SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY · SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 6 HEADSHIP BEYOND ONE SCHOOL Headship Beyond One School is designed

SOUTHWARK TEACHING SCHOOL ALLIANCE:

LEADING THE WAY

SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 3

CONTENTSIntroduction – What we do and why leadership matters Page 4

Gender and Leadership Page 5

Headship Beyond One School Page 6

Case study: Abrilli Phillip Page 7

Case study: Liz Robinson Page 8

Senior Leadership Development for Women Page 9

Case study: Delia Jameson Page 10

Case study: Jess Mills Page 11

Case study: Jo Rooney Page 12

Case study: Emma Thompson Page 13

Case study: Claire Macfie Page 14

Develop your Leadership with Southwark Teaching School Alliance in 2017/18 Page 15

Become a Member of Southwark Teaching School Alliance Page 16

INTRODUCTION FROM THE DIRECTOR OF SOUTHWARK TEACHING SCHOOL ALLIANCE What we do and why leadership mattersAcross Southwark Teaching School

Alliance, we are striving to create a

community of schools where all children

and young people are nurtured and

challenged to flourish in all aspects of

their life – academic, cultural, personal

and social. We are doing this by

harnessing practitioner excellence and

evidence-based practice for the benefit

of all schools and children in the Alliance

and beyond.

In 2016/17, our schools have worked

together to:

1. provide initial teacher training for 36

trainees across our two Schools Direct

partnerships;

2. offer a range of practitioner-led

continuing professional development

for teachers and teaching assistants

on everything from staff and student

wellbeing to phonics to outdoor

learning;

3. formed five new peer review clusters

across 22 primary and secondary

schools and nurseries to provide

school-to-school support and

challenge; and

4. engaged in a range of research

activities, including leading a project

to explore the impact that teachers not

marking work has on pupil outcomes

and teacher workload.

Developing leadership at all levels

has been a central strand of our work

because research in the UK and abroad

has emphasised how “leadership not

only matters: it is second only to teaching

among school-related factors in its

impact on student learning”1. And of

course its impact extends beyond single

classrooms to whole schools. In 2016/17

we have enabled over 50 teachers to

develop as middle and senior leaders

and towards headship; and 15 serving

heads and executive heads to hone the

skills needed to progress in executive

leadership.

On the following pages, you can read

more about two of our leadership

programmes and the successful leaders

they have inspired. All have either

secured promotion or taken on additional

system leadership responsibilities. All

share important reflections about their

experience of leadership and why it

matters – because of the difference it

makes to learners.

You can find out more about the

leadership development on offer through

Southwark Teaching School Alliance in

2017/18, including National Professional

Qualifications in middle leadership, senior

leadership, headship, and executive

leadership, on page 15.

I hope what you read in these pages

will inspire you to want to join

Southwark Teaching School Alliance

and pages 16 - 17 provide details of our

2017/18 membership offer. Together we

can ensure that across our community of

schools all learners flourish.

Dr Kate Chhatwal

1 Leithwood, K. et al (2004), How leadership influences student learning, p3. See also Day, C. et al (2009) The Impact of School Leadership on Pupil Outcomes Final Report.

In 2016/17 we have enabled over 50 teachers to develop as middle and senior leaders and towards headship; and 15 serving heads and executive heads to hone the skills needed to progress in executive leadership.



GENDER AND LEADERSHIPIn 2016, Southwark Teaching School

Alliance won an award from the NCTL

Leadership Equality and Diversity Fund

for two programmes exclusively for

female leaders, which we ran in

collaboration with United Learning and

the Gipsy Hill Federation Teaching School.

The programmes are a response to the

historic underrepresentation of women

in headship and executive leadership,

seeking to unlock talent that could help

meet the demand for more great leaders

and ensure every child goes to a school

led by a great headteacher. We will run

them again in 2017/18.

The challengeSchool Workforce Census data reveals that

in 2015 - despite 86% of primary teachers

and 64% of secondary teachers being

women - only 72% of primary heads and

39% of secondary heads were women.

Moreover, those figures have barely

changed in the five years that data has been

collected. Worse still, research by Dr Kay

Fuller 2, found that between 2001 and 2015

the proportion of female secondary heads

in Southwark fell by 14 percentage points,

even as it increased slightly elsewhere in

London and nationally.

Similarly, while 66% of all headteachers

in England in 2014 were women, only 56%

of executive headteachers were female,

according to research by NFER, The Future

Leaders Trust and the National Governors’

Association 3. The Southwark picture is

consistent with this finding.

