assessment for all schools
  • Joint professional development on the Funding Formula for all schools
  • BLA; MFL, Maths, Teaching & Learning conferences.

We have worked together collaboratively on ALPS Connect and School Direct.  We held Instructional Rounds which were hosted by 6 schools and held an in year fair access panel for all schools.  In addition, members of Bolton Learning Partnership have had access to data booklets, a mental health school audit, an ‘Instructional Rounds’ teaching and learning manual for Bolton, amongst other resources.  Bolton Learning Partnership has provided access to Bolton school improvement team, subsidised support and packages from Tutor Trust, Whole Education, GL Assessment and Awarding Body training.

Case study – Promoting Vocabulary Development

Working together to share ideas and best practice, members of our Teaching and Learning Hub have been developing ‘theories of action’ to raise standards in education.  With a focus on promoting the development of vocabulary, below are a series of case studies to demonstrate how our theories of action are put into practice.

Volunteer Reading Scheme

A volunteer reading scheme at Sharples School was implemented to address a reluctance to read, particularly amongst vulnerable groups; low reading ages in key stage 3 with a number of students requiring catch-up to their chronological age and a need to increase the awareness of reading as a skill for the whole curriculum, not only in English lessons.

The use of Accelerated Reader at key stage 3 was implemented with investment in books across the reading age spectrum in the school library, and the organisation of books into coloured categories which were linked to Accelerated Reader.

Alongside this, local volunteers were recruited to become official reading partners from organisations including the local Rotary Club. Cohorts of students were selected to take part and a timetable was produced of volunteer reader time in school.  Volunteers were given termly updates on the progress of students and an annual celebration event took place to thank and celebrate the progress of students.

The Impact

In Year 1 (2017-18) all students have made exceptional progress in their reading age against their chronological age with 90% of students in the cohort making more than 1 year reading age progress.  Alongside this, all selected students worked positively with their volunteer partner. The influence of a professional, external volunteer was exceptional as previously reluctant readers are now engaged and making progress in their reading.