Teach Secondary 14.4

Working in partnership Find out how Academy21 is putting partnership working squarely at the heart of its online alternative provision W e spend a great deal of time at Academy21 discussing how to achieve mutual understanding and sustainable partnerships with the schools and authorities that need online Alternative Provision – and rightly so. The benefits can be profound, not least on the learners at the heart of our work. We have, for example, worked with one AP provider to complement their holistic, community-based provision with live academic lessons to fit around their schedule. In all cases, increased awareness, more tailored programmes and innovative approaches are built on the trust that only an effective two-way endeavour can provide. Partnerships like these always take time to build – but there are a few key considerations that can make all the difference. Make time upfront Effective partnership working requires mutual understanding from the very beginning – something that can’t be overstated when it comes to Alternative Provision arrangements. This is why we always start by taking time to understand the context the commissioner is in, and the local needs of their setting. We’ve seen the power that discovery and planning meetings can have in yielding understanding of commissioners’ requirements and desired outcomes for students. This will form the foundation of a personalised programme that gives the student the most appropriate support from day one. “We can’t assume everypartner will need the same support” ABOUT THE AUTHOR Alessandro Capozzi is Executive Headteacher at Academy21 Academy21 exemplifies the power of partnership working, offering a holistic package across two educational settings – one onsite and one online. To find out more and discuss your needs, visit academy21.co.uk Anticipate needs Next, we’ve found that anticipating a commissioner’s needs is crucial for helping them secure buy-in from students and their families. This way, everyone can be confident about what the provision should achieve. To do this well, however, we can’t assume that every partner will need or want the same forms of support. We provide welcome packs, live inductions, parent information, demos of our system and sample videos, all with the aim of helping school leaders, who want a student to join Academy21, explain the decision they’ve made to others. Importantly, this includes showing how our live teaching works, often via in-person visits by our partnership colleagues to the school. This is an investment in the relationship, but also provides important insights into what that community may need fromus. Be flexible Being attentive and responsive to emerging needs is key when building successful partnerships with schools to support vulnerable learners. At Academy21, our teaching is relational and adaptive, allowing us to pivot and overcome challenges in the classroom so that students are successful. We ensure that every student is placed in the right group for their individual ability, and that lesson times fit the partner school’s placement and timetabling needs. These flexibilities might sound simple, but they can make an outsized difference to the quality of our collaborations because of how they remove friction. Communicate proactively Another critical aspect of effective partnerships is the quality of reporting. Commissioners need to be kept up to date and understand how their investment in the child is progressing. In environments where investment and funding can be scarce, being mindful of the questions and monitoring your partner must work through really matters. It’s about trying to imagine what they need to know, and what they will be asked. In our experience, this has led to enhanced lesson-by- lesson and daily attendance reports, as well as the daily progress updates entered by teachers. This has prompted us to place a greater focus on student recognition and celebration – both in terms of howwe share feedback, and by introducing more formal certification and praise. Our prioritising of communication extends to rapid reporting of any welfare and safeguarding concerns, so that students’ wellbeing comes first. With clear mechanisms and key contacts in place, there’s much less friction if any issues need to be resolved. Such partnerships are crucial for navigating the resourcing, expertise and social challenges the education sector faces. The key now is to devote time and showwillingness to adapt, communicate more and genuinely try to understand each other’s needs. 42 teachwire.net/secondary T E C H N O LO G Y