Our responseOur two programmes – Headship Beyond

One School, for serving heads and

executive heads, and Senior Leadership

Development for Women, for those on

their journey to headship – tackled some

of the barriers that can hold women back.

A central theme was how it is possible

for women to lead in a way that is both

consistent with their values, and compatible

with the other demands they might face,

like raising a young family. Participants

were given the opportunity not only to

hear from successful female leaders and

experts, but also to observe for themselves

by shadowing female heads and executive

heads. Together with their peers and

coaches, they also reflected on how to

apply their learning to their own leadership

practice.

ImpactAlmost one-third of the heads and

executive heads on Headship Beyond

One School have secured promotions or

taken on system-leadership roles since

joining the programme six months ago.

Among Senior Leadership Development

for Women participants, almost one-

quarter have been appointed to their first

substantive headship, with others on the

programme securing promotions that move

them closer to headship. You can read more

about the experience of some of these

leaders and the programmes themselves

on the following pages.

2. Fuller, K (2016), To unlock leadership potential we need to know first where it is incarcerated: a new map of the distribution of women in secondary school headship in England, Paper presented at BELMAS conference, Carden Park, Cheshire, 8 July 2016

3. NFER, The Future Leaders Trust and National Governors’ Association (2015), Executive Headteachers: What’s in a Name? A Full Report of the Findings

Proportion of primary teachers and heads in England who are women.

Proportion of secondary teachers and heads in England who are women.

2010

100%

0%20142013 2015

86% 87%87% 86%

71% 72% 72% 72%

2010

100%

0%20142013 2015

61% 64%64% 64%

37% 36% 37% 39%

TEACHERS HEADSSource: School Workforce Census


HEADSHIP BEYOND ONE SCHOOLHeadship Beyond One School is designed for heads, executive heads and other executive

leaders looking to develop their practice and take their next steps in executive leadership.

It provides an opportunity to explore the different forms executive and system leadership

can take, and how to be an executive leader in a way that is consistent with personal

values and beliefs. This focus developed in response to feedback from heads in our first

cohort, some of whom were put off by the “macho” expectations and behaviours they

considered to be associated with executive headship and CEO roles.

Participation on the programme:• Provides insights and inspiration from executive leaders in the education sector and

beyond, in group sessions and through shadowing opportunities

• Offers executive coaching tailored to individual needs and aspirations, shaped by responses to a 360° feedback exercise undertaken at the beginning of the programme

• Develops the key skills and attributes needed to succeed in executive leadership

• Connects participants to a powerful network of like-minded female leaders

Participants also have the option to:• Receive coaching training and to coach aspiring female headteachers on our

Senior Leadership Development for Women programme

• Work with others to develop and trial family-friendly policies and practices in their schools

A new cohort of the renamed Leadership Beyond One School programme – open to heads, executive heads and other leaders looking to have impact across more than one school – starts in autumn 2017. Please email [email protected] if you would like to be part of it.

An opportunity to explore the different forms executive and system leadership can take, and how to be an executive leader in a way that is consistent with personal values and beliefs.

TITLE HEADER HERESTEPPING UP AND STEPPING BACK AS AN EXECUTIVE HEADABRILLI PHILLIPOriginally from Trinidad and Tobago,

Abrilli Phillip trained as a teacher in the

UK. In 2015, she became Senior Vice

Principal of Wellington Academy in

Wiltshire, and acting head of their primary

school. From July 2017, she’ll become

their Executive Head.

“I always had a passion for education,

to make a difference to people’s lives,”

says Abrilli. “Wiltshire has lots of hidden

pockets of deprivation, so I can not only

have an impact on the children, but

also create opportunities for the whole

community.”

“I met some incredible women on the

Headship Beyond One School programme

and shared experiences with them,”

explains Abrilli. “It has affirmed that I don’t

need to walk in anyone else’s shoes, I

should run my schools the way I want to

do it.”

“The course has given me a different

perspective and much more confidence,”

she continues. “The education leadership

picture doesn’t reflect the whole sector

– there are very few women at the top,

let alone black women. I have been

challenged by others because of my

age and gender. I am only 35, and some

people think that to get to my position

you have to ‘do your time’. It’s time we

changed that.”

Abrilli feels the most powerful aspect of

the programme was spending time on the

transition to executive headship. “It has

helped me work out when to step back

and let others lead,” she explains. “I have

to know when to let go.”

