What is Challenge Partners?
Launched in 2010 by a group of headteachers, Challenge Partners are a practitioner-led education charity with a national network of over 550 schools and more than 100 trusts, who all believe the best way to reduce educational inequality is to combine wisdom.
They partner with primary, secondary, special and alternative provision schools, all united by a commitment to collaboration and challenge to ensure great practice isn’t trapped in individual schools. School leadership has a significant influence on pupil outcomes, and by supporting our trust and school leaders we currently reach more than 270,000 pupils across the country.
What is a Quality Assurance Review?
Led by an expert lead reviewer, reviews are conducted by a team of headteachers from Full Partner schools within the Challenge Partners network. A collaborative process, all review activities are joint and all outputs are agreed with the school – ‘one team, two parts’.
Each school hosts an annual review, and reciprocates by sending their senior leaders to review other schools in the network, providing continuous professional development for all leaders involved.
Malvern Primary School Partnership
Malvern has been an active partner in Challenge Partners since 2019 and have engaged in several Quality Assurance Visits. Colleagues at Malvern have also had the opportunity to visit schools nationwide to enhance their own learning. The most recent Challenge Partners report recognizes Malvern Primary School as a leading school and highlighted our unwavering commitment to provide exceptional learning experiences for every pupil.
“Collectively, leaders all share the same philosophy which is rooted in an uncompromising pursuit of providing the best possible learning experiences for every pupil who is fortunate enough to attend Malvern Primary School.”
“Pupils are fortunate to have an incredible range of activities and opportunities that they would not receive otherwise. Enrichment activities supplement the curriculum and also provide exciting, memorable experiences. This is especially evident in the provision of performing arts, for example, encompassing theatre trips, workshops and a rap artist coming to the school to work with pupils.”
“Reading is an exceptionally strong area in the school. The seeds for this are sown in the Early Years Foundation Stage (EYFS). Phonics teaching begins in the Nursery, so children gain early exposure to letters and sounds.”
“Governors are exceptionally knowledgeable, supportive and challenging in equal measure. They hold senior leaders to account and are fully behind them in driving the school forwards.”
“Pupils are immensely proud of their school and recognise the hard work all staff apply to making their time at Malvern exciting and rewarding. They work equally hard and are hungry to learn more. This was reflected in their books which were beautifully presented and indicated strong progress.”
“The provision for disadvantaged pupils and those with additional needs is of the highest order. The education and wellbeing of these pupils are overseen by the deputy headteacher and SENDCo, supported not only by the teaching staff, but a group of undeniably valued teaching assistants (TAs). The latter are highly trained, extremely knowledgeable and care deeply about the development of the groups and individuals they support.”
“When asked what could improve their school, one pupil stated, ‘add on a secondary school because I don’t want to leave!’”
“Behaviour and attitudes to learning are exemplary across the whole school. This is because the lessons teachers plan are stimulating and exciting. As a result, pupils are motivated to learn, and engagement is exceptionally high.”
“Adaptive teaching techniques enable all pupils with SEND to fully engage with the learning intention, which sees them making progress in line with their peers. They make strong progress from their starting points.”
