Godfrey, D; Ehren, M; (2020) Case Study of a Cluster in the National Association of Head Teachers’ ‘Instead’ Peer Review in England. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 95-115). Springer: Cham, Switzerland.

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Abstract

This chapter examines a case study of a cluster of three primary schools involved in the ‘Instead’ peer review programme, run by the National Association of Headteachers (NAHT). Interviews of the Headteachers and other school teaching staff were conducted and analysed alongside documentary evidence. We looked at the impact of the peer review network on participating Headteachers, their schools and on other local networks that the schools belonged to. We also examined the interplay between the peer review, the self-evaluation and school inspections. At school level a number of improvements were described to quality assurance, leadership development and other areas. Inspections were found to be a double-edged sword; on the one hand, they motivated schools to engage in peer review, as they would do so to prepare for inspections. On the other hand, inspections motivated a school-based focus instead of supporting schools to develop collective capacity.

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