And the course has already made her

do things differently. “I feel like I can be

‘female’ in my leadership. I can wear

clothes in feminine colours. I don’t have

to follow the corporate line. I want to set

an example to the future leaders in my

school – to care, keep on top of what’s

happening, and build relationships with

people. It’s not just about numbers,

statistics, and financial information.”

Abrilli cannot recommend the programme

highly enough. “If you are thinking of

doing the programme, just do it. It’s an

incredible opportunity to network, and to

prepare mentally. It’s been an amazing

experience.”


“It has affirmed that I don’t need to walk in anyone else’s shoes, I should run my schools the way I want to do it.”

HARNESSING THE POWER OF NETWORKS AND COACHINGLIZ ROBINSONLiz Robinson has been a primary

headteacher for 12 years. She is

co-headteacher of Surrey Square Primary

School and Chair of Southwark Heads,

a challenging system leadership role.

“Our school is very diverse, and although

this brings challenges, it’s a community

where we can make a big difference,”

she explains. “I think primary school is the

best chance to bring about change – with

the help of our engaged children and

families.”

With Kate Chhatwal, Liz was involved

in designing and securing funding

for the Headship Beyond One School

programme, before she took part in the

course herself. “I was delighted about the

interest in the course, and the great group

of people taking part. We felt like we’d

really built something with lots of scope

that could be rolled out wider.”

“There was a real sense of openness,

dialogue and camaraderie, without

the politics, which is very rare,” she

explains. “The course was delivered

as breakfast seminars so easy to fit in

to the day. We heard from some very

high calibre speakers, and had some

great discussions with very experienced

colleagues.”

“I took part in the programme as I really

wanted some coaching,” she says. “I

coach many other people, so it has been

great to have some myself, from some

great role models. And now our network

of colleagues on the same journey is

established, this coaching will continue.”

She feels the programme has made a big

difference. “The programme enabled me

to explore some of my reservations about

executive leadership and realise that it

is possible to take the next step without

conforming to stereotypes. I feel excited

at the prospect of doing that. It’s really

boosted my confidence, helped me think

about the type of leader I’d like to be, and

to identify gaps where I can develop,” she

says. “I’ve realised that it’s ok to not know

how to do everything – but you can learn.

You can be smart and shape your next

step to your skill set and interest.”

“If you’re thinking of taking part, I

definitely recommend it, but you need

to be on top of your headship,” says

Liz. “It brings a real sense of collective

endeavour, that we are all working

towards the same goal, to shape a whole

community. Being a headteacher is

intense and a massive responsibility, but it

is incredibly rewarding.”


“There was a real sense of openness, dialogue and camaraderie, without the politics.”


SENIOR LEADERSHIP DEVELOPMENT FOR WOMENThose participating in the programme:• Sharpen their leadership skills, with sessions tailored to needs identified through

self-assessment at the start of the programme

• Gain insights and inspiration from women headteachers, including opportunities

to shadow them in their schools

• Receive mentoring and coaching from successful female leaders

• Undertake a 360° feedback exercise to understand how their leadership is

perceived by others

• Develop practical techniques for writing strong applications and presenting well

at interview, with personalised application review and interview practice on offer

when needed

• Connect to a powerful network of like-minded female leaders

Participants also have the opportunity to take part in optional activities to explore how

the joys and challenges of balancing senior leadership and motherhood can be made

more manageable – for themselves and others in their schools.

To join the next cohort of Leading with Confidence (the new name for

Senior Leadership Development for Women), which starts in autumn 2017,

please email [email protected].

Our Senior Leadership Development for Women programme supports experienced middle leaders and senior leaders in their next steps towards headship.


QUIET AND DETERMINED LEADERSHIPDELIA JAMESONDelia Jameson is currently Head of the

junior school at St Joseph’s Camberwell

– which she attended as a pupil. Despite

being very happy there, Delia feels it is

time to move on, and she has secured

a headteacher position at St Chad’s RC

Primary School in South Norwood starting

in September.

“This Senior Leadership Development for

Women programme came at exactly the

right time for me - it made me realise it was

time for a new challenge and gave me the

confidence to make the leap,” she says.

“It was a really well structured, practical

course based on real life scenarios,

including applying for jobs. It really

empowers women, and helps us see how

different headteachers lead. It really helped

me to decide where to go next.”

