Summary - A case study of incredible GCSE improvement through genuine collaboration and good integration of strategies and resources.    

The Oaks Collegiate Academy was launched as a DfES funded Diversity Pathfinder Project in September 2002. The Oaks consisted of six secondary schools (including a Special School) in the South-West of Birmingham. Membership of the group was based on commitment rather than geography. Many of the headteachers were relatively new and had a common purpose and belief that working together was the way forward.

The initial aim of the Collegiate was to improve teaching and learning using professional development whilst establishing a collegiate identity. To achieve this, a suitable structure was established which consisted of:

• Three Collegiate ASTs funded by the Gatsby Foundation available to all schools
• School based ASTs using 20% outreach time to work across the Collegiate
• Joint training days
• Weekly subject leader meetings sharing good practice and curriculum development
• Curriculum Deputies curriculum planning meetings
• CPD Co-ordinator meetings to identify and share training needs
• Video conferencing and website development to share expertise and resources
• Year 7 and 8 collaborative activities using school specialisms to provide whole day events based upon fun
• Newsletters, posters, letterheads etc.

The strength of each schools commitment was demonstrated from the outset by:

• Each school contributed 0.5% of their budget to the Collegiate fund
• All the headteachers and some senior LEA staff were involved in the interview panel for the Collegiate Coordinator
• A link Governing Body was formed representing every school and in most cases the Link Governor was the school Chair of Governors
• A school providing an office base and training facilities free of charge
• An agreement was in place to release staff for Collegiate meetings as a priority
• Monthly Headteacher management meetings - substitution by deputies was not allowed

The introduction of the Leadership Incentive Grant and the 14-19 review led to schools in Birmingham forming smaller groups similar to the Oaks (which has now expanded to 10 secondary schools) agreeing to the same core conditions for membership. To enable the schools to support and further develop collaboration each school now contributes £10,000 LIG and a similar sum for G&T activities to The Collegiate. The benefits of working together have contributed to the improvement of one of the schools that was in challenging circumstances. 17% of pupils achieved 5A*-C GCSE grades in the previous year in an environment where many of the staff had left, leaving no middle management. With staffing and management support from the Collegiate the schools saw the results increase from a 16% prediction in January to 35% of pupils achieving 5A*-C grades.