Since its inception in 2016, the Research Schools Network has developed into an integral part of our approach to supporting schools to access and use research evidence. The diverse range of schools and settings that form the Network enable us to reach and support schools across the country.
Over time, the Network has evolved and grown, and in partnership with the EEF, has shaped our regional strategy. Collectively we’re developing our understanding of evidence mobilisation, and there’s lots to learn from the work of Research Schools as we prepare for the next phase of our regional work from September 2023 and beyond.
We’re looking for up to six new Research Schools, so we wanted to share some insights into life as part of the Network.
So, what does being a Research School involve?
“There is no typical week in the life of a Research School Director!” says Jane Elsworth, Director at Huntington Research School in York:
In short, Research Schools play a key role in bridging the gap from research to practice.
We know that schools listen to other schools, so they are well placed to communicate and advocate for the use of evidence within their local networks through regular communication and events.
Research Schools credibly exemplify evidence in action and support other schools by sharing their own experience and expertise with authenticity.
Jane Elsworth, Director at Huntington Research School in York
Our regional strategy is based on the building of local capacity through partnerships that are co-constructed with schools and local stakeholders, such as multi-academy trusts and local authorities, with the aim of leading to sustained change in practice. Research Schools bring their knowledge and expertise to support with identifying local need, developing and delivering evidence-based professional development, and supporting its implementation.
A strong network
The variety of contexts and settings within the Network means there’s no one way to be a Research School. As a network we understand the challenges facing schools and socio-economically disadvantaged pupils in a range of contexts – from rural communities to urban multicultural cities, to coastal and post-industrial towns.
The breadth of the Research School Network is a key strength. It includes primary and secondary, early years and post-16 settings. Our host organisations are small rural maintained schools, large urban MATs and everything in between. What characterises all of them, as Jane explains, is “the level of professional generosity and unrelenting focus on improving outcomes for our disadvantaged students”.
As well as being part of a network that’s leading the way in developing a more evidence-informed school system, there are also valuable benefits for the school or organisation as Kevin Simpson, CEO of Aspire Education Trust, home of Aspirer Research School in Cheshire explains:
What’s next for the Research Schools Network?
As we move our regional strategy into its next phase, we’ll be working together with the Research Schools Network to build on what we’ve learnt through deeper partnerships, aiming for sustained change, and building in evaluation more explicitly from the start. We’ll also be looking to enhance the valuable exemplification role that Research Schools play, and developing our approach to working with other national and mid-tier stakeholders to support them to work with schools to enable change.
Applications for up to six new Research Schools are open from January 4th to Wednesday 25th January (midday).