“One of the sessions explained there are

lots of different models of leadership,

not just one,” Delia explains. “It is

possible to be a good mum and a good

headteacher. It really inspired me to be

a good female leader.”

Delia feels the programme has helped her

to develop her own staff. “I have become a

better mentor, helping them with CPD,”

she says. “Now I really think about their

needs and the journey they want to follow.

I really want to encourage more women to

go into leadership.”

Delia believes the programme has really

boosted her confidence too. “Now I know I

am on the right track,” she says. “It’s helped

me think slightly differently – about what I

am doing and the reasons why. It’s taught

me that personality doesn’t matter – being

a quiet person will not prevent me being a

good headteacher!”

“Even if you are not in the position of

becoming head right now, go for it,” she

says, when asked what advice she’d

give anyone thinking about doing the

programme next year. “It will give you

confidence and help you see what being

a headteacher is like. You’ll meet people

from all different schools, and learn from

each other.”

“It’s taught me that personality doesn’t matter – being a quiet person will not prevent me being a good headteacher!”

A RARE OPPORTUNITY FOR REFLECTIONJESS MILLSJess Mills wears two hats at Dulwich

Village Church of England Infants’

School, spending two days a week as

Deputy, and the other two as Head. “This

opportunity came up which was the

perfect way to dip my toe into headship,”

she says. “I love to watch the children

enjoy learning, and to support my staff to

develop into great teachers. Dulwich is a

wonderful school.”

But the time has come for Jess to move

on, and she starts her first full-time

headteacher role in a primary school in

Cornwall in September 2017. “I want to

continue to be a creative and inspiring

headteacher. I hope people will say I’m

doing a great job in five years’ time.”

“It was great to meet others on the

Senior Leadership Development for

Women programme who are in the same

boat, and to support each other,” Jess

explains. “This programme really helped

to support me to take the next step in

my career. The reality is that my job is

very operational day-to-day – but this

programme gave me the time to sit down

and think about the type of leader I want

to be. As a headteacher it’s rare to have

that time for reflection.”

“Being with other inspirational women

and learning how to balance parenthood

with a career has been really inspiring,”

says Jess. “I am a mum with two young

children and many people are put off

climbing the ladder. Hearing about

different ways to balance being a mum

and a headteacher was so helpful.”

Jess believes the programme has had a

really positive impact. “I now have more

confidence, and being around other

brilliant leaders has really made me think

about my leadership style and the impact

I have on others,” she says. “We have a

really important job!”

Jess believes it has been the best course

she has done. “It’s well thought out, and

really personalised and tailored to our

needs. It’s been a great opportunity to

visit other schools and learn from other

inspiring leaders.”


“This programme gave me the time to sit down and think about what type of leader I want to be. As a headteacher it’s rare to have that time for reflection.”


LEADING WITH VISION AND VALUESJO ROONEYJo Rooney is Deputy Head at John Donne

Primary School in Southwark, and will

be stepping up to co-headteacher from

September. “It’s all happened a bit sooner

than I expected, but an opportunity came

up that was too good to miss,” she says. “I

love to see the children enjoying school,

being pleased to be here and doing well,

and to help them become better people.”

“I was looking for some leadership training

that wasn’t too formal – not a qualification,

but practical and professional advice

tailored for me,” explains Jo. “The group

of primary and secondary women on

the Senior Leadership Development for

Women programme, all at different levels

of leadership, all worked together to build

each other’s confidence. Now we all have

a great network of people we can call on

to give professional advice. This external

network is going to be so valuable as I head

into my headship role.”

The sessions were valuable for Jo too. “One

of the sessions was strategic planning,

and another about values and vision – how

we’d articulate our personal values into

our school’s vision. I used this – and what I

learnt in the interview prep session – in my

interview, so it was very timely!”

Jo believes the course has confirmed why

she is in education and leadership. “It has

really helped me be clear and confident

on what my values are, and what I want

education to be for others,” she explains.

“It’s boosted my confidence and helped

me believe I really can do it – and the 360°

feedback gave me confirmation from others

that I am doing a good job.”

“The programme has been a great way

to meet some inspirational women leaders

in my local community and build up a

local support network. Plus, it fitted well

around the school day. If you’re thinking

of taking part, go for it – it’s been really

inspiring for me.”

“It has really helped me be clear and confident on what my values are, and what I want education to be for others.”

TITLE HEADER HERETHE PERFECT PREPARATION FOR INTERVIEW SUCCESSEMMA THOMPSONEmma Thompson has been teaching for

ten years, and moves to a new Assistant

Head role at St James’ Church of

England Primary School in Southwark in

September 2017.

