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How networks work: learning networks that make a difference for pupils

If you are in a school today, you are likely to be in a network of some kind with other practitioners. But how do you know whether it is really making a difference to children's learning?

This short report, based on lessons from the National College's Networked Learning Communities programme, looks at good practice in networking and pinpoints some steps school leaders can take to ensure that the networks they and their staff participate in are having a positive impact on their pupils.

Questions for heads

Opportunities to network are welcome but they also have major implications for heads in terms of resources and practice in their school. How do you decide whether to take part? Are you the right person to be involved or should other people be encouraged to join in? Is it a good way to spend time and resources in order to make a difference to pupils? And if you're an old hand at networking, how do you select what to continue and what to drop for the next time?

Seven key areas

The summary identifies seven key areas that people need to be aware of to get the most out of networking, such as the importance of distributed leadership, a shared focus and understanding and strength of good relationships.

It also gives you a handy dos and don'ts table, covering a range of practical topics and issues to consider that leaders and participants of networks and clusters will find very useful.