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The principles of peer review

The TSC version of the Schools Partnership Programme (SPP) peer review process is based on the belief that the best form of support is rigorous and timely, provides valuable challenge focused on improvement and is led by trusted and highly regarded peers.


All schools in the partnership are expected to take part. The process should be seen as:

  • reciprocal and mutually beneficial
  • a joint exercise between the review team and the school
  • based on principles of genuine professional dialogue and enquiry
  • a powerful model of professional development
  • part of an ongoing, self-directed process of scrutiny, reflection, challenge and improvement


This approach is underpinned by a coaching model of change, improvement and professional dialogue and enquiry designed to build trust and collective accountability across the partnership. The peer review cycle provides an opportunity to identify inspiring, excellent and effective practice, as well as areas for development. It will, therefore, be followed up by planned workshops with Improvement Champions who facilitate action planning with school staff and collaborative school-to-school support. These process builds on skills developed through self-review and will further enhance both individuals’ skills and the capability and capacity of the partnership to be self-improving.


The five stages of peer review are outlined in Appendix 1 of our Peer to Peer file of evidence proforma 

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