Haringey schools value working in partnership and much of their success and innovation can be directly attributed to this work. Schools from all sectors work in geographical Network Learning Communities (NLCs). Each community works on priorities that are common and engage in projects that are focused on improving and enhancing provision for children locally. The sharing of best practice, challenge and support for school leaders ensures that schools continue to be reflective and responsive and there is a shared understanding that we are collectively responsible for all our children.

Each NLC has a Chair. The Chairs of the NLC’s meet and work together forming the Haringey Learning Partnership. This forum allows for the work of each NLC to be shared and for Haringey wide priorities to be established and explored.

The Chair of HLP is Tony Woodward, Headteacher – Tetherdown Primary School.

  • Schools in Network Learning Communities are committed to the Schools Partnership Programme, a robust, systematic approach to school improvement which follows a process of peer to peer review. It is a peer review model that builds capacity and capability across our network of schools, so they can gradually take more responsibility for their own development and maturity, and lead their own improvement. Through the programme, our schools develop their capacity and the culture needed for impactful cluster working through a continuous cycle of school self-review, peer review and school-to-school support and improvement.
  • HLP is developing and supporting the work of the Business Managers’ NLC meetings in an endeavour to share good practice, identify the finance and resource needs of schools, to learn from one another and to source opportunities for collaborative working, e.g. procurement of services.

  • STEM is a regular agenda item; NLC Chairs report on activity within the NLC, work closely with Haringey to promote STEM across schools and enable collaborative work between STEM leads within each NLC.


  • Programme to succession plan and grow Middle and Senior Leaders with Preparing to Lead. In addition, ‘Head Space’ sessions for Head teachers that is into its 3rd year, with many of the Heads taking on additional leadership activities outside of their schools supporting others. Over 50 Middle & Senior Leaders have accessed the programmes with many going on successfully into leadership roles.

  • To raise attainment in English. A snapshot of some of the Network’s activities include, the use of shared data to allocate funds to improve outcomes in reading. Bespoke projects in individual schools funded. Successful termly moderation twilight forums for teachers, where challenge and professional dialogue across settings is facilitated. Inspirational speakers brought into deliver training to the network teachers and wider partners, e.g. A day with Box Cox improving writing through reading.

  • More recently the commitment to and the collaboration of Peer Review across the network, funding for coaching training and other associated training requirements to support the project with its success.


  • A middle leadership development program. Over the last 4 years it has supported over 60 of our staff members to hone their leadership skills, resulting in greater retention rates and examples of participants moving into senior leadership roles.

  • Successful joint training days for support staff that have focussed on issues of inclusion and this year will include training on behaviour management as well as examining career progression for teaching assistants.

  • A program of coordinator’s forums which have allowed us to respond to weaknesses in data, and provide collegiate support and challenge. Last year’s focus on reading led to an increase in KS2 reading attainment and progress scores in a significant number of our schools.


  • To promote and raise the profile of science teaching in Primary Schools. INSET / training day for a member of staff from each NLC school to attend. Schools in our NLC benefited from matched-funding provided by the Ogden Trust, equating to approximately £5,000 worth of training for our schools as a collective; leading to increased interest from secondary school pupils as they move through school (to be seen).

  • For two subject leaders in Maths and English to lead the development of networking opportunities focused on raising standards in writing, reading and maths. Collaboration and a developed understanding by staff of the requirements for effective teaching and learning have provided support amongst colleagues in raising standards of attainment.
  • All schools have signed up to take part in the peer review programme organised through the Schools Partnership Programme. Although in its infancy, all schools are keen to develop a reflective approach to the feedback from colleagues who use a robust framework to challenge leaders to gain the most from school improvement activity.


  • The Deputy Heads, subject leaders and Business Managers meet regularly to share effective practice, discuss common priorities and undertake a range of activities such as a cross NLC data analysis, focus on PPG children project, cross school moderation and assessment, benchmarking and sharing of expertise. Joint INSET days and CPD.

  • All schools have committed to participating in the Schools Partnership Programme. This is supporting and deepening the school to school review and challenge work in the NLC. This work also supports the development of leadership at all levels.
  • Cross school projects and events – Each year all schools participate in the Crouch End Music and Arts Festival. Children contribute to a huge art exhibition, a showcase of singing, dance and musical performances over a summer weekend. The secondary schools offer a comprehensive range of opportunities for primary children across the NLC to engage in STEM, robotics, sports tournaments, dance competitions and music. Ensuring out children receive exceptional provision not only in the core subject but the wider and social curriculum.


  • Reading: to improve standards in reading and promote enjoyment. This will be achieved through implementation of a whole school daily reading approach designed to support children’s development in reading and comprehension skills at KS1 and 2. Support has been provided in training in the approaches of Daily Supported Reading and Destination Reader which is developing through a programme of implementation and support for teachers and support staff. This whole school reading approach keeps engagement and assessment at the heart of learning. Children are fully supported in developing the necessary skills to think and comprehend the texts they read by careful modelling and support in what an active and successful reader does. Professional development in reading pedagogy underpins the approach. The aim and outcome is that children become happy and confident readers who read to learn. Over 70 staff are part of these two programmes, in primary and secondary.

  • Leadership development has taken many forms, including funding for NPQML, SLE, NPQH and SENCo training. Recently, five schools have engaged with the The Edison Learning Collaborative Quality Analysis (CQA). This is a holistic approach to understanding a school’s strengths and areas for improvement. The process is designed around five questions, which in turn key into the development strands of Edison Learning’s research based design for school improvement. This rubric allows for professional dialogue through a process of peer to peer review.

  • Other key objectives and activities include: raising standards in science at KS2 and KS3 by creating a forum for primary school science leaders and secondary school teacher. Improving the quality of science teaching in KS2 is a key outcome. STEM work is now a standing agenda item to support a collaborative approach across the LA. Cluster moderation for Y2 and Y6 has been successfully set up with five schools attending consistently at least 3 times a term. The moderation tasks are undertaken by pupils across the participating schools and sets the basis for professional dialogue, sharing best practice and providing challenge. This year agreed outcomes for individual children are scanned to each school by after each twilight by the lead school.


  • Annual joint NLC training day for teaching staff (Teachers and TAs) with high profile speakers such as Pie Corbett, Dame Alison Peacock – focus on agreed NLC priorities based on evidence from data and self-evaluation feedback.

  • Inter school STEM Challenge to give STEM subjects high profile across the NLC  – coordinated by identified STEM Lead.
  • School to school support (informal – before SPP) – sharing of good practice based on strengths and areas for development in each school. This has included coordinators forums, moderation activities, lesson study approach, headteacher learning walks etc.