Secondary Practitioner Networks

To agree priorities for this academic year, network leads were asked to:

• Review and reflect on participant evaluations and meeting minutes.
• Consider current developments within their subject area.
• Draft priorities tailored to their own network group.

These priorities were identified during the July launch meeting, led by Helen Lane, a former Headteacher of a large secondary school in Leeds, OFSTED inspector, and HMI Assistant Regional Director. Helen currently services as a School Improvement Partner for several local schools.

A summary of the network priorities is provided below.

From the outcomes of the July launch meeting, it was evident that Artificial Intelligence (AI) emerged as a key priority for many network groups. To support network leads in this area, Becci Peters, Computing Subject Lead for CAS, delivered a twilight session in November. The session provided:

• Practical guidance on integrating AI into classroom practice.
• Strategies for using AI to reduce teacher workload.
• Insights into AI as a tool for data analysis.
• An introduction to innovative AI applications relevant to the membership.

A recording of the session, along with the presentation slides, is available to all network leads via the Network Landing Page.

The first meetings began in early September, in total 16 face-to-face meetings took place. A summary of the network agenda themes are listed below:

After attending a meeting, colleagues are asked to complete a short evaluation. 69 colleagues responded.

Colleagues are asked to rank how useful the meeting was where 4 is very useful and 1 is not useful

Over 98% of colleagues ranked the meeting as useful or very useful. This positively builds on the strong feedback from last year and indicates that participants continue to find the networks to be highly valuable.

Colleagues were asked to comment on what was most useful and why?

Face-to-face meetings proved highly effective in creating a positive climate for professional dialogue and collaboration.

• Collaboration and Networking: Respondents highlighted the value of opportunities to connect and engage in meaningful discussion with peers.
• Sharing Best Practice: Colleagues emphasized the benefit of exchanging ideas, strategies, and resources across schools to strengthen subject delivery.
• Artificial Intelligence (AI): AI emerged as a significant theme, with comments referencing its potential to enhance training, reduce workload, and introduce innovative classroom practices.
• Assessment and Moderation: Exam analysis and moderation were identified by respondents as critical for improving assessment practices and preparing for upcoming examinations.
• Curriculum Development: Responses focused on curriculum planning and sequencing, reflecting a strong commitment to long-term coherence and progression in subject areas.

Colleagues were asked about the short-term impact of the meeting on their department.

The evaluation shows a clear emphasis on immediate departmental improvements. Many colleagues reported plans to adapt MTPs, lesson planning and assessment practices straight away, with several highlighting the use of AI tools to enhance teaching efficiency. For example, using journals from professional bodies, leads provided an opportunity for middle leaders to audit and consider use in settings. Feedback suggests departments also intend to strengthen moderation processes and implement strategies discussed during the sessions for example strategies for teaching vocabulary or extended writing. Overall, the data indicates that these meetings are driving actionable changes focussed on curriculum development, and collaborative practice.

Many comments reflected on GCSE based insights and strategies for example teaching pupils how to address exam answers, analysis of case studies and accessing exam board support and CPD.

Colleagues were asked about the long-term impact of the meeting on their department.

Colleagues reported that the most significant long-term impacts of recent network meetings will be seen in curriculum development, and assessment consistency, particularly at KS4. Departments plan to adapt and sequence curricula more effectively, for example, embedding literacy and writing strategies to strengthen student outcomes. There is a clear commitment to improving moderation practices and ensuring consistency in GCSE and NEA marking, supported by shared understanding across schools.

The Spring meeting areas of focus are below: