
	11-16 schools home

	Collaboration
	A checklist of planning considerations
	Advantages for providers
	Effective collaborative practice
	Types of collaboration

	Print this page

A checklist of planning considerations


		11-16 schools

		6th form schools

		Colleges

Collect background information

For example: on the needs and views of local young people; on the strengths and weaknesses of current provision in supporting achievement and progression; on the local labour market and skill needs; on potential opportunities to develop collaborative arrangements; on the strengths and weaknesses of such arrangements in the past; on possible sources of support; on possible qualifications and other learning outcomes.

Produce a statement of purpose and supporting documentation

For example: a statement identifying priorities and targets and covering the aims, objectives and desired outcomes of collaborative provision; a policy statement; a development plan; student entitlement statements; service-level agreements; quality assurance criteria and procedures; individual learning plans; contingency plans to cover changes in provision and staffing.

Review the potential range of collaborative activities

For example: subjects, courses and extra-curricular activities; target setting; action planning; study and learning support; mentoring; guidance; work experience; assessment recording and reporting.

Describe roles and responsibilities

For example: who will do what, when, where, why and how; relationships with the Connexions Service, other agencies and networks; line management; local and organisational coordination.

Consider curriculum details

For example: a map of opportunities and components and how these link with each other; access arrangements, entry and progression requirements; the level of each component and how it supports progression; timetable and staffing; schemes of work; session plans; teaching and learning resources; assignments; assessment, recording and reporting materials.

Allocate resources

For example: staff; time; funding and costing provision; consumables; transport; accommodation and equipment.

Reconcile different operational procedures

For example: timetables and session timings; staffing; registers; reports; negotiation and use of individual learning plans; target setting and action planning; recording and celebrating achievement and success; discipline; data collection and information management; homework and coursework; calendars; assessment, recording and reporting procedures and documents; progress reviews; use of external resources and support.

Establish communication strategies

For example: methods; lines of communication; emergency procedures; agreeing vocabulary and terminology to be used.

Establish staff recruitment and development policies

For example: recruitment criteria; selection procedures, access to training; team teaching; staff exchanges; peer observation and mentoring.

Produce formal agreements setting out working arrangements

For example: memoranda of agreement; protocols; contracts; service-level and partnership agreements.

Define methods for supporting students

For example: academic, personal and careers guidance; mentoring; reports; preparation, induction, monitoring and progression; information for parents and others.

Monitor, review and evaluate the partnership

For example: common documentation; agreed focus and criteria; shared outcomes; agreement on action.

Case studies

> Collaboration