Leading Evidence-Informed Improvement at Scale in Remote Rural Schools in England: Evaluation Findings

• In Event: Equity-Oriented Improvement Approaches in Diverse Educational Settings: Insights From England, California, and Beyond

Abstract

Few studies have explored how to mobilise evidence across remote rural schools. This paper draws on an ongoing evaluation of an initiative which aims to strengthen the use of evidence in 121 remote schools in England. The independent evaluation draws on multiple source of data, including two headteacher surveys, 12 school case studies and an analysis of national exam data to assess impact on pupil outcomes. The paper focuses on the role of local system leaders who seek to strengthen evidence-informed practice across multiple remote schools. It argues that they must combine sophisticated system leadership skills with an ability to balance purism and pragmatism in order to engage schools and support systemic change.

Authors

• Toby M. Greany, University of Nottingham

• Georgina Hudson, University of Nottingham