All outstanding teachers within a teaching school alliance are expected to work at different schools within the alliance

Outstanding teachers with a proven track record for improving school performance will be given the opportunity to apply to become Specialist Leaders of Education. These teachers may be given the opportunity to support other schools within the alliance and beyond. It is up to each individual school to decide if this is a path they would like their school and excellent teachers to take. The success of a teaching school alliance is dependent on the reciprocal relationship of the schools within. On the basis that all schools have something to contribute to the learning community, your school will identify expertise and knowledge that can be shared as well as needs which will be supported by others within the alliance. As teaching school alliances evolve the dynamics of the partnership will develop and deepen.

You have to pay an annual subscription to become a member of a teaching school

Charging to become a member of a teaching school is at the discretion of individual teaching schools. Some teaching schools operate with subscriptions and a memorandum of understanding to which schools sign.

Schools need to join the teaching school nearest to them

Teaching schools are not bound by county borders and schools can ask to join whichever teaching school best meets their needs, character and ethos.

Teaching Schools are the same as academies

Academies are independent, state-funded schools, which receive their funding directly from central government, rather than through a local authority.

Teaching schools are outstanding schools that work with others to provide high-quality training and development to new and experienced school staff. They are part of the government’s plan to give schools a central role in raising standards by developing a self-improving and sustainable school-led system.

Importantly, teaching school alliances are not set up to be multi-academy trusts, although some may have a lead role in a MAT. Belonging to a teaching school alliance does not require a change in governance or the same ‘due diligence’ approach that schools take when converting to an academy or becoming part of a MAT. Lead teaching schools have a responsibility to deliver support to schools within the alliance but are not accountable for performance in the same way as a multi-academy trust. Where a school is underperforming, Teaching Schools are not expected to become a sponsor but may be approached if they are a MAT.

Schools that are part of a Multi-Academy Trust cannot also be part of a teaching school alliance

Both MATs and teaching schools offer different support and are not mutually exclusive. It can greatly benefit a school to be part of both. A teaching school alliance may offer a range of training and expertise that is either not available through the multi-academy trust, or complements the work of the trust. The wide ranging brief of teaching schools, their performance measures, and both the regional and national networks, mean that they are well placed to support schools and offer opportunities for professional development for aspiring leaders and teachers. As more MATs are emerging, many are remaining as members of a teaching school alliance.