“I have always wanted to be a teacher

and been passionate about education.

I want children to have the best start,

and to encourage them to learn and be

inquisitive about the world around them. I

want to equip them with skills for life and

not be afraid to make mistakes – that’s

how we all learn.”

“I feel very fortunate to have been

nominated to take part in the programme,

and I was particularly attracted by the

networking with others, including the

women on the Headship Beyond One

School programme,” she says.

“The 360° feedback was particularly

useful,” continues Emma. “I was much

more critical of myself than others were

of me, but it did help me highlight areas

where I could improve.”

The programme came at the perfect

time for Emma, and she believes the

course helped her secure her new role.

“I put everything I learnt in the session

with a voice and communications coach

into practice in the interview for my new

job the following week”, she explains.

“I felt calmer, I wasn’t afraid of silence,

I had the confidence to take my time,

sit better, and use the skills I had learnt

during the course. I was more aware of

my voice, communication, and body, and

how they are perceived. The programme

also helped me change my approach

to interviews, making me realise that

interviews are a two-way process and I

am interviewing them too. Do I agree with

their values? Is it the right job, in the right

place, at the right time?”

The programme has given Emma a great

support network for the future. “I will

continue to learn and develop myself,

and I’ll continue to meet with my fellow

course attendees and the organisers.

Through this network I’ll have a great

idea of what’s happening across the

whole Southwark borough and become

more involved in projects and courses to

develop myself further as I continue my

career in education.”

“I feel very privileged to have been part

of this. It’s been a great experience,

giving me time away from school to think

and reflect.”

“I felt calmer, I wasn’t afraid of silence, I had the confidence to take my time, sit better, and use the skills I had learnt during the course.”


FINDING A HAPPY BALANCE CLAIRE MACFIEClaire Macfie joined Wilberforce Primary

School in November 2012 as a class

teacher and teaching and learning mentor

before becoming Head in February 2017.

“I work in quite a deprived, yet diverse

and vibrant, community so my motivation

is to give all of our children equal

opportunities,” says Claire. “Our strapline

is ‘The Best in Everyone’ – I love the fact

that we can make such a difference to the

children we teach.”

Claire found the Senior Leadership

Development for Women programme

really useful to develop herself again

after having children. “The programme

confirmed you can be a good mum and

a good headteacher at the same time,”

she explains. “Meeting so many women

juggling home life and school made me

feel so much better, and I had headspace

to think professionally too.”

“The topics are excellent, so relevant and

well judged,” she explains. “We covered a

few key themes in some depth rather than

just superficially scratching the surface

of everything. One of the most powerful

things for me was meeting people –

even if I couldn’t make a session I knew I

could call on a support network for help

and advice. That external perspective

has been so helpful, and now I have this

network for life.”

The course has clearly boosted

Claire’s confidence too. “As well as my

Trust’s support, I now have a support

network outside of that that is actually

geographically closer to school,” she says.

“I am also more confident and determined

than before – and would consider more

varied career options in the future.”

And it’s clear Claire is an advocate of the

course. “Absolutely do it – you’ve got

nothing to lose. I found it tricky to get to

every session but I have gained so much

from the networking and support. It’s

shown me that you can be aspirational

and ambitious - you really can be a good

leader and have a good home life.”


“The programme confirmed you can be a good mum and a good headteacher at the same time.”

DEVELOP YOUR LEADERSHIP WITH SOUTHWARK TEACHING SCHOOL ALLIANCE IN 2017/18We are delighted that in 2017/18 we will

again be offering leaders and aspiring

leaders at all levels the chance to develop

their leadership on high-quality programmes

tailored to their needs and the needs of

Southwark schools and learners. This

includes access to the full suite of National

Professional Qualifications (NPQs) and the

chance for female leaders and heads to join

one of our two NCTL-funded programmes.

National Professional QualificationsEarlier this year, the National College for

Teaching and Leadership (NCTL) launched

a suite of revised NPQs, stretching from

middle leadership to executive headship,

and invited groups of schools and partners to

come together to deliver them.

Southwark Teaching School Alliance is on

the steering group of a new, national NPQ

Alliance, led by Ambition School Leadership,

which brings together over 50 multi-

academy trusts, teaching school alliances

and teaching schools. As a result, those on

our programmes will benefit from national

(and international) expertise, tailored to the

Southwark context and individual needs.

We must await final NCTL approval before

we formally launch our programmes,

however our plans to offer NPQs in middle

leadership (NPQML) and senior leadership

(NPQSL) in Southwark are already well

developed. We will also provide access to

NPQs in headship (NPQH) and executive

leadership (NPQEL), designed in conjunction

with us and other NPQ Alliance partners,

and delivered centrally by Ambition School

Leadership.

For more information please email

[email protected].

Women’s LeadershipAs the case studies highlight, women on our

two NCTL-funded programmes have found

the opportunity to explore leadership and

network in a female-only environment both

powerful and empowering. We are therefore

thrilled to be continuing our partnership

with United Learning and the Gipsy Hill

Federation Teaching School to offer these

programmes again:

• Leadership Beyond One School

(successor to this year’s Headship Beyond

One School) for serving heads, leaders

and executive leaders considering their

next steps in leadership across more than

one school; and

• Leading with Confidence (successor

to Senior Leadership Development for

Women) for senior leaders on the journey

to headship.

For more information and to register

your interest in these funded

programmes, please email

[email protected].


Develop your leadership on high-quality programmes tailored to your needs and the needs of Southwark schools and learners.


OUR VISION AND MISSIONWe want all children and young people

to be nurtured and challenged to flourish

in all aspects of their life – academic,

cultural, personal and social.

Working with schools and partners across

Southwark and beyond, we are building a

strong community of impactful teachers,

leaders, business and support staff, who

share and develop practitioner excellence

and evidence-based practice.

BECOME A MEMBER OF SOUTHWARK TEACHING SCHOOL ALLIANCEMembership of Southwark Teaching School Alliance offers a unique opportunity to

become part of a school improvement movement led entirely by Southwark schools for

all Southwark schools and learners. As a member you will learn from, with and on behalf

of the richly diverse schools in our borough, experiencing deep professional development

and the chance to extend your impact beyond school boundaries.

Membership of our inclusive Alliance is available to all schools, regardless of type or

where they are on their improvement journey. All we ask is that you come willing to work

openly and in equal partnership with your peers to secure better outcomes for all.

The Alliance is not-for-profit and discounted membership is available to any school

contributing significant time and expertise as a Strategic Partner. This is something every

school joining the Alliance is encouraged to do, as we value deeper engagement over

payment of higher fees.

A unique opportunity to become part of a school improvement movement led entirely by Southwark schools for all Southwark schools and learners.

Member benefitsThe benefits your school will receive reflect our ‘presumption of

partnership’ and are designed to strengthen your own school and

practice, and the Alliance as a whole. Benefits include:

• Enrolment in the peer review programme which provides the underpinning for collaboration, support and challenge across our Alliance (full price c£1,200)

• Annual school improvement conversation with a carefully-matched peer headteacher

• Up to 4 days of Specialist Leader of Education consultancy or bespoke training based on your priorities, delivered by expert Southwark practitioners (usually charged at £350 per day)

• Termly headteacher meetings tailored to our members’ needs and ambitions (£30 per session for non-members)

• Up to 20% discounts on CPD delivered locally and tailored to the local context, including £100 off NPQML places and £200 off NPQSL places (up to a maximum of 8)

• Priority access to participation in any activities funded through bids – including the two women’s leadership programmes featured in this brochure

• Discounts negotiated with partner organisations

Annual feesOur membership fee is based on school size and whether you

contribute to the Alliance as a Strategic Partner.

School size Annual fee Entitled to all benefits, including

Members Strategic partners

SLE days at no additional cost

Discounted NPQML and NPQSL places

Up to 300 pupils

£1600 £1200 Up to 2 Up to 4

301 to 500 pupils

£2000 £1600 Up to 3 Up to 6

More than 500 pupils

£2400 £2000 Up to 4 Up to 8

Non-members may, as now, participate in Alliance activities on a

pay-as-you-go basis. However, priority will be given to members.

If you would like more information about joining the Alliance, please email [email protected].


Southwark Teaching School Alliance – by Southwark schools for all Southwark schools and learners.

CONTACT USSouthwark Teaching School Alliance

Charles Dickens Primary School

Toulmin Street

London SE1 1AF

020 7407 1769

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SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY · SOUTHWARK TEACHING SCHOOL ALLIANCE: LEADING THE WAY PAGE 6 HEADSHIP BEYOND ONE SCHOOL Headship Beyond One School is designed