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The report identifies implications for global policymakers, including evidence-informed delivery mechanisms, sustained autonomy through shared purpose, and cost-effective policy uptake via cross-school learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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improvement in schools: implications for global policymakers  \nRichard Churches, Richard Warenisca, Tricia Bunn and Tom Bennett  \n2025  \nCOLLABORATIVE  \nBEHAVIOUR  \nIMPROVEMENT  \nIN SCHOOLS  \n| |\n| --- |\n| |\n| |\n| |\n| |\n| |\n| |\n| |\n| |\n| |\n\n2  \nCOLLABORATIVE  \nBEHAVIOUR  \nIMPROVEMENT  \nIN SCHOOLS  \nSummary  \nThe authors of this publication are:  \n» Dr Richard Churches, Director of Research at Education Development Trust » Richard Warenisca, Behaviour Hubs Senior Programme Manager » Tricia Bunn, Behaviour Hubs Senior Education Advisor, and  \n» Tom Bennett OBE, Behaviour Adviser for England’s Department for Education and chair of a 2020 DfE task forced aimed at improving behaviour in England’s schools.  \nThis publication documents the structure and impact of a unique behaviour improvement programme, which was commissioned by the Department for Education (DfE) in England and delivered, in partnership with schools, by Education Development Trust (EDT). We discuss how the programme’s approach can be seen as a form of policy reform that succeeds in balancing accountability, autonomy and support, within an evidence-based policy framework. The model of identifying the most successful practitioners and using them to support and lead the improvements of others is a valuable global policy lever that allows the integration of local wisdom into challenging reform agendas. By extension, such an approach facilitates the buy-in of schools receiving support.  \nThis report highlights the following key implications for policymakers:  \n1. Evidence-informed policymaking may be most effective when mechanisms for systematically allowing the local translation of evidence into policy delivery are identified in advance and planned for.  \n2. Using the most effective practitioners to support those in need of improvement ensures that there is a continuing sense of autonomy and shared purpose. This may have benefits in high-accountability systems, such as those with regular high-stakes school inspections.  \n3. Finding ways for schools in need of improvement to learn from the effective practice of other schools encourages buy-in and supports cost-effective policy delivery.  \nCOLLABORATIVE BEHAVIOUR IMPROVEMENT IN SCHOOLS  \nOur approach  \nThis research aimed to document the collaborative approach employed by the Behaviour Hubs programme in England and assess its implications for global policy. The public research team at EDT collaborated with the Behaviour Hubs programme delivery team to:  \n» review key documentation, prior to and during programme delivery, to record the initial policy intentions and methodology  \n» carry out a thematic analysis of feedback and survey data from participating schools and multi-academy trusts (MATs)4  \n» consider relevant Ofsted (Office for Standards in Education, Children’s Services and Skills) inspection-grade evidence associated with participating schools  \n» calculate the per-pupil cost of the programme and compare it with cost effectiveness data from a range of similar interventions  \n» draw together conclusions and implementations for policy delivery, particularly where those policies seek to implement the latest research evidence.  \n4 As schools have been granted greater autonomy, in England, so they have also begun to cluster together often under the leadership of a single headteacher or principal (known as an executive principal) . One common model is the multi-academy trust where ‘academies’(schools with autonomy from traditional local authority control) amalgamate into a‘trust’ (a form of not-for-profit charity) .  \nCOLLABORATIVE BEHAVIOUR IMPROVEMENT IN SCHOOLS  \nThe programme  \nIn England, the use of evidence to inform policymaking has become a key aspect of government decision-making and forms the basis for programme curriculum content (McAleavy, 2016; McAleavy, 2021). Notably, the DfE provided funding for the Education Endowment Foundation (EEF),5 a charity that conducts simila","cbCaitKh9Z7oKvCr","https://ap.wps.com/l/cbCaitKh9Z7oKvCr","pdf",4266121,21,"English","# Summary\n# Our approach\n# The programme\n## Programme aims and scope","[{\"question\":\"What is the Behaviour Hubs programme and who commissioned it?\",\"answer\":\"It is a one-year support programme (two years for multi-academy trusts) commissioned by England’s Department for Education and delivered in partnership with schools by Education Development Trust.\"},{\"question\":\"How does the report describe the programme’s policy approach?\",\"answer\":\"It describes the programme’s method as a form of policy reform that balances accountability, autonomy, and support using an evidence-based framework.\"},{\"question\":\"What key implications are highlighted for policymakers?\",\"answer\":\"The report emphasizes advance planning for local translation of evidence into delivery, using the most effective practitioners to sustain autonomy and shared purpose, and enabling schools needing improvement to learn from effective practice for buy-in and cost-effective delivery.\"}]","COLLABORATIVE BEHAVIOUR IMPROVEMENT IN SCHOOLS | PDF",1792049